Pedagogical communication. Presentation for teachers “Communication styles, relationships and positions in teaching activities Presentation of models of behavior of teachers in the communication process

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Introduction 1. The essence and structure of pedagogical communication 2. Types of pedagogical communication 3. Styles of pedagogical communication 4. The culture of pedagogical communication Conclusion Literature Contents

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Communication is the central problem of pedagogy and educational psychology. It is the main means of solving the problems of training, education and personal development of students and is aimed at creating a favorable psychological climate, an optimal state of the educational process and the effective achievement of pedagogical goals. The sphere of pedagogical work, as is known, belongs to the so-called socionomic type (according to the classification of E.A. Klimov), or a type of professional activity in which the leading role is played by the communication process. Communication is the main means through which the implementation of the tasks of training and education is carried out. Introduction

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The study of these issues began with several areas of research that have been and are being carried out in the country. These are works on issues of social perception (A.A. Bodalev and his collaborators), studies on the theory of the team and interpersonal relationships in the pedagogical process (A.V. Petrovsky and his collaborators, Ya.L. Kolominsky), a series of works on the psychology of teacher work (N.V. Kuzmina and her employees, A.I. Shcherbakov and his employees). These psychological studies to a certain extent prepared the appearance in the mid-70s. a number of the first domestic works on the problems of pedagogical communication (V.A. Kan-Kalik, S.V. Kondratyeva, A.A. Leontyev, Ya.L. Kolominsky). They attempted to study the structure and features of pedagogical communication, highlight its main constituent components, and study their relationship with the content and methodological aspects of both the pedagogical process and the activities of the teacher himself. Thus, the category of pedagogical communication was identified and formalized, which in pedagogical activity acts as its socio-psychological core.

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Pedagogical communication is a specific form of business interpersonal communication, which has its own characteristic features, and at the same time is subject to general psychological laws inherent in communication as a form of human interaction with other people, including communicative, interactive and perceptual components. Pedagogical communication is the main form of implementation of the pedagogical process. Its productivity is determined, first of all, by the goals and values of education and, accordingly, the communication necessary for its implementation. The essence and structure of pedagogical communication

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Thus, pedagogical communication is a multifaceted process of organizing, establishing and developing communication, mutual understanding and interaction between students and teachers, generated by the goals, nature and content of their joint activities. Communication is divided into communicative, interactive and perceptual sides. It is important that all these aspects of communication appear simultaneously. The communicative side is realized in the exchange of information, the interactive side - in the regulation of the interaction of communication partners, provided that they unambiguously encode and decode sign (verbal, non-verbal) communication systems, the perceptual side - in “reading” the interlocutor due to such psychological mechanisms as comparison, identification, apperception , reflection.

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Functionally, pedagogical communication is contact (distant), informational, incentive, coordination interaction that establishes the relationships of all subjects of the educational process. The specific synthesis of all its main characteristics formed in it is expressed in the new qualitative content of the interaction of subjects of the educational process, determined by the features of the system of relations or “pedagogical system” in which they are located. The following characteristics of communication in the process of pedagogical activity are distinguished: The general established system of communication between the teacher and students (a certain style of communication); A communication system characteristic of a specific stage of teaching activity; A situational communication system that arises when solving a specific pedagogical and communicative task.

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1. Socially oriented communication, the forms of which are a lecture, report, oratory addressed to a certain audience. The lecturer or speaker acts as a representative of society, he encourages people to direct social activity, strives to unite listeners around some socially significant idea, task, etc., provides a “backdrop” for social influence, shapes ideas, changes their beliefs. 2. Group subject-oriented communication. Here industrial relations come first. The purpose of such communication and its subject are to organize the collective interaction of communication participants in joint work and study. 3. Personality-oriented communication is communication between subjects of the educational process with each other, aimed at solving personal problems, including in the process of joint activities. 4. Psychological relationships are a special type of communication, in which, according to A.A. Leontyev, relationships “subjectively for a person stand in the center; sometimes he does not realize that social relations are hidden behind them.”

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Styles of pedagogical communication V.A. Kan-Kalik identifies five different styles of pedagogical communication based on the following positions: The style of communication between the teacher and students is based on passion for joint creative activity. Such communication can develop in the process of joint research, supervision of coursework and dissertations, or invitation of a graduate to graduate school. It is typical for established scientific schools. 2. Communication style based on friendly disposition. However, in this case, a certain measure of distance must be observed, which preserves the status positions and sovereignty of each of the subjects of the process of pedagogical interaction.

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3. Communication style based on a clearly established and strictly maintained distance. At the same time, the teacher distances himself from the student, emphasizing his experience and knowledge, differences in social status. But the distance must be based on authority. Otherwise, the overall creative level of joint work between the teacher and the student may sharply decrease. 4. A communication style based on intimidating students. It is an extremely negative form of communication, is inhumane in nature and most often reveals the pedagogical failure of the teacher who resorts to it. 5. Communication style based on flirting with students. This style of communication is false; usually the teacher who resorts to it aims to gain cheap authority among students.

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A. S. Makarenko sharply condemned this “pursuit of love.” Communication-flirting arises as a result of: a) the teacher’s misunderstanding of the pedagogical tasks facing him; b) lack of communication skills; c) fear of communicating with the class and at the same time the desire to establish contact with students. Communication styles such as intimidation, flirtation and extreme forms of communication-distance, when used frequently, become a kind of cliches, reproducing ineffective methods of pedagogical communication and making it difficult to achieve the goals of the educational process. Styles do not exist in their pure form. And the options listed do not exhaust the wealth of communication styles spontaneously developed over long-term practice. At the same time, the found and acceptable communication style of one teacher turns out to be completely unsuitable for another. The style of communication clearly reveals the individual’s individuality.

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From the standpoint of the most characteristic manifestation in the classification of pedagogical communication styles, its varieties are distinguished: autocratic, authoritarian, democratic, free-liberal, liberal and inconsistent. An autocratic (or autocratic) style of communication occurs in cases where the teacher exercises sole control of the educational and cognitive activities of a group of students, not allowing them to express their views, without allowing any critical comments. At the same time, he consistently imposes a certain set of requirements on students and exercises strict control over their implementation. The authoritarian (or domineering) style of communication allows for the opportunity for students to participate in the discussion of issues of educational or collective life, but the decision is ultimately made by the teacher in accordance with his principles, views and attitudes. An authoritarian style of communication gives rise to inadequate self-esteem in students, instills in them a cult of power, contributes to the formation of neurotics, leads to a distorted understanding of values, to a high assessment of such personality qualities as “the ability to get away with anything”, the ability to use others to do what one must do oneself . The main forms of teacher interaction in this style are orders, instructions, instructions, and reprimands.

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A democratic style of communication presupposes the teacher’s attention to students and consideration of their opinions, the desire to understand them, to convince them that they are right, and not to order. In this case, the teacher strives to conduct dialogic communication “on an equal footing”, develop students’ self-government skills, and take into account their individual characteristics as much as possible. With a democratic style of communication, the teacher stimulates students to creativity, initiative, and organizes conditions for self-realization. The main methods of communication in this case are requests, advice, information, and the desire to include everyone in active work. This style of communication is characterized by strong educational and scientific contacts with students and stimulates them to successful cognitive activity. The free-liberal style of communication is characterized by familiarity, connivance, and anarchy. This is the most “harmful” and destructive style for business. It disorganizes the normal educational and cognitive activity of students, reduces the importance of monitoring its results, creates uncertainty among students, causes them tension and anxiety.

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The liberal style of communication appears as a kind of anarchic, permissive. The teacher who follows it tries not to interfere in the life of the team, does not show activity, and actually removes himself from responsibility for what is happening. When using this style, the teacher only formally fulfills his functional duties, limiting himself only to teaching as a presentation of educational material. The consequence of such tactics is also the lack of proper control over the results of students’ activities and the dynamics of their personal development. An inconsistent, illogical style of communication is that the teacher, depending on external circumstances and his own emotional state, carries out any of the named communication styles, which leads to disorganization and situationality of the system of relationships between the teacher and students, and to the emergence of conflict situations.

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All variants of communication styles can be reduced to two types: monologue and dialogic. With the monologue nature of communication, subject-object relationships are carried out, where the teacher is the subject and the student is the object. With dialogical communication, more productive subject-subject relationships are established, during which the teacher interacts with students on the basis of partnerships, in alliance with them. Here the principles of modern cooperation pedagogy are implemented to the maximum extent.

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Different communication styles give rise to certain patterns of teacher behavior when interacting with students. They can be conventionally designated following L.D. Stolyarenko, as follows: The dictatorial model corresponds to the behavior of the teacher, in which he is, as it were, removed from the students. For him they exist only as a kind of faceless mass of listeners. Such a teacher lacks any personal interaction with them. Pedagogical functions are reduced to an information message. The consequence of this model of behavior is the lack of necessary psychological contact, and, consequently, the complete lack of initiative and passivity of students. The non-contact model is close in its psychological content to the first. However, it differs from it in that there is weak feedback between the teacher and students due to an arbitrary or unintentionally erected barrier, which may be a lack of desire to cooperate on any side, the informational rather than dialogical nature of the lesson; involuntary emphasis by the teacher on his status, a superficially condescending attitude towards students. This is where his weak interaction with students and their emphasized indifference towards him come from.

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The model of differentiated attention is based on the selective attitude of the teacher towards students. In this case, the teacher usually focuses not on the entire class, but only on a certain part of it, mainly either the most talented students or the weakest. One of the reasons for this model of communication in the classroom may be the inability to combine individualization of student learning with a frontal approach. As a result, the integrity of the act of interaction in the teacher-team of students system is violated; it is replaced by the fragmentation of situational contacts. The hyporeflex model is that the teacher, in the process of communicating with students, seems to be closed in on himself: his speech is mostly monologue, he hears only himself and does not react in any way to the listeners, and is not interested in their perception of the educational material. In this case, there is no necessary interaction between students and the teacher; its educational impact turns out to be purely formal.

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The hyperreflex model is psychologically the opposite of the previous model. A teacher who chooses this model of behavior is concerned not so much with the content of the interaction as with how it is perceived by students. Interpersonal relationships are elevated to an absolute by him, acquiring dominant significance for him; he constantly doubts the effectiveness and persuasiveness of his arguments, the correctness of his actions, and reacts sharply to the nuances of the psychological atmosphere, often taking them personally. Such a teacher is like an exposed nerve. The choice of this model of behavior does not exclude a situation in which the reins of power will be in the hands of the students, and the teacher will take a leading position in the relationship. The model of inflexible response is that the teacher builds his relationship with students according to some rigid program, where the goals and objectives of the lesson are clearly adhered to, methodological techniques are didactically justified, there is an impeccable logic of presentation and argumentation of facts, facial expressions and gestures are polished, but the teacher does not have a sense of understanding of the changing communication situation. They do not take into account the composition and mental state of students, their age and other characteristics. As a result, a perfectly planned and methodically practiced lesson does not achieve its goal.

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The active interaction model is the most effective. At the same time, the teacher is constantly in dialogue with students, keeps them in a positive mood, encourages initiative, easily grasps changes in the psychological climate of the class and reacts flexibly to them. The style of friendly interaction predominates while maintaining the necessary role distance. As a result, all educational, organizational and ethical problems that arise are usually resolved fruitfully and creatively through joint efforts. That is why this model of behavior is the most productive.

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Culture of pedagogical communication Culture of pedagogical communication is professional communication between a teacher and students in order to optimize the teaching and educational process, which involves taking into account the emotional state, intelligence, age of students and the psychological microclimate in the team. A teacher is constantly faced with a variety of interpersonal communication problems. The lack of a culture of pedagogical communication or its low level often leads to conflict situations and tension in the relationship between teacher and student or the whole class. Successful conflict resolution depends on the general psychological literacy and level of the teacher’s pedagogical culture. The main moral standards on which the relationship between a teacher and students are based are: respect for the dignity of each of his students, trust and attentive attitude to their inner world, emotional sensitivity and goodwill.

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A teacher’s psychologically competent perception of a student will help establish mutual understanding and effective interaction. This opportunity is largely provided to the teacher by developed perceptual skills, i.e. the ability to correctly assess children’s emotional state based on facial expressions, gestures, speech, and actions. There are two interrelated types of social perception: perceptual (perceiving and listening to a child or another person) and empathic (special sensitivity to a child, empathy and compassion for another). The process of social perception presupposes, first of all, the presence of a culture of listening. Numerous studies show that most educators do not have sufficient listening skills. Listening is the process through which connections are established between people, creating a sense of mutual understanding that makes any communication effective. Listening requires certain skills that a teacher needs to learn, since the process of listening occupies a significant part of his life.

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A high culture of communication is one of the components of the image of a teacher as a professional. Image is an image, an impression that a person leaves in his memories and ideas about him. One of the most important components of a teacher’s image is communicative tolerance. This is a characteristic of a person’s attitude towards people, showing the degree to which she can tolerate unpleasant or unacceptable, in her opinion, mental states, qualities and actions of interaction partners. A teacher with a high level of communicative tolerance is quite balanced, tolerant and compatible with very different people. Thanks to these advantages, a psychologically comfortable environment is created for joint activities in the pedagogical process. The teacher must strive, of course, to accept the child with all his shortcomings, mistakes, and troubles. Accepting a child means: showing tolerance towards him, striving to understand him and help him; show respect for his personality, maintain his self-esteem; recognize his right to be different from others; look at the problem from his position, through his eyes; take into account the individual psychological and personal characteristics of the child.

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Of the totality of relationships between teachers and children, based on professional duty and a sense of responsibility, pedagogical tact should be highlighted. Pedagogical tact can be defined as adherence to the pedagogical principle of measure in communicating with children in a wide variety of areas of activity, as the ability to choose the right approach to students, based on their personal characteristics and relationships with them. The tactics of behavior and actions of a teacher who has pedagogical tact consists of anticipating the possible consequences of using certain methods and timely adjusting them, as well as, anticipating the consequences, choosing the style and tone, time and place of pedagogical influence. A teacher simply needs to master the word, a means of persuasion. This is the key to solving many situations, and sometimes conflicts, that arise in the process of educational activities. It is not for nothing that the ancient Greeks said that education does not sprout in the soul if it does not penetrate to a significant depth. And this penetration is possible only in the harmonious unity of high professionalism, acting and oratory skills of the teacher.

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Conclusion The problem of pedagogical communication is currently one of the most difficult problems of a modern school, since communication in pedagogical activity acts as a means of solving educational problems, as a socio-psychological support for the educational process, and as a way of organizing the relationship between a teacher and children, ensuring the success of training and education. In communication, an important system of educational relationships develops that contribute to the effectiveness of education and training. In pedagogical activity, communication acquires a functional and professionally significant character. It acts as an instrument of influence, and the usual conditions and functions of communication receive additional “load” here, since they develop from universal human aspects into professional and creative components.

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Pedagogical communication is a system of limited socio-psychological interaction between a teacher and students, the content of which is the exchange of information, the provision of educational influence, and the organization of relationships using commutative means. The teacher is the initiator of this process, organizing and managing it. Proper use of tools and technology will help the teacher avoid many difficulties in communication. You can learn how to make your speech more expressive, how to properly plan and prepare for pedagogical communication, and how to control facial expressions and gestures. Pedagogical communication should be emotionally comfortable and personally developing. Teacher communication professionalism is about overcoming natural communication difficulties due to differences in the level of training, the ability to help students gain confidence in communicating as full partners of the teacher. It is important for a teacher to remember that optimal communication is not the ability to maintain discipline, but the exchange of spiritual values with students.

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Literature 1. Bodalev A. A. Psychology of communication. M.: Publishing house "Institute of Practical Psychology", Voronezh: NPO "Modek", 1996. - 213 p. 2. Zolotnyakova A. S. Personality in the structure of pedagogical communication. - Rostov n/d: RGPI, 1979. – 323 p. 3. Kagan M. S. The world of communication. - M.: Education, 1987. – 256 p. 4. Kan-Kalik V. A. To the teacher about pedagogical communication: Book. For the teacher. - M.: Education, 1987. – 290 p. 6. Kurganov S. Yu. Child and adult in educational dialogue: Book for the teacher. M., 1989–249 7. Leontyev A. A. Pedagogical communication / Ed. M. K. Kabardova. 2nd ed., revised. and additional M.; Nalchik, 1996. – 367 p. 8. Lisina M. I. Development of cognitive activity of children during communication with adults and peers // Questions of psychology. – 1982. – No. 4. – P. 52-67. 9. Makarenko A. S. Collected works: vol. 4. – M.: Pedagogy. – 360 s. 10. Fundamentals of pedagogical skills: Textbook / Yakusheva S.D. – Orenburg: 2004 – 230 p. 11.Pedagogical psychology for university students. - Rostov n/d: “Phoenix”, 2004. - pp. 238-247. 12.Psychology: Dictionary / Ed. A. V. Petrovsky, M. S. Yaroshevsky. M., 2004. – 560 p. 13.Psychology: Textbook for teachers. Universities / Edited by B.A. Sosnovsky. M., 2008. – 660 14. Internet resources: http://ped-kopilka.ru/.

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The concept of communication Communication is one of the common categories that have been described in philosophical, sociological and psychological-pedagogical literature. B. F. Lomov considers communication as a specific form of interaction between a person and other people, during which there is a mutual exchange of ideas, ideas, interests, moods, and attitudes.

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Communication and activity Historically, communication between people arose and developed, first of all, directly in joint work activities. In most cases, interpersonal communication is intertwined with a particular activity and acts as an essential and integral attribute of it, an important condition for its success. The type and nature of the activity that communication serves has a certain influence on the content, form and characteristics of the process of communication between its participants.

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Communication and attitude The concept of “communication” is closely related to the concept of “attitude”. These concepts must be considered in conjunction, since relationships are manifested and formed, first of all, directly in communication. At the same time, the relationships that have developed between partners have a significant impact on the process of communication between them.

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Types of communication There are three types of communication (according to Leontiev A.A.): socially oriented; group; subject-oriented; and person-centered.

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Professional and pedagogical communication Pedagogical communication is the professional communication of a teacher with students in the classroom or outside of it (in the processes of teaching and education), which has certain pedagogical functions and is aimed (if it is complete and optimal) at creating a favorable psychological climate, as well as other types of communication. psychological optimization of educational activities and relationships between the teacher and students and within the student body

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Goals of professional and pedagogical communication According to the goals, communication can be divided into biological and social in accordance with the needs it serves (R.S. Nemov): Biological communication is aimed at satisfying biological needs, maintaining, preserving and developing the human body. Social communication is aimed at satisfying cognitive, creative, aesthetic, moral and other purely human needs.

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Functions of professional and pedagogical communication Informative Educational Function of people getting to know each other Function of organizing and servicing one or another subject activity Realization of the need for contact with another person Function of introducing a partner to the experience and values of the initiator of communication Function of introducing the initiator of communication to the values of a partner Function of opening the child to communication Function of participation Function of elevating the student’s personality

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Content of professional and pedagogical communication The content of communication is usually understood as that information that in inter-individual contacts is transmitted from one subject to another or circulates between them. Since this information is far from homogeneous in nature, the content is divided into material, cognitive, conditional, motivational and activity communication (R.S. Nemov).

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The structure of professional pedagogical communication In the structure of pedagogical communication, a number of stages can be distinguished: 1. Modeling by the teacher of upcoming communication with the class, with other audiences in the process of preparing for direct activities with children or with adults (prognostic stage). 2. Organization of direct communication with the class, audience at the time of initial interaction with them (initial period of communication). 3. Management of communication in the developing pedagogical process. 4. Analysis of the implemented communication system and modeling of the communication system of upcoming activities.

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Means of professional and pedagogical communication Another important characteristic of communication is the means of communication, which can be represented as ways of transmitting information and expressing relationships between partners in the process of their interaction. Depending on the means, communication can be direct and indirect, direct and indirect, verbal and non-verbal.

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Features of the professional position and styles of pedagogical influence We can define five main types of professional position of the teacher: A teacher can see his main task as being a source of necessary and useful information for his students. The teacher can appear before the students in the role of a person vigilantly monitoring order in the classroom, in the role of a kind of overseer. A teacher can take the position of a guardian of his students. A position of non-interference. The position of a senior comrade, a wise and caring friend and mentor of students. Teachers who are characterized by an authoritarian style are characterized by suppressing their students with categorical, unchallenged judgments, and unceremoniousness in the way they give orders and instructions. Teachers who are guided by a democratic leadership style are characterized by a desire to rely on the opinions of their students, to take into account their interests, desires and characteristics, to tactfully and correctly resolve with them all emerging issues and contradictions. Representatives of the liberal style of pedagogical leadership are characterized by a desire to avoid conflict situations and clashes with others, including their students.

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Social roles of subjects of professional and pedagogical communication Formal roles. A formal role is understood as a line of behavior that a person builds in accordance with the expectations of society that he has internalized when performing a specific social function. Intragroup roles. An intragroup role is understood as a line of behavior that a person builds with members of a particular group based on the relationships that have developed within it. Interpersonal roles. An interpersonal role is a line of behavior that we build in communication with a familiar person based on the relationship that has developed between us. Individual roles. An individual role is understood as the behavior that a person builds in accordance with his own expectations. "Role fan". Current role. Each of us has a fairly rich set of different social roles that can be represented in the form of a kind of “role fan.” Some petals of this “fan” may correspond to various formal roles, others to intragroup roles, others to interpersonal ones, and others to individual ones, for example: Director. Competent specialist. Brave and decisive person. Cheerful storyteller. Friend. Savior. Leader.

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Levels of communication between teachers and schoolchildren Primitive level. When communicating at a primitive level, at least one of its participants (and perhaps both) asks simple questions; the main thing that interests the author of such questions is who is stronger: he or his communication partner? Depending on this, the tactics of interaction with the interlocutor are chosen, and, as a rule, they are also quite primitive. Manipulative level. At the manipulative level, at least one of the partners tries to resort to various kinds of tricks and tricks in order to obtain a certain benefit for themselves. Standardized level. The standardized level of communication is otherwise called mask contact. When communicating at this level, at least one of the partners strives to hide his true state, as if to hide his face behind an imaginary mask. Conventional level. Communication partners can reach a certain agreement, as if concluding a convention on the rules of communication, and adhere to these conditional rules when interacting. If this happens, then they say that communication is carried out at the conventional level. Game level. At the gaming level, a person wants to be interesting to his partner, he wants to impress him, to please him. Business level. At the business level, external attributes are not so important for partners; what comes to the fore here is his business or mental activity, competence in jointly resolved issues, and ability to get things done. Spiritual level. Communication at this level is characterized by a certain desire of partners towards each other, a desire to see the partner, talk to him, ask him questions, share innermost thoughts, and do something important for him. The multi-level nature of communication means that in real life situations, partners usually do not think about the level at which their communication takes place. In addition, this process, as a rule, is carried out not at one, but at several levels. In this case, one of the partners may not be interested in informing the other about his true intentions.

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Communication in conflict situations 1. Main signs of conflict. personal meaning the presence of a conflict situation the presence of an incident 2. Types of conflicts Vertical and horizontal conflicts Domestic conflicts Administrative Professional Ideological Psychological Ethical Ambitious Intrapersonal, interpersonal and intergroup conflicts 3. Stages of conflict development. Forms of conflict development are sometimes presented in the form of a kind of “ladder” of conflict: dissatisfaction, disagreement, opposition, confrontation, confrontation, rupture or coercion

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Methods of conflict resolution Conflict resolution is a creative process, so we can only talk about a certain sequence of conditional steps that allow us to understand the features of contradictions and processes between conflicting parties, outline real actions to reduce tension between them, and predict the creation and resolution of conflict situations. Detection of conflict Analysis of the characteristics of the course and development of the conflict Direct resolution of the conflict Methods: Humor Recognition of merits Compromise Arbitration

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Manipulations in communication between teachers and schoolchildren. Types of manipulations Depending on the complexity of manipulative techniques, simple and complex manipulations can be distinguished. Simple manipulations are a small action or a simple system of manipulative techniques. Such manipulations are started with the aim of distracting the communication partner from a problem that is undesirable for the manipulator, in order to switch his attention to another object. Complex manipulations are a rather subtle game, a rather skillful interweaving of various manipulative techniques. The main purpose of the manipulation is carefully hidden. Selfish manipulations are aimed at the manipulator obtaining a certain material benefit for himself. Disinterested (harmless) manipulations are obvious actions where the manipulator does not really try to hide his goals, his desire to get a certain gain. Noble manipulations are actions in which the manipulator pursues noble goals.

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Characteristic features of some manipulators 1. Dictator. A manipulator of this type seeks to show his communication partner his strength, his power, his authority, his high patrons. 2. Rag. Manipulation is based on the fact that the manipulator presents himself as a victim of the Dictator. The manipulator demonstrates to everyone around him and to a specific communication partner that, in fact, he is a normal person, a good student or employee. Everything usually works out for him. But in this situation, he could not work well because of Dictator Ivanov. 3. Calculator. The essence of manipulation is that the manipulator deliberately exaggerates the importance of strict adherence to the established order, certain rules and instructions. 4. Stuck. This manipulator demonstrates by all means that he is a victim of circumstances. He is an unhappy person who is constantly unlucky in life. 5. Bully. He deliberately demonstrates hostility to his partner and can use threats, insults and rudeness to increase tension in communication. 6. Nice guy. This manipulator shows you his attentiveness, care and love, in the hope that you will repay him in kind. 7. Judge. This manipulator appears to his partner as an all-knowing critic, an unceremonious accuser and accuser. 8. Defender. In his behavior, he focuses on consoling a partner who has made a mistake or found himself in an unpleasant situation. If the partner listens to the advice of the Defender and begins to follow his recommendations, then this will be a psychological gain for the manipulator. And if the partner also promises not to forget the sensitivity and care of the Defender, then the latter may well count on receiving material rewards for his sensitivity.

Communication functions

Characteristic

Information

Messaging, i.e. reception and transmission of any information in response to a request, as well as exchange of opinions.

Contact

Establishing contact as a state of mutual readiness to receive and transmit a message.

Incentive

Stimulating the activity of a communication partner, directing him to perform certain actions.

Coordination

Mutual orientation and coordination of actions when organizing joint activities.

Understanding

Not only adequate perception and understanding of the meaning of the message, but also the partners’ understanding of each other.

Establishing Relationships

Awareness and fixation of one’s place in the system of role, business, and interpersonal connections of the community in which the teacher will act.

Authoritarian (striking arrows). The teacher single-handedly determines the direction of the group's activities, indicates who should sit and work with whom, suppresses any student initiative, students live in a world of guesswork. The main forms of interaction are order, instruction, instruction, reprimand.
Democratic (returning boomerang). It manifests itself in the leader’s reliance on the opinion of the team; the teacher tries to convey the goal of the activity to the consciousness of everyone. The main ways of communication for such a teacher are request, advice, information.
Liberal (floating raft). The teacher tries not to interfere in the life of the group, does not show activity, considers issues formally, and easily submits to other contradictory influences.

Communication based on passion for joint activities.
Communication based on friendship.
Communication-dialogue.
Communication-distance.
Communication-intimidation.
Communication-flirting.

model names

characteristic

1. Announcer model (“Mont Blanc”).

consequence

Pedagogical functions are reduced to information communication in the absence of personal interaction.

2. Non-contact model (“Chinese Wall”).

lack of psychological contact, lack of initiative and passivity of students.

There is weak feedback between the teacher and the student due to communication barriers: lack of desire to cooperate, informational rather than dialogical nature of the lesson.

3. Model of differentiated attention ("Locator")

4. Hypo-reflective model (“Grouse”).

weak interaction with students, and on their part - an indifferent attitude towards the teacher.

Based on selective relationships with students. Teachers are not focused on the entire composition of the audience, but only on a part, for example, on talented, weak, leaders.

The integrity of interaction in the “teacher-team” system is violated; it is replaced by the fragmentation of situational contacts.

The teacher seems to be closed in on himself in communication: his speech is mostly monologue. Such a teacher shows emotional deafness to others.

5. Hyper-reflexive model (“Hamlet”).

There is practically no interaction between the student and the teacher (a field of psychological vacuum).

The teacher is concerned not so much with the content of the interaction as with how it is perceived by others. Interpersonal relationships take on dominant significance for him.

heightened socio-psychological sensitivity of the teacher, leading him to inadequate reactions to remarks and actions of the audience; the reins of power may be in the hands of the trainees.

model names

characteristic

6. Model of inflexible response (“Robot”).

The relationship between the teacher and students is built according to a rigid program, but the teacher does not have a sense of the constantly changing communication situation. They do not take into account the composition and psychological state of the students, their age and ethnic characteristics.

consequence

The educational process is entirely focused on the teacher. He is the main and only character. From him come questions and answers, judgments and arguments.

8. Model of active interaction (“Union”).

low effect of social interaction.

The teacher is constantly in dialogue with students, keeps them in a positive mood, encourages initiative, easily grasps changes in the psychological climate of the team and reacts flexibly to them. The style of friendly interaction predominates while maintaining role distance.

Lack of initiative is fostered, the creative nature of learning is lost, and the motivational sphere of cognitive activity is distorted.

Consequence: Emerging educational, organizational, ethical and other problems are creatively solved through joint efforts. This model is the most productive.

Timely assistance in selecting adequate vocabulary, correct

constructing statements;

Training in communication techniques, speaking and communication techniques;
Positive criticism (if necessary) of the student’s behavior in dialogue with the teacher;
Demonstration by verbal and non-verbal means of interested attention to students, supporting their desire to participate in dialogue with the teacher.

Encouraging active interaction with the teacher in class;
Motivating in front of the group with rewards for taking initiative;
Criticism of one’s own mistakes as a demonstration of the standard of attitude towards them;
"Game provocation."

Students' choice of teacher's personal qualities.

Justice
The ability to put yourself in someone else's place
Kindness
Restraint
Tolerance
Beauty, style
Good verbal abilities
Availability of material presentation
Strictness

Interest in people and working with them; Flexibility, operational and creative thinking; Ability to sense and maintain feedback in communication; Ability to manage oneself; Empathy (the ability to put oneself in another’s place); Ability for spontaneity of communications; The ability to predict possible pedagogical situations and the consequences of one’s influences; Good verbal abilities: culture, speech development, rich vocabulary, correct selection of linguistic means; The ability for pedagogical improvisation, the ability to use a wide variety of means of influence (persuasion, suggestion, the use of various methods of influence)
Interest in people and working with them;
Flexibility, operational and creative thinking;
Ability to sense and maintain feedback in communication;
Ability to manage oneself;
Empathy (the ability to put oneself in another’s place);
Ability for spontaneity of communications;
The ability to predict possible pedagogical situations and the consequences of one’s influences;
Good verbal abilities: culture, speech development, rich vocabulary, correct selection of linguistic means;
The ability for pedagogical improvisation, the ability to use a wide variety of means of influence (persuasion, suggestion, the use of various methods of influence)

Slide 2

Pedagogical communication is professional communication between a teacher and students in and outside the lesson, which has certain pedagogical functions and is aimed at creating a psychological climate for educational activities and relationships between the teacher and students and within the student body; his success determines success in training and education.

Slide 3

Communication style is understood as individual typological features of socio-psychological interaction between a teacher and students. The communication style expresses: the characteristics of the teacher’s communicative capabilities; the existing nature of the relationship between the teacher and students; creative individuality of the teacher; characteristics of the student body.

Slide 4

Communication styles

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Authoritarian

With an authoritarian style, a characteristic tendency towards strict management and comprehensive control is expressed in the fact that the teacher much more often than his colleagues resorts to an orderly tone and makes harsh remarks. What is striking is the abundance of tactless attacks against some members of the group and unreasoned praise of others. An authoritarian teacher not only determines the general goals of the work, but also indicates the methods for completing the task, strictly determines who will work with whom, etc. The tasks and methods for completing them are given by the teacher in stages. It is typical that this approach reduces activity motivation, since a person does not know what the purpose of the work he is doing as a whole is, what is the function of this stage and what lies ahead. Research has shown that this behavior of a manager is explained by his fears of losing authority by revealing his lack of competence: “If someone suggests improving something by organizing the work differently, then he is indirectly indicating that I did not foresee this.” In addition, an authoritarian leader, as a rule, subjectively evaluates the success of his charges, making comments not so much about the work itself, but about the personality of the performer. With an autocratic leadership style, the teacher exercises sole control over the leadership of the team, without relying on assets. Students are not allowed to express their views, criticize, take initiative, much less claim to resolve issues that concern them. The teacher consistently makes demands on students and exercises strict control over their implementation. The authoritarian leadership style has the main features of an autocratic one. But students are allowed to participate in discussions on issues that affect them. However, the decision is ultimately always made by the teacher in accordance with his own guidelines.

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Conniving

The main feature of the permissive leadership style is essentially the self-removal of the leader from the educational and production process, the abdication of responsibility for what is happening. The permissive style turns out to be the least preferable among those listed. The results of its testing are the smallest amount of work performed and its worst quality. It is important to note that students are not satisfied with working in such a group, although they do not bear any responsibility, and the work rather resembles an irresponsible game. With a permissive leadership style, the teacher strives to interfere as little as possible in the life activities of students, practically eliminates himself from guiding them, limiting himself to the formal fulfillment of duties and instructions from the administration. An inconsistent style is characterized by the fact that the teacher, depending on external circumstances or his own emotional state, implements any of the leadership styles described above.

Slide 7

Democratic

As for the democratic style, facts, not personality, are primarily assessed here. At the same time, the main feature of the democratic style is that the group takes an active part in discussing the entire course of the upcoming work and its organization. As a result, students develop self-confidence and self-government is stimulated. In parallel with the increase in initiative, sociability and trust in personal relationships increase. If in an authoritarian style there was enmity between group members, especially noticeable against the backdrop of obedience to the leader and even ingratiation to him, then in democratic management students not only show interest in work, revealing positive internal motivation, but become closer to each other personally. With a democratic leadership style, the teacher relies on the team and stimulates student independence. In organizing the activities of the team, the teacher tries to take the position of “first among equals.” The teacher shows a certain tolerance to students’ critical comments and delves into their personal affairs and problems. Students discuss the problems of collective life and make choices, but the final decision is formulated by the teacher.

Slide 8

Communication based on passion for joint creative activities.

This style is based on the unity of the teacher’s high professionalism and his ethical principles. After all, passion for creative research together with students is the result not only of the teacher’s communicative activity, but to a greater extent of his attitude to teaching activity in general. Emphasizing the fruitfulness of this style of relationship between teacher and students and its stimulating nature, which brings to life the highest form of pedagogical communication - based on passion for joint creative activity, it should be noted that friendliness, like any emotional mood and pedagogical attitude in the communication process, must have a measure. Often, young teachers turn friendliness into familiar relations with students, and this negatively affects the entire course of the teaching and educational process (often a novice teacher is driven to this path by the fear of conflict with children, complicating relationships). Friendliness should be pedagogically appropriate and not contradict the general system of relationships between the teacher and children.

Slide 9

Communication-distance

This style of communication is used by both experienced teachers and beginners. Its essence lies in the fact that in the system of relationships between the teacher and students, distance acts as a limiter. But here, too, moderation must be observed. Exaggeration of distance leads to the formalization of the entire system of socio-psychological interaction between teacher and students and does not contribute to the creation of a truly creative atmosphere. Distance must exist in the system of relationships between teachers and children; it is necessary. But it should follow from the general logic of the relationship between the student and the teacher, and not be dictated by the teacher as the basis of the relationship. Distance acts as an indicator of the leading role of the teacher and is built on his authority. Why is this communication style popular? The fact is that novice teachers often believe that distance communication helps them immediately establish themselves as a teacher, and therefore use this style to a certain extent as a means of self-affirmation in the student and even in the teaching environment. But in most cases, using this style of communication in its pure form leads to pedagogical failures. Authority should be gained not through a mechanical establishment of distance, but through mutual understanding, in the process of joint creative activity. And here it is extremely important to find both a general style of communication and a situational approach to a person. Communication-distance is to a certain extent a transitional stage to such a negative form of communication as communication-intimidation.

Slide 10

Communication-intimidation

This style of communication, which novice teachers also sometimes resort to, is mainly associated with the inability to organize productive communication based on passion for joint activities. After all, such communication is difficult to form, and a young teacher often follows the line of least resistance, choosing intimidating communication or distance in its extreme manifestation. In terms of creativity, communication-intimidation is generally futile. In essence, it not only does not create a communicative atmosphere that ensures creative activity, but, on the contrary, regulates it, since it orients children not on what should be done, but on what cannot be done, and deprives pedagogical communication of the friendliness on which it is based. mutual understanding, so necessary for joint creative activity.

Slide 11

Flirting

again, characteristic mainly of young teachers and associated with the inability to organize productive pedagogical communication. Essentially, this type of communication corresponds to the desire to gain false, cheap authority among children, which contradicts the requirements of pedagogical ethics. The emergence of this communication style is caused, on the one hand, by the young teacher’s desire to quickly establish contact with children, the desire to please the class, and on the other hand, by the lack of the necessary general pedagogical and communicative culture, pedagogical communication skills and experience, and experience in professional communicative activities. A.S. Makarenko sharply condemned this “pursuit of love.” He said: “I respected my assistants, and I was simply a genius in educational work, but I convinced them that the last thing they needed was to be a beloved teacher. I personally have never achieved children’s love and I believe that this love, organized by a teacher for his own pleasure, is a crime... This flirtation, this pursuit of love, this boasting of love brings great harm to the teacher and education. I convinced myself and my comrades that this pendant... should not exist in our lives... Let love come unnoticed, without your efforts. But if a person sees the goal in love, then this is only harmful...” Communication-flirting, as observations show, arises as a result of: a) the teacher’s misunderstanding of the responsible pedagogical tasks facing him; b) lack of communication skills; c) fear of communicating with the class and at the same time the desire to establish contact with students.

Slide 12

As a result of numerous studies and experiments, psychologists and educators advise teachers to develop their communicative abilities as follows: It is necessary to realize that the school is part of society, and the teacher’s attitude towards children is an expression of social requirements.

Slide 13

The teacher should not openly demonstrate a pedagogical position. For children, the words and actions of a teacher should be perceived as a manifestation of his own beliefs, and not just as a performance of duty. The sincerity of the teacher is the key to strong contacts with students. Adequate assessment of one's own personality. Self-knowledge and self-management should become a constant concern of every teacher. The ability to manage one’s emotional state requires special attention: an irritable tone, a predominance of negative emotions, and screaming are harmful to the educational process. Pedagogically appropriate relationships are built on mutual respect between student and teacher. It is necessary to respect the individuality of each student, create conditions for his self-affirmation in the eyes of his peers, and support the development of positive personality traits.

Slide 14

The teacher needs to take care of a favorable self-presentation: show the children the strength of his personality, hobbies, skill, breadth of erudition, but not intrusively. Development of observation, pedagogical imagination, the ability to understand the emotional state, and correctly interpret behavior. A creative approach to analyzing a situation and making decisions is based on the teacher’s ability to take on the role of another - student, parent, colleague - and take their point of view. Increasing the speech activity of students by reducing the speech activity of the teacher is an important indicator of the teacher’s communication skills. Even with minor student successes, be generous with praise. You need to praise in the presence of others, but it is better to blame in private. The teacher's speech should be expressive. And even if you don’t have a good voice, gestures, facial expressions, and glances can help you out.

Slide 15

Make the parents of your students allies of pedagogical intentions. If the teacher follows these tips, he will avoid many problems and difficulties in communication.

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Teacher communication models

Slide 17

Model 1

The teacher seems to rise above the class. He soars in the world of knowledge and science, is passionate about them, but is at an unattainable height. Here the communication system develops as follows: the teacher is, as it were, removed from the students; for him they are only perceivers of knowledge. As a rule, such a teacher has little interest in the child’s personality and his relationship with him, reducing his pedagogical functions to the communication of information. For such a teacher, only the process of transmitting information is important, and the student acts only as a “general context” for science. This position, as evidenced by observations, characterizes some beginning teachers who are passionate about science. Negative consequences are the lack of psychological contact between the teacher and the children. Hence the passivity of students in the learning process, lack of initiative.

Slide 18

Model 2

The meaning of this fairly common model of communication is that between teachers and children, the invisible limiter in the relationship is the distance that the teacher establishes between himself and the students. Such limiters can be: the teacher emphasizing his superiority over the students; the predominance of the desire to communicate information rather than educate; lack of desire to cooperate, assertion of the situation of unconditional enrollment of schoolchildren; condescending - patronizing attitude towards students, which interferes with organizing “adult” interaction. Negative consequences - lack of interpersonal contact between the teacher and children, weak feedback, indifference of schoolchildren to the teacher.

Slide 19

Model 3

Its essence is that the teacher builds relationships with children selectively. In particular, it concentrates its attention on a group of students (strong or, conversely, weak), like a locator, catching precisely these students, leaving the rest without attention. The reasons for this attitude may be different: the teacher is passionate about children who are interested in his subject, gives them special tasks, involves them in clubs and extracurricular activities, without paying attention to others; the teacher is preoccupied with weak students, constantly works with them, while losing sight of the rest of the schoolchildren, trusting that they will cope with everything themselves; does not know how to combine a frontal approach with an individual one. Negative consequences - a holistic and continuous system of communication is not created in the lesson; it is replaced by fragmented, situational interaction. The “pattern” of communication in the lesson is constantly disrupted, its integral rhythm is disrupted, interruptions in interpersonal interaction occur, which leads to destabilization of the socio-psychological basis of the lesson.

Slide 20

Model 4

In the process of interacting with students, the teacher hears only himself: when explaining new material, when interviewing students, during individual conversations with children. The teacher is absorbed in his thoughts, ideas, pedagogical tasks, and does not feel his communication partners. Negative consequences - feedback is lost, a kind of psychological vacuum is created around the teacher in the lesson, the teacher does not perceive the psychological atmosphere in the class, the educational effect of interaction with students is reduced.

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Model 5

The teacher acts purposefully and consistently on the basis of a planned program, not paying attention to changing circumstances that require changes in communication. Negative consequences - such a teacher seems to be doing everything correctly: he has a well-founded plan, correctly formulated pedagogical tasks. But he does not take into account that pedagogical reality is constantly changing, new and new circumstances arise, conditions that must be immediately grasped by him and cause corresponding changes in the methodological and socio-psychological arrangement of education and training. During the educational process, two lines are clearly distinguished: the first is ideal, planned and the second is real. For such a teacher these lines do not intersect.

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Model 6

The teacher makes himself the main, and sometimes the only initiator of the pedagogical process, suppressing all other forms of educational initiative. Here everything comes from the teacher: questions, tasks, judgments, etc. Negative consequences - the teacher turns into the only driving force of the teaching and educational process, the personal initiative of students is extinguished, cognitive and social activity decreases, and, consequently, a sufficiently rich motivational - the need-based sphere of teaching and upbringing, the psychological meaning of the interaction between the teacher and children is lost, students focus only on the one-sided activity of the teacher and recognize themselves only as a performer, the possibilities for the creative nature of teaching and upbringing are reduced, schoolchildren wait for instructions, turning into passive consumers of information.

Slide 23

Model 7

The teacher is tormented by constant doubts: whether they understand him correctly, whether they interpret this or that remark correctly, whether they are offended, etc. Negative consequences - the teacher is concerned not so much with the content side of the interaction, but with the relational aspects that acquire exaggerated meaning for him, the teacher constantly doubts, hesitates, analyzes, which ultimately can lead to neuroses.

Slide 24

Model 8

The system of relationships is dominated by friendly characteristics.

If you decide to optimize your communication with children, we recommend a kind of guide that you can follow: 1. Appearing in class cheerful, confident, energetic, etc. 2. General well-being in the initial period of communication is cheerful, productive, confident. 3. Presence of a communicative mood: a pronounced readiness to communicate. 4. Energetic manifestation of communicative initiative, emotional mood for activity, desire to convey this state to the class. 5. Creating the necessary emotional mood in the lesson.

Slide 27

6. Organic management of one’s own well-being during the lesson and communication with children (equal emotional state, ability to manage well-being, despite current circumstances, disruptions in mood). 7. Productivity of communication. 8. Communication management: efficiency, flexibility, a sense of your own communication style, the ability to organize the unity of communication and the method of influence. 9. Speech (vivid, figurative, emotionally rich, highly cultural). 10. Facial expressions (energetic, bright, pedagogically appropriate). 11. Pantomime (expressive, adequate gestures, plastic imagery, emotional richness of gestures).

Slide 28

Plan for analyzing the pedagogical situation: 1. Understand the pedagogical meaning of the described situation, i.e. describe the situation from the point of view of the formation of the child’s personality, his life experience, views, position (what happened, who participated in the event, where it happened, etc.). 2. Identify a pedagogical problem: a really existing or emerging contradiction in the formation of the child’s personality, to which the described situation leads. Find out or hypothesize the origins of this conflict. 3. Determine the pedagogical goal (the planned result that you would like to achieve in this situation). 4. Formulate several (five to six) options for resolving the conflict and effective teacher behavior in this case. 5. Select and justify the optimal option for teaching activities in this situation. 6. Determine achievement criteria and methods for assessing the planned result.

What features of teachers’ influence on students can the following statements from children tell parents: Training

Slide 32

And today they forced me to rewrite it again, and the teacher said that it turned out better. Look, isn't it better? - And today we explained fractions. Do you want me to show you? - Mom, what is offal? The teacher said that next time she would throw Petya out of the class along with his guts. - Levka smiled in class, and the teacher kicked him out of the class and said: “You will smile in the corridor!” For what? Without understanding, and immediately kick out? - In our lesson, no one studies chemistry, but everyone sits quietly and learns other lessons. The teacher sees this, but remains silent, she likes the silence. - Mom, does the teacher have the right to check briefcases without the owner’s permission in order to find out who is wearing what in them?

Slide 33

1. Evaluate the information in each of the children’s statements. Which of these statements will cause anxiety and wariness of parents? Why? 2. What reaction of parents to each statement will be the most pedagogically correct? What kind of reaction is possible? 3. How would you talk with each teacher if, as a class teacher or the head of the school teaching staff, you received such information from the parents of your students?

Slide 34

It is proposed to test yourself in the following situations. 1. Imagine that you are a class teacher and you need to mobilize the class to collect scrap metal immediately after school. 2. At a school party, a 9th grade student refused to dance with a classmate; the student responded to his invitation rudely - talk to her. 3. A ninth-grader refuses to study literature: he does not study the material, skips lessons, citing the fact that he has chosen a technical specialty in the future and he does not need literature - you try to convince him. 4. During recess, a high school student offended a second grade student - talk to the high school student. Training

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Slide 36

It is proposed to start explaining the new material (colleagues in the role of students). Listeners record gestures and evaluate them. Thus, all typical pedagogical gestures are worked out: while working at the board, calling a student, etc. At the same time, facial expression classes are conducted. Participants are divided into pairs and give each other facial expression tasks (at least ten each), then change roles. This task is repeated in other classes. Procedure "Reproduction of a gesture in a sketch situation of a pedagogical action"

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Pedagogical communication is understood as a system of interaction between a teacher and students in order to provide educational influences, the organization of pedagogically appropriate relationships, and the formation of a child-friendly microclimate in a preschool institution.

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Without an adult, a child cannot survive as a living organism and cannot develop into a social personality. As is known, an adult performs two main functions in the development of a child’s personality: he himself serves as a bearer of values and human experience and can be “used” as a role model; is the organizer of the process of education and training.

Pedagogical communicationis a system of interaction between a teacher and children with the aim of providing an educational influence on them, forming pedagogically appropriate relationships and self-esteem of the child, and creating a microclimate favorable for mental development.

There are different interpretations of this concept.

E. A. Panko understands pedagogical communication as the knowledge of the student, the provision of educational influence on him, the organization of relationships in various types of activities, the creation of a positive microclimate in the children's group.

In the definition of V.A. Kan-Kalika pedagogical communication necessarily presupposes the influence of an adult on the relationships of children.

According to N.D. Vatutina, pedagogical communication should act not only as a personal quality of the teacher, but also as the main professional skill that helps to reveal the child’s individuality.

R.S. Bure and L.F. Ostrovskaya see the importance of pedagogical communication in ensuring and creating emotional comfort, preventing and correcting the emotional ill-being of children in a children's group.

Among the most difficult tasks facing a teacher is the organization of productive communication, which presupposes a high level of development and communicative communication. And it is very important to organize communication with children so that this unique process takes place.

The effectiveness of organizing the pedagogical process largely depends on the nature of the interaction between adults and children. Plays an important role here communication style.

Communication style is understood as individual typological features of socio-psychological interaction between a teacher and children. The style of communication is expressed by:

Features of the teacher’s communication capabilities;

The existing nature of the relationship between the teacher and students;

Creative individuality of the teacher;

Features of the children's team.

Communication between an adult and children realizes a variety of functions:

creative individualityqualities,
personality traits;
informational;
regulatory;
emotional;
perceptual
maternal.

When communicating with a child, it is also important factors that influence his emotional state:

the content and nature of appeals to the child aimed at organizing his activities or behavior;
non-verbal means of influence (facial expressions, intonation, touch, gestures);
emotional coloring of communication;
the teacher’s communication style, reflecting his individual typological characteristics, level of culture (universal and professional pedagogical), life experience.

The teacher helps children develop a sense of responsibility for another person, for a common cause, for a given word. The only way to implement such an attitude can be the love and decentralization of the teacher, the ability to “get into the skin of a child” (N.K. Krupskaya).

Psychological and pedagogical research shows the relationship between the style of communication between a teacher and children with the nature of relationships between peers, with the child’s attitude towards an adult, and towards the activities offered by adults.

There are several communication styles teacher with children:

Authoritarian styleParenting is a style in which the interaction of an adult with a child is reduced to a system of strict instructions that require unconditional implementation. This style suppresses initiative and very often leads to neuroticism of the child’s personality.

Overprotection - this is a method of interaction in which, while providing the child with reliable protection, in fact, just like the first, it limits his independence, makes him extremely dependent on an adult, deprives him of initiative, which contributes to the development of anxiety.

Permissive style- the adult only formally “indicates” his presence in the educational process, while he is not interested in the real achievement of the child, who finds himself presented to himself, although the adult is nearby. At the same time, he perceives the child rather as an obstacle to his own activity (an adult can be loyal to children, but not delve into their problems).

Democratic style- this style is the most positive. With this style of education, the child is considered as a full participant in the educational process, and the adult acts as a person interested in cooperation with the child. An adult supports his initiative when discussing or performing various tasks, but does not relieve him of responsibility. On the contrary, the child is endowed with authority and at the same time responsibility for completing the assigned task.

When choosing a style, the teacher must take into account the formation and development of the child’s “image of self”, his desire to be better.

The pedagogical position of the teacher is manifested in the recognition of the child’s individuality, his uniqueness, knowledge and understanding of his needs, interests, motivations; in a stable, interested, positive attitude towards the child’s personality, even in cases of negative actions.

Literature.

Kozlova S.A., Kulikova T.A. – preschool pedagogy: Proc. aid for students avg. Ped. textbook establishments. – M.: Publishing Center “Academy”, 1998. – 432 p.
Babunova T.M. – preschool pedagogy. Tutorial. M.: TC Sfera, 2007. – 208 p. (Tutorial)
Uruntaeva G.A. – Preschool psychology: Proc. aid for students avg. Ped. textbook establishments. – 5th ed., stereotype. – M.: Publishing Center “Academy”, 2001. -336 p.
Methodological recommendations for the Education and Training Program in Kindergarten / Ed. M.A. Vasilyeva. V.V. Gerbova. T.S. Komarova. – M.: Publishing House “Education of Preschool Children”, 2005. – 320 p.