The role of feelings in teaching. Emotional personality type of the teacher The role of emotion in the work of the teacher
Federal Agency for Education
GOU VPO Krasnoyarsk State Pedagogical University named after V.P. Astafieva
Institute of Pedagogy, Psychology and Education Management
abstract
Topic: Emotions in the work of a teacher
Discipline: Introduction to teaching
Completed:
Checked:
Krasnoyarsk, 2010
CONTENT
Introduction ……………………………………………………………………… ..3
Emotions ………………………………………………………………………… 4
Burnout syndrome ……………………………………… ..6
A teacher in stressful conditions ………………………………………… ... 9
Conclusion ……………………………………………………………………… 10
Literature …………………………………………………… …………… ..... 11
INTRODUCTION
The modern school makes significant demands on all aspects of a teacher's activity: knowledge, pedagogical skills and methods of activity and, of course, on personal characteristics. In the context of the implementation of the principles of student-centered learning, the study of factors that hinder the humanization of relations in the “teacher-student” dyad acquires special relevance in our opinion.
It can be assumed that the syndrome burnout, characterized by the emotional dryness of the teacher, the expansion of the sphere of economy of emotions, personal detachment, ignoring the individual characteristics of students, has a rather strong influence on the nature of the teacher's professional communication. This professional deformation interferes with the full-fledged management of the educational process, the provision of the necessary psychological assistance, and the formation of a professional team. Real pedagogical practice shows that today the fact of loss of interest in the student as a person, rejection of him as he is, simplification of the emotional side of professional communication is quite clearly traced. Many teachers note in themselves the presence of mental states that destabilize professional activity (anxiety, despondency, depression, apathy, disappointment, chronic fatigue).
We believe that a prerequisite at the present stage of development of pedagogy is the orientation of teachers' activities towards the personality of the pupil. Fulfilling this role requires the teacher to be able to resist the influence of the emotional factors of the modern professional environment. In our opinion, there is some contradiction between how to fulfill all the requirements of the profession and at the same time optimally realize oneself in the profession and receive satisfaction from one's work. Taking into account this contradiction, the topic of the thesis was chosen, in which the author will try to investigate the factors that have the greatest influence on the development of burnout syndrome.
EMOTIONS
Emotions (from Latin: emoveo - shake, excite) - psychic reflection in the form of direct biased experience the vital meaning of phenomena and situations, conditioned by the relation of their objective properties to the needs of the subject.
When talking about why a person needs emotions, one should distinguish between them functions and role. The function of emotions is a narrow natural purpose, the work performed by emotions in the body, and their role is the nature and degree of participation of emotions in something, determined by their functions, or their influence on something other than their natural purpose. The role of emotions can be positive or negative. The function of emotions, proceeding from their expediency, is predetermined by nature, to be only positive, otherwise, why would they have appeared and fixed?
“Negative” (anger, anger, etc.) emotions, according to B.I. Dodonov, play a more important biological role in comparison with “positive” emotions. It is no coincidence that the mechanism of “negative” emotions functions in a child from the first days of his birth, and “positive” emotions appear much later (cited from Makarova, 1968). “Negative” emotion is an alarm signal, danger to the body. A “positive” emotion is a signal of returned well-being. It is clear that the last signal does not need to sound for a long time, so emotional adaptation to the good comes quickly. On the other hand, the alarm signal must be given until the danger is eliminated. As a result, only “negative” emotions can be stagnant. Under these conditions, human health really suffers. Negative emotions are harmful only in excess, as everything that exceeds the norm (including positive affects) is harmful.
From the point of view of P.V. Simonov, the nervous mechanisms of positive emotional reactions are more complex and subtle than negative ones. He believes that “positive” emotions have an independent adaptive meaning, ie. the role of “positive” emotions is different from the role of “negative” emotions: “positive” emotions induce living systems to actively disrupt the achieved “equilibrium” with the environment: “The most important role of positive emotions is the active disturbance of peace, comfort, the famous“ balancing the organism with the external environment ”(1970). “Negative emotions,” writes Simonov, “as a rule, ensure the preservation of what has already been achieved by evolution or the individual development of the subject. Positive emotions revolutionize behavior, prompting to look for new, not yet satisfied needs, without which pleasure is unthinkable ... The social value of emotions is always determined by the motive that brought it to life ”.
CONCEPT OF EMOTIONAL BURN OUT SYNDROME.
The term '' burnout '' was introduced by the American psychiatrist H.J. Freudenberger in 1974 to characterize the psychological state of healthy people who are in intensive and close communication with clients, patients in an emotionally rich atmosphere when providing professional care. Initially, this term was defined as a state of exhaustion, exhaustion with a feeling of one's own uselessness.
By 1982, over a thousand articles on "burnout" had been published in the English language literature. The studies presented in them were mainly descriptive and episodic. Initially, the number of professionals attributed to '' emotional burnout '' was insignificant - they were employees of medical institutions and various charitable organizations. R. Schwab (1982) expands the group of professional risk: these are, first of all, teachers, police officers, lawyers, prison staff, politicians, managers of all levels. According to K. Maslach, one of the leading experts in the study of "emotional burnout", "the activities of these professionals are very different, but they all share close contact with people, which, from an emotional point of view, is often very difficult to maintain for a long time."
Thus, by now there is a unified point of view on the essence of mental burnout and its structure. According to modern data, "mental burnout" means a state of physical, emotional and mental exhaustion manifested in the professions of the social sphere. This syndrome includes three main components identified by K. Maslach: emotional exhaustion, depersonalization (cynicism) and reduction of professional achievements.
Under emotional exhaustion the feeling of emotional emptiness and fatigue caused by one's own work is understood.
Depersonalization presupposes a cynical attitude towards labor and the objects of one's labor. In the social sphere, depersonalization implies an insensitive, inhumane attitude towards clients who come for treatment, consultation, education, etc. Contacts with them become formal, impersonal; emerging negative attitudes may initially have a latent character and manifest themselves in internally restrained irritation, which eventually breaks out and leads to conflicts.
Reduction of professional achievements - this is the emergence of a feeling of incompetence among employees in their professional field, the awareness of failure in it.
TEACHER IN STRESS CONDITIONS
Consider a group organizational factors, which include the conditions of the material environment, the content of work and socio-psychological conditions of activity.
- Working conditions. The main emphasis in the study of these factors was placed on the time parameters of activities and the volume of work. Almost all studies give a similar picture, indicating that increased workload, overtime work, and long hours of work stimulate the development of burnout. The profession of a teacher falls within these parameters: for example, the fact itself that the average size of a teacher's working week is equal to L.F. Kolesnikov (1985), 52 hours, much higher than that (40 hours), which is installed in the country; very low pay, which does not ensure a normal existence (almost all studies confirm that insufficient remuneration, monetary or moral, or its absence contributes to the occurrence of burnout), as a result of overtime work, which means increased workload, which often leads to frustration, anxiety, emotional devastation as a premise of various mental illnesses.
- Content of labor. This group of factors includes the quantitative and qualitative aspects of working with clients (students): their number, frequency of service, the degree of contact depth. So in the teaching profession, a large number of students in a class can lead to a lack of basic control, which will be the main factor contributing to burnout. It is also no secret that teachers, nowadays, increasingly have to deal with children from socially disadvantaged families, the severity of the problems of these children usually contributes to burnout. The influence of these factors is shown most vividly in those types of professional activities where the acuteness of the clients' problems is combined with the minimization of success in the effectiveness of their solution; in pedagogy, these can be correction classes, where, with the maximum investment of efforts on the part of the teacher, the result may not be the highest. At the same time, it is noted that any critical situation with a student, regardless of its specifics, is a heavy burden for the teacher, negatively affecting him and leading, ultimately, to burnout.
- Socio-psychological factors. The analysis of the interaction between the socio-psychological attitudes of workers to the object of their work can be carried out in two directions: the position of workers in relation to their recipients and the characteristics of the behavior of the recipients (students) themselves. There is a relationship between this characteristic and burnout. This dependence may be due to the specifics of the activity itself. Thus, teachers who are characterized by the presence of a protective ideology in their relationships with students, as well as who do not use repressive and situational tactics, demonstrate a high level of burnout. On the other hand, the atmosphere in the team of students and their attitude towards the teacher and the educational process can provoke burnout among teachers. In particular, it is noted that apathy of students and an unfavorable atmosphere in the classroom, for example, active resistance to the teacher in the form of negative behavior of students, causes burnout among teachers (Orel, 2001).
Thus, based on the above, we see that the teaching profession can be classified as “stressful, requiring self-control and self-regulation” (Formanyuk, 1994). The manifestations of stress in a teacher's work are varied and extensive. So, first of all, frustration, anxiety, exhaustion, depression, emotional rigidity and emotional devastation are distinguished - this is the price of responsibility that the teacher pays.
A.K. Markova in the work "Psychology of teacher's work" (1993), says that the teacher's work is characterized by: information stress arising in situations of information overload, when a person does not cope with a task, does not have time to make the right decisions at the required pace with a high degree of responsibility for their consequences; and emotional stress , when, under the influence of danger, resentment, emotional shifts occur, changes in motivation, the nature of activity, disorders of motor and speech behavior.
According to socio-demographic studies, the work of a teacher is one of the most emotionally intense types of work: in terms of the degree of tension, the teacher's workload is on average greater than that of managers and bankers, general directors and presidents of associations, i.e. those who directly work with people. Boyko V.V. cites the following data: out of 7300 teachers of general education schools, the risk and increased risk of pathology of the cardiovascular system was noted in 29.4% of cases, cerebrovascular diseases in 37.2% of teachers, 57.8% of the examined have disorders of the gastrointestinal tract ... All revealed somatic pathology is accompanied by a clinic of neurosis-like disorders. Neurotic disorders proper were revealed in 60-70% of cases. (Boyko 1996) The specified side of teachers' health is conditioned by many social, economic, housing and household factors. A significant role here, of course, is also the mental stress that accompanies the teacher's professional everyday life. It is not surprising that, in order to save their energy resources, many teachers resort to various mechanisms of psychological defense and, at least, are doomed to emotional burnout.
But there is also a downside to the above depressing statistics. The questions arise: who teaches the children? Can a person burdened with such suffering successfully influence the younger generation?
Consider now individual factors, this group includes socio-demographic and personal characteristics. Orel V.E. (2001) notes that of all socio-demographic characteristics the closest relationship with burnout has age and experience. The reasons for the decline in the professional activity of older teachers, the so-called "pedagogical crisis", are highlighted by Yu.L. Lvov (1998). In her opinion, these are:
Description of the presentation by individual slides:
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It is well known that the process of teaching and upbringing is more successful if the teacher makes it emotional. Even Ya. A. Komensky, the great Czech teacher, wrote in the second half of the 17th century in his Pampedia: “Problem XVI. To achieve that people learn everything with pleasure. Let the person understand that he by nature wants that, the desire for which you inspire him - and he will immediately be happy to want it; 2) that he by nature can have what he desires - and he will immediately be delighted with this ability of his; 3) that he knows what he considers himself not knowing - and he will immediately rejoice at his ignorance. "
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The importance of emotions for the development and upbringing of a person was emphasized in his works by KD Ushinsky: "... Education, not attaching absolute importance to the feelings of a child, nevertheless, in their direction should see its main task."
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Carroll E. Izard WHAT IS BASIC EMOTION? There is no classification of emotions that all behavioral researchers would accept. Some scientists acknowledge the existence of basic emotions, others dispute, preferring to see emotions in only the function of perceptual-cognitive processes. Most of these psychologists believe that a person constructs emotions from his life experience, that emotions are the product of culture, socialization and learning. In their opinion, a person constructs emotions in the required amount, depending on the needs of the situation and his own abilities.
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Here are some criteria on the basis of which it is possible to determine whether a particular emotion is basic: 1. Basic emotions have distinct and specific neural substrates. 2. Basic emotion manifests itself with the help of expressive and specific configuration of muscle movements of the face (facial expressions). 3. Basic emotion entails a distinct and specific experience that the person is aware of. 4. Basic emotions arose as a result of evolutionary biological processes. 5. Basic emotion has an organizing and motivating influence on a person, serves his adaptation.
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The mimically basic emotion manifests itself for a limited time interval. In adults, this interval is, on average, 1/5 to 4 seconds. Facial expressions lasting less than a third of a second or more than 10 seconds are quite rare, and going beyond this time range most often indicates that a person is portraying an emotion. If facial expression lasts for several minutes, it can cause spasms of the facial muscles.
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Any mimic reaction has a latent period (the time interval from the moment of stimulation to the beginning of visible manifestations of the reaction), a period of deployment (from the end of the latent period to reaching the maximum level of manifestation), a period of culmination (during which emotional manifestation is maintained at a maximum level), a period of decline (from culmination to complete extinction).
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The causes of the underlying emotion are generally universal. The threat of real danger inspires fear in a wide variety of cultures. However, what is good for a Japanese - for example, he will be proud of raw fish on the dinner table - will serve as a source of completely different emotions for a European who is not familiar with Japanese customs and cuisine. Emotional manifestations also have some other characteristics, which, however, are not decisive for classifying emotions as basic. Intensity is one of these characteristics. Based on the intensity of emotional manifestation, one can judge the intensity of the experience. Another characteristic of emotional manifestations is their controllability.
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Classification of emotions according to K. Izard According to K. Izard, 11 fundamental (basic) emotions are distinguished: Joy Surprise Sadness Anger Disgust Contempt Grief-suffering Shame Interest-excitement Guilt Embarrassment
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KD Ushinsky points out the importance of using emotional experiences in his next statement: “Deep and vast philosophical and psychological truths are available only to the educator, but not to the pupil, and therefore the educator should be guided by them, but not in convincing the pupil of their logical power to seek for that means. One of the most effective means to this is the pleasures and sufferings that the educator can, at will, excite in the soul of the pupil, and where they are not aroused by themselves as the consequences of the deed ”
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As part of emotional competence, four basic components are distinguished with their functions: self-regulation (control of impulses and control of emotions, expression of emotions, blocking of negative emotional states); regulation of relationships (social skills, the ability to build relationships with others); reflection (self-awareness, rational comprehension of emotions, identification of one's own motives); empathy (emotional-cognitive decentration).
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Four functional blocks of emotional competence: behavioral block (self-regulation + regulation of relationships with others); cognitive block (reflection + empathy); intrapersonal block (self-regulation + reflection); interpersonal block (regulation of relationships with others + empathy).
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Thus, the construct of emotional competence consists of four basic components: self-regulation; regulation of relationships; reflections; empathy. which form four functional blocks of behavior; cognitive; intrapersonal; interpersonal.
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Reflection. In general, reflection refers to the ability of a person to determine what kind of emotion he is experiencing at a given moment, according to his physical condition and internal dialogue; correlate this emotion with its name; to determine what basic emotions the experienced complex consists of, to be aware of the change in the intensity of the emotion and the transitions from one emotion to another.
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Self-regulation. In general, self-regulation refers to the ability to determine the source and cause of an emotion, its purpose and possible developmental consequences, the degree of its usefulness in a particular situation; in accordance with this, if necessary, find a way to regulate emotion (change the degree of its intensity or replace it with another emotion) by controlling breathing, body state, using verbal and non-verbal methods of controlling emotions and controlling internal dialogue. This skill also includes the ability to evoke the emotion necessary in a particular situation.
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Regulation of relationships involves the ability to determine the possible cause of the emergence of an emotion in another person and to predict the consequences of its development; change the emotional state of another person (intensity of emotion, transition to another emotion) using verbal and non-verbal means; the ability to evoke the desired emotion in people.
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Empathy is a basic component of emotional competence. Traditionally, this phenomenon is understood as comprehension of an emotional state, empathy, feeling into the emotional life of another person; it is the emotional response of a person to the experiences of others, manifested in both empathy and sympathy. With empathy, the emotional response is identical to what and how a particular person experiences; with empathy, the emotional response is expressed in a sympathetic attitude towards the experiencer. Empathy includes understanding another person, based on the analysis of his personality, emotional empathy, response to the feelings of another person and the expression of their feelings, the desire to assist, help another person. The term empathy defines not only this state, but also a personality trait - the ability to this kind of understanding and empathy
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In modern psychology, several types of empathy are distinguished: 1. emotional, based on the mechanisms of projection and imitation of the reactions of another person; 2. cognitive, based on intellectual processes (comparison, analogy, etc.), 3. predicative, manifested as a person's ability to predict the affective reactions of another in specific situations. Empathy and empathy are considered special forms of empathy - identification with the feelings of another person and experiencing their own emotional states about the feelings of another
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Emotional competence is the ability to be aware of your emotions and the emotions of another person, the ability to manage your emotions and the emotions of other people and, on this basis, build interaction with others. Emotional competence contributes to the preservation and strengthening of human health in general and of a teacher in particular, due to its key competencies.
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The first competence is the recognition and understanding of one's own emotions and feelings. The highest level of emotional awareness is characterized by the fact that a person can not only perceive and describe a feeling, but also understand the reasons for its occurrence and the context. People with great emotional clarity cope with stressful situations easier than others, quickly restore emotional balance (P. Salovei). The lowest level of consciousness is sensory blindness, alexithymia. It has been proven that it can lead to psychosomatic diseases, disorders in the social sphere, complicates personal and professional relationships.
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The second competence is managing your emotions. A person who cooperates with others (this applies directly to the teacher) is forced to find a balance between his own needs, claims and expectations of society. This training takes many years. The most important component of it is the reaction to one's own emotions. It has been found that people who allow feelings such as anger and anger to manifest freely have a harder time getting rid of them. Suppressing these feelings leads to psychological problems. Therefore, it is important to recognize your anger and overcome it. There are many ways to adequately express emotions. It is important for the teacher to master them and apply them in life.
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The third competence is recognizing and understanding the feelings of others. A person with a high level of development of this competence "reads" the signals about the feelings of other people and is able to change the perspective, see the state of affairs from the perspective of another person, and feel what he feels. Such people have empathic abilities.
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The fourth competence is managing the feelings of others. The ability to positively influence the feelings of others is a higher order of competence. For a teacher, this competence is especially relevant. An open, careful handling of feelings, as well as the ability to understand the reasons for their occurrence, allow the teacher in professional life not to experience problems in emotional situations. Providing a constructive influence by the teacher on the feelings of students and colleagues involves the ability to calm an excited or angry person, cheer up a fearful person, help them become aware of their feelings, arouse interest and raise their mood.
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Teachers with a high indicator of emotional competence are well aware of themselves, their own values, needs and live in accordance with them. Performing professional activities and building relationships occurs in a state of congruence with oneself. These educators build relationships based on honesty and openness. They are able to awaken positive emotions in people, to reveal the best sides in them. Such teachers choose positive influence tactics: support, inspiration, development. Pedagogical communication is characterized by conflict.
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The ability to manage the emotions of others is the ability of a leader. A true leader controls the emotions of a whole group of people, he directs collective emotions in the right direction, creates an atmosphere of friendliness and skillfully neutralizes negative moods. Whether the common cause flourishes or withers depends largely on how effectively the leader accomplishes his primary emotional task. When a leader evokes positive emotions in people, he brings out the best in them, which contributes to success.
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Recommendations for teachers: 1. Restrain negative emotions. 2. Create optimal conditions for the development of moral feelings, in which sympathy, empathy, joy are elementary structures that form highly moral relations, in which a moral norm turns into a law, and actions into moral activity. 3. Be able to manage your feelings and emotions, and the feelings of students. 4. To realize all this, refer to the methodology of A.S. Makarenko and V.A. Sukhomlinsky "I give my heart to children", "Pedagogical poem", "How to bring up a real person" by K.D. Ushinsky, “How to win friends and influence people” by D. Carnegie, “Communication - Feelings - Fate” by K.T. Grasshopper. Each teacher has its own pedagogical piggy bank of rational spiritualized actions, colored emotionally. Let there be more seeds of rational, good, eternal in it.
The land of emotions: the role of the teacher in development
emotional intelligence of students
The field of study of human emotional intelligence is relatively young, a little over one decade old. But recently, very often and a lot has been said about the problems associated with the emotional state of not only an adult, but also a child.
The legal society makes demands on citizens to take responsibility for their own decisions and actions, to take initiative in interaction with others, to realize their needs, to successfully achieve their goals, without violating the rights of other people. This type of behavior is associated with a person's ability to analyze their own emotional experiences, understand the emotions of others, use the information received in their activities, that is, it requires a formed emotional intelligence.
Emotions - This is a special type of mental processes that express a person's experience of his relationship to the world around him and to himself.
In psychology, emotions are defined as a person's experience at the moment of his attitude to a situation. In addition to this narrow understanding, the concept of "emotion" is also used in a broad sense, when it means the integral emotional response of the individual, including not only the mental component - the experience, but also specific physiological changes in the body that accompany this experience. In this case, we can talk about the emotional state of a person.
Emotions act as an internal language, as a system of signals, directly reflecting the relationship between motives and the implementation of activities that respond to these motives.
Emotional intellect Is a type of intelligence that is responsible for recognizing and managing the personal emotions and emotions of those around you.
Let's define the main components of emotional intelligence.
| Emotional Intelligence Components | Focus on emotional intelligence |
|
| Intrapersonal | Interpersonal |
|
| Cognitive | identification of own emotional states | identification of the emotional states of other people |
| Reflective | reflection of their actions and the reasons for emotional states | analysis of the motives of other people |
| Behavioral | control of your emotional states; choice of ways to achieve the goal; persistence; | using the received emotional information in communicating with others |
| Communicative | inner positive attitude | empathy; sociability |
There are five components of emotional intelligence:
1. Self-knowledge. A person recognizes his own emotions and understands how they affect thoughts and behavior, and also knows his strengths and weaknesses, is confident in his own strengths.
2. Self-control. A person knows how to control impulsive feelings, manage their emotions in relationships, take initiative, follow obligations and adapt to changing circumstances.
3. Empathy. A person knows how to develop and maintain good relationships, communicates easily, inspires and guides other people.
4. Motivation. A person represents his goal and is clearly aware of each next step on the way to his dream.
5. Social skills. A person can understand the emotions, needs and problems of other people, recognize non-verbal signals, feel comfortable in society, and determine the status of a person in a group or organization.
Emotional intelligence needs to be developed. The development of emotional intelligence acquires particular importance and relevance in an educational institution. Exactly at school age there is an active emotional formation of children, the improvement of their self-awareness, they have the flexibility of all mental processes, as well as a deep interest in the sphere of their inner world.
Consider the features of the development of emotional intelligence in schoolchildren.
In recent years, the number of children with emotional instability has been increasing, which seriously complicates the child's relationship not only with the world around him, but also with the people around him.
There are currently two types of students in the school:
- Students with low emotional intelligence.
Such students show aggression, they have low academic performance and concentration of attention, they have no interest in learning. Numerous studies of scientists, indicating that a low level of emotional intelligence can lead to the consolidation of a complex of qualities called alexithymia.
Alexithymia- this is a difficulty in recognizing and determining one's own emotions and this difficulty increases the risk of psychosomatic diseases in children.
- Emotionally Intelligent Students.
Such students show empathy, understand the feelings of others, they adapt to school more successfully, these children are more satisfied with their school life, are less prone to anxiety and depression, and manage emotions more effectively.
During schooling, an intensive development of the child's body occurs. The student's lifestyle changes, new goals appear, all this leads to significant changes in the child's emotional life. He has new experiences, a new emotional attitude to reality and the phenomena occurring around him is born.
At school age, situations arise that cause high situational anxiety in children, assessment situations occur, such as answering at the blackboard, solving tests, passing an exam. Scientists have found that about 85% of children in school experience a high level of anxiety in relation to the test of knowledge, this is due to the fear of punishment and the fear of upsetting parents. The second cause of anxiety is learning difficulties. Many schoolchildren experience anxiety during learning, both children with low grades and those who study well and even excellently, have a responsible attitude towards their studies and school discipline. Inconsistency of a student with the level of requirements in educational activity presented to himself and by his parents can lead to affects in behavior, and with a lack of attention from the teacher, it can be consolidated as negative character traits. This behavior is characterized by an increase in general emotional excitability, symptoms and syndromes of fears, the manifestation of aggression or negativism. These schoolchildren have pronounced autonomic reactions and psychosomatic changes that occur according to the scheme:
Event → Perception → Cognitive and emotional evaluation → Image → Emotional and physiological response → Behavior → Effect Emotional footprint.
Today, there are different models of the formation of emotional intelligence in schoolchildren. Consider the model of the formation of emotional intelligence, which was proposed by the American scientists J. Mayer and P. Salovey. In our opinion, it is most in demand in education at the present stage. The model has four components that represent four areas of emotional intelligence:
1. Perception, identification of emotions, their expression. This component indicates the presence of the ability to perceive, determine emotions, notice the very fact of the presence of emotion. In addition, it denotes the ability to differentiate between true and false expressions of emotion, and is also responsible for the reliable expression of emotions.
2. Using emotions to improve the efficiency of mental activity. This component indicates the presence of the ability to evoke a certain emotion, to control it. Thanks to this ability, a person can continue to work with the same productivity or even increase it, despite a negative or anxious emotional state. Different emotional states affect the solution of specific problems and tasks in different ways.
3. Understanding (comprehending) emotions. This component indicates the presence of the ability to understand emotions, connections between emotions, the reasons for the emergence of a particular emotion, transitions from one emotion to another, the analysis of emotions, the ability to interpret and classify emotions.
4. Managing emotions. This ability is associated with controlling emotions. Reflexive regulation of emotions occurs through awareness of emotions. The ability to experience both negative and positive emotions. Ability to reduce the intensity of negative emotions. The ability to detach from certain emotions, as well as evoke the necessary emotions depending on the goals.
Methods for the diagnosis and formation of emotional intelligence
at schoolchildren.
The work on the formation of emotional intelligence in schoolchildren should begin with diagnostics. Currently, there are 3 groups of methods for diagnosing emotional intelligence.
1. Techniques that study individual abilities that make up emotional intelligence.
2. Techniques based on self-report and self-assessment of the subjects.
3. Methods "multi-evaluators", that is, tests that must be completed not only by the subject, but also by 10-15 people he knows (the so-called "evaluators"), who assign points to his emotional intelligence.
Based on the diagnostic results, there are two possible approaches to the development of emotional intelligence in schoolchildren:
1) You can work with a student directly using programs and techniques. For example: preventive and developmental psychology classes aimed at developing the psychological health and emotional intelligence of children. The programs were compiled by T. Gromova, O. Khukhlaeva, Lyutova, Monina.
2) You can carry out work indirectly, through the development of qualities related to the student, given that the formation of emotional intelligence is influenced by the development of such personal properties as emotional stability, a positive attitude towards oneself, an internal locus of control (the willingness to see the cause of the events in oneself, and not in people around and random factors) and empathy (the ability to empathize). Thus, developing these qualities of a student, you can increase the level of his emotional intelligence.
Productive methods for the development of emotional intelligence are: art therapy, psycho-gymnastics, behavioral therapy, discussion methods, play. Let's consider the listed methods.
Art therapy - This is a type of influence on emotions. The main goal of art therapy is to harmonize the development of the individual through the development of the ability of self-expression and self-knowledge. The value of using art for therapeutic purposes is that it can be used to express and explore a wide variety of emotions.
Types of art therapy:
Drawing therapybased on fine arts. E. Kramer identifies four types of images that are significant for the formation of the emotional behavior of a student:
Doodles - shapeless and chaotic lines, primitive unfinished forms;
Diagrams and semi-diagrams representing stereotyped images;
Pictograms, i.e. schemes enriched by the expression of the student's individuality, his position in relation to the world;
Artistic images that have emotional value and provide a student's experience without additional clarification.
Bibliotherapy - is a literary composition and creative reading of literary works.
Music therapy - a method that makes it possible to activate the student's feelings, overcome unfavorable attitudes and attitudes, improve the emotional state, is a means of correcting emotional deviations, fears, motor and speech disorders, behavioral deviations, and communicative difficulties.
Drama therapy - a method using various forms of dramatic self-expression: stage, role, acting, improvisational techniques. The teacher focuses on how the students interact with each other. At the same time, it is implied that only in interaction-dialogue a student can really realize the significance of his personality and his influence on another person.
Dance therapy for schoolchildren is that the student can express their emotions through dance, show their mood, feelings. First of all, dance therapy promotes muscle development, allowing the student to spend energy, which he simply has in excess. Musical movements not only have a corrective effect on physical development, but also create a favorable basis for improving emotional intelligence.
Art therapy can be used both as the main method and as one of the auxiliary methods.
Psycho-gymnastics one of the non-verbal methods of group training, which is based on the use of movement as the main means of communication in a group. This method involves the expression of experiences, emotional states, problems with the help of movements, facial expressions, pantomime.
Most often, the pantomimic part uses: habitual life situations; topics related to the problems of specific people; themes reflecting common human problems and conflicts, which can be presented in a symbolic form; topics related to interpersonal relationships in the group.
Behavioral therapy Is a group of methods that are based on the theories of learning I.P. Pavlov and D. Watson. The main technique of this therapy is the gradual training of target behavior. Separate steps are specific analysis of behavior, definition of learning stages, teaching in small steps, training new behavior and stages of self-control.
Discussion methods suggest that they are based on discussion - one of the most famous and widespread teaching methods since antiquity. The discussion is used to facilitate self-knowledge and self-disclosure of schoolchildren, expand their views on the situation that has arisen, search for a way out of it, and receive support. For the formation of emotional intelligence, thematic discussions are used in which problems that are significant for everyone are discussed, for example, "How to manage yourself in difficult situations?", "Is conflict - evil or good?" etc.
A game - a form based on conditional modeling of activity and aimed at the development and formation of emotional intelligence.
Psychologist L. Day distinguishes several types of games and claims that such games are effective in the pedagogical process aimed at the formation of personal emotional qualities of the student.
- A game based on projective methodsthat allow participants to express feelings and ideas, desires and fears, memories and hopes located in the deep layers of the subconscious.
- Games that exaggerate certain behaviorso that participants can better feel and understand it.
- Games that use the principle of contrast - as an experiment, schoolchildren are required to behave differently from the way they usually behave in everyday life, so that they can expand their behavioral responses.
- Role-Swapping Games, thanks to which schoolchildren learn to look at the situation from a different point of view, thereby developing the ability to understand another person.
- Games that use identification techniques, which helps to better know and identify the less manifested aspects of one's own personality.
- Systemic Games, in them, the participants study in practice various norms of communication, in order to then understand the consequences of applying different communication styles in life.
The emotional culture of the teacher
Emotional culture reflects the level of professional skill, emotional maturity of the personality and affects the image of the teacher. In the education system, the teaching profession is transformative and governing. And in order to manage the process of personality development, you need to be competent. The professional competence of a teacher is the unity of his theoretical and practical readiness to carry out pedagogical activities and characterizes his professionalism. The professional competence of a teacher includes a list of knowledge, abilities and skills necessary for performing pedagogical activities. Therefore, within the framework of a personality-oriented approach to teaching and upbringing, the question of the emotional culture of a teacher acquires special relevance.
The most important indicators of the emotional culture of a teacher is a high level of development emotional stability, empathy, emotional flexibility.
Emotional resilience - a person's ability to withstand unfavorable factors, overcome the state of emotional arousal and quickly return to a state of mental balance after stress. For an emotionally stable person, every stressful situation is like training. He becomes stronger, wiser, more sensible about solving problems and calmly endures all the vicissitudes of fate. Stress resistance - important factor preserving the teacher's normal working capacity, effective interaction with students, teachers, parents. Resistance to stress is identified with emotional stability, neuropsychic stability, psychological stability, emotional volitional stability, psychological stability - all this contributes to the formation of the emotional intelligence of the teacher.
Emotional flexibility manifests itself in the ability to "revive" genuine emotions, control negative ones, and show creativity. This quality is also called dynamism. Emotional flexibility is also the ability of a teacher to correctly understand, sincerely accept the experiences of students, to show warmth and participation to them.
Empathy - includes reflecting and understanding the emotional state of another person, empathy or empathy for the other, and active helping behavior. Empathy is based on emotional responsiveness, intelligence and rational perception of the environment.
A modern teacher works under conditions of great mental and emotional stress. Almost every day he is faced with various kinds of conflict, emotionally tense situations that require the ability to control oneself, to maintain the ability to act in emotional situations. Analyzing the most typical cases from the pedagogical practice of teachers, it is possible to identify typical situations that serve as a background for emotional experiences in professional activities.
Situations in the system of pedagogical relationship between a teacher and students:
Situations of activity, which arise in connection with the quality of students' performance of tasks, their progress;
Situations of behavior associated with violation of the rules of conduct by students, poor discipline in the classroom;
Situations of relations, which are manifested in the discrepancy between the teacher's assessment of the student's personality and his self-esteem, in the teacher's relationship with students outside the school walls.
Situations of interaction between a teacher and colleagues.
Relationships in the teaching staff affect the mood of all its members, and this, in turn, affects the quality of the educational process. Situations in relationships with colleagues can be of a business nature: when assessing working methods, due to load distribution and other issues. Personal character is associated with the emotional perception and attitude of teachers with each other.
Situations in the system of relations between a teacher and the management of an educational institution:
Excessive control over educational and educational work,
Excessively critical assessment of the results of a training session,
Excessive administration.
Relationship situations with parents:
Situations when the assessment of the student, teacher and parents differs,
The educator deals with parents who shy away from raising children.
Components of the teacher's emotional intelligence: the ability to understand the relationship of the individual, reproduced in emotions, to manage the emotional sphere based on intellectual synthesis and analysis; to understand the stable ways of emotional activity that have developed in the child, which are manifested both in communication and in cognitive activity and affecting the success of his learning or adaptation to the environment; the ability to recognize one's own emotions, to control them, to adequately respond to the emotions of children and other teachers.
Emotional competence of a teacher is related to and based on emotional intelligence. A certain level of emotional intelligence is required to teach specific competencies related to emotion. Educators who are better able to manage their emotions find it easier to develop competencies such as initiative and the ability to work under stress. It is the formation of emotional competencies that is necessary to predict success in work.
Literature:
1. Andreeva IN. Prerequisites for the development of emotional intelligence. M. 2012.
2. Andrienko E.V. Social Psychology... Publishing Center "Academy", 2005.
3. Ilyin EP Emotions and feelings. SPb .: Peter., 2013.
4. Leontiev A.N. Activity. Consciousness. Personality. - M .: Sense; Ed. Center "Academy", 2007.
5. Leontiev A.N. Needs, motives and emotions. - M .: Publishing house of Moscow State University, 2007.
6. Lyusin DV A new technique for measuring emotional intelligence: M .: Psychological diagnostics, 2006. - No. 4.
7. Roberts R.D. Emotional intellect. Journal of the Higher School of Economics, 2008.
The teaching profession makes serious demands on the emotional side of the personality. This is the "work of the heart and nerves", which requires literally daily and hourly expenditure of enormous mental strength (VA Sukhomlinsky).
The presence of emotional tension is especially pronounced among young teachers. Tense situations of pedagogical activity cause inadequacy in their assessment of what is happening, impulsive actions in relation to students, contribute to the formation of such personality traits as lack of initiative, passivity, a sense of their own professional unsuitability. The emotional states experienced are often accompanied by pronounced autonomic reactions: hand tremors, noticeable changes in facial expressions and facial tone, palpitations. This negatively affects the well-being of the teacher, causes severe fatigue, decreased performance.
In some cases, emotional stress reaches a critical moment when a young teacher loses his composure and manifests himself in a passive-protective (tears) or aggressive (shouting, nervous walking around the classroom, sharp knocking on the table, etc.) form. Emotional reactions of this kind are also present in the activities of experienced teachers, in which methods of defusing emotions in the workplace, in the classroom often prevail, which makes them practically professionally unsuitable.
The teacher in his activities should strive for the successful solution of the tasks assigned to him, regardless of the negative factors affecting him, maintain the SA
possession and remain an example for students on a personal level. However, the external restraint of emotions, when a violent emotional process takes place inside, does not lead to calming, but, on the contrary, increases emotional stress and negatively affects health.
Teaching as a professional group is characterized by extremely low indicators of physical and mental health. According to many studies, even young teachers often refer to medical institutions in connection with the development of diseases of the cardiovascular system, ulcerative diseases of the gastrointestinal tract, neurogenic diseases (nervous exhaustion, neuroses). Teachers with 15-20 years of work experience are characterized by "pedagogical crises", "exhaustion", "burnout".
In the past 20 years, researchers have been interested in a specific type of occupational disease of people working with people - doctors, teachers, psychologists, educators, trade workers, executives, managers, etc. It turned out that representatives of these professions are prone to symptoms of gradual emotional fatigue and devastation - burnout syndrome. The term was coined by the American psychiatrist H.J. Freudenberg in 1974 to characterize the psychological state of healthy people who are in intensive communication with clients in an emotionally loaded atmosphere. Currently, burnout is understood as a psychological defense mechanism developed by a person in the form of complete or partial exclusion of emotions in response to psycho-traumatic influences. Emotional burnout is an acquired professional behavior that allows a person to economically dose and expend energy and emotional resources.
External and internal factors influence the development of the "emotional burnout" syndrome. External factors provoking the syndrome include: chronic intense psychoemotional activity associated with intense communication and emotions; overestimated contingent norms (for example
measures of students in the class); fuzzy organization and planning of activities; increased responsibility for the functions performed (for the well-being of patients, students, clients); unfavorable psychological atmosphere of professional activity (conflict in the system "manager - subordinate", "colleague - colleague", "teacher - student"); psychologically difficult contingent (children with character accentuations, neuroses, psychological characteristics of age; discipline breakers). As a result of the influence of these factors, the teacher resorts to saving emotional resources: “not paying attention”, “taking care of the nerves,” that is, emotionally ignoring tense situations.
Intrinsic factors affecting the development of "burnout" include the tendency to emotional rigidity. "Emotional burnout" occurs more quickly in those who are more emotionally restrained. People who are impulsive, emotionally flexible, sensual, responsive, develop burnout symptoms more slowly. On the other hand, this psychological phenomenon occurs in people who perceive the circumstances of professional activity too emotionally. This is often the case for young professionals with increased responsibility for their duties. Each tense situation in professional activity leaves a deep imprint on the soul, causes intense complicity and empathy, painful thoughts and insomnia. Emotional resources are gradually depleted and it becomes necessary to preserve them, resorting to the mechanisms of psychological defense.
Weak motivation for professional activity stimulates the development of "emotional burnout". In this case, empathy, complicity, interest in children are not manifested, extreme forms of "burnout" develop - indifference, indifference, mental callousness.
Those who are most susceptible to "burnout" are those who react aggressively and unrestrainedly to stressful situations. "Workaholics" are also referred to as "burned out" - those who decided to devote themselves completely to work and work to the point of oblivion.
The result of such activity is the development of the following symptoms of "burnout": feelings of emotional exhaustion, exhaustion; developing a negative attitude towards customers; negative professional self-perception and low self-esteem; aggressive feelings (irritability, tension, anger); decadent mood, cynicism, pessimism, apathy, depression; psychosomatic ailments (fatigue, fatigue, insomnia, gastrointestinal disorders, etc.).
All of the above makes us think seriously about protecting the teacher's health and his professional longevity. Professional help with "emotional burnout" involves the use of drugs and various types of psychotherapy. However, the teacher in most cases does not need medical help, but social and psychological help - to develop the necessary qualities and skills aimed at preserving emotional reserves in the body.
To relieve excessive emotional stress in professional activity, systematic work to increase the level of the teacher's emotional culture plays an important role. The most important indicators of emotional culture is a high level of development of emotional stability, empathy and emotional flexibility of the teacher.
A high level of emotional stability allows us to resist the development of the syndrome of "emotional burnout" and emotional tension in professional activities. However, a teacher who constantly cooperates with children in the pedagogical process, in addition to emotional stability, needs emotional sensitivity, responsiveness, mobility, artistry, that is, emotional flexibility, which is defined as the optimal (harmonious) combination of emotional expressiveness (responsiveness) and emotional stability of the teacher. Emotional expressiveness is understood as the expressiveness inherent in movements, gestures, gait, facial expressions, speech.
Positive, comfortable communication between the teacher and the students is possible with a sufficiently competent teacher's ability to
to express your feelings in front of students, to reveal your inner world. Emotional passivity of the teacher, the absence of vivid emotionality, expressed in speech, facial expressions, pantomics, causes dissatisfaction with schoolchildren with a lesson, unwillingness to learn, and therefore provokes conflict situations.
It is important to know and notice the peculiarities of one's own expression: freedom or difficulty of movements, tightness or openness of gestures, monotony or flexibility of intonation, etc. The following forms of expression are distinguished: soft, viscous and hard.
Gentle expression is appropriate in this situation and acceptable to others. A person who is characterized by a soft expression, gracefully owns facial expressions, calm forms prevail in it, there are no sharp movements of the eyes, eyebrows, lips. At the same time, the face is quite mobile and expressive, the voice flows calmly and evenly. There are no abrupt changes in timbre and intonation in it, nevertheless, it is rich in colors and shades. The movements of the head, arms, body are subordinate to the meaning of speech and what is happening, they are calm, self-possessed, the hands move in a small and medium circle of gestures. The gait is graceful, soft, graceful.
Viscous expression is characterized by insufficient emotional and informational load and communication skills. People around you usually have difficulty recognizing emotions expressed in a "viscous" form. Viscous expression manifests itself in inexpressive facial expressions, in the monotony of voice intonations, poor and constrained body movements.
Hard expression is characterized by monotonous facial expressions (face-mask) or the face reacts emphatically to the environment. A voice with harsh expression sounds monotonous, on one note - high or low. The body of the body, arms, head are either tense or inactive, or move nervously, with sharp movements. With hard expression, emotional energy does not go outside, but is accompanied by powerful loads on various muscle groups and internal organs
In the facial expression of many teachers, the mask of formality, mimic equanimity, emotional dryness prevails. Often this is a stern facial expression with a frowning forehead, compressed lips, and a tense lower jaw. Such a mask face, in their opinion, promotes good behavior and student success. Gradually the mask grows to the face, and the teacher always appears before the class in such a specially created image.
The teacher's facial expressions should be mobile, varied and dynamic. Anger, hatred, irritation, contempt cannot become the content of a mimic image, since they immediately acquire their continuation in the mimicry of children. The states of alertness, aggressiveness, emotional imbalance are transmitted to them. Children love people with a benevolent facial expression, a high level of external emotionality. Expressively expressed benevolence, sincere and open smile disposes to dialogue, contributes to the establishment of contact with the child. A future teacher needs a specially directed work so that his expression language has soft forms, is intelligible enough, expressive and "infects" students with positive emotions.
Emotional flexibility is manifested in the ability to "revive" genuine emotions, control negative ones, show flexibility of behavior, non-standard, creativity. This personality quality is also called dynamism. It is of fundamental importance for the teacher's professional activity. Dynamism is manifested in the teacher's initiative and flexibility, the ability to easily establish emotional contact with others, quickly and clearly catch changes in the situation and change the strategy of their pedagogical influence. On the other hand, emotional flexibility is the teacher's ability to correctly understand, sincerely accept the experiences of students, show warmth and participation to them, that is, empathic personality traits. Empathy is a systemic education that includes reflection and understanding of the emotional state of another person, empathy or sympathy for another, and active helping behavior. This ability of the teacher finds
nourishes its expression in such characteristics as benevolence, respect for children, sensitivity and caring, responsiveness, emotional sensitivity and understanding.
Empathy is based on emotional responsiveness, intelligence and rational perception of the environment. Rational in empathy is manifested in participation - in attention to another, in observation of the other, in the perception of its properties and states. The emotional component of empathy is associated with understanding another on the basis of one's emotional experience, through emotional associations and transferences. At the same time, empathy is the ability to empathize: to reflect a feeling, to accept it without completely dissolving the feelings of another in your feelings, that is, this concept has a greater shade of intellectuality than emotionality. In this case, the manifestation of empathy does not contribute to the development of the "emotional burnout" syndrome.
Empathic qualities are often underrepresented in the structure of the teacher's personality. “Teachers with undeveloped empathy often admit pedagogical tactlessness, inability to take the child's place, resort to unjustified punishments or moralizing.
Empathy, like any emotional phenomenon, lends itself to development and improvement. This ability of a teacher is possible and necessary to develop with the help of special training and correction programs. The main conditions for the development of empathic personality traits: the inclusion of a subject in a conflict system of relations, capable of actualizing a humanistic orientation towards another person. This is facilitated by the conduct of trainings on the sensitivity, the solution of problem pedagogical tasks, role-playing games.
Emotional culture reflects the level of professional skill, emotional maturity of the personality and affects the image of the teacher. It should have a pedagogical tact, self-control of the emotional state and external expression, empathic personality traits. As a result of a positive, empathic attitude on the part of the teacher and the active manifestation of this attitude (expression),
increases the child's self-esteem, as well as the prevention of conflict situations and stressful states of the teacher and the child in the learning process.
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MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION
FEDERAL EDUCATION AGENCY
STATE EDUCATIONAL INSTITUTION
HIGHER PROFESSIONAL EDUCATION
Course work
Emotional personality type of a teacher and its influence on the implementation of pedagogical activities
Introduction
A special and important side of a person's life is represented by his emotions. If objects and phenomena, their various properties, all kinds of connections and dependencies are reflected in perception, sensation, thinking, then in emotions and feelings a person expresses his attitude to the content of the cognized.
Emotions and feelings, like other mental phenomena, are various forms of reflection of the real world.
Today, it is generally accepted that emotions play a big role in the pedagogical process, permeating all its aspects. Future teachers not only need to know the patterns of the emotional life of a student, and contribute to the development of the child's emotional sphere, but also be able to characterize their own emotional state, take into account their own emotionality when working with children. emotional personal psychological teacher
Scientists of the Mental Health Laboratory of the N.N. Ankylosing spondylitis, amazing research results were obtained. It turned out that 78.6% of the surveyed teachers had violations in the emotional sphere: decreased mood, increased anxiety, resentment, irritability. 91% have a decrease in memory, attention, mental and physical performance. All this gives reason to state that for pedagogical purposes it is extremely important to pay attention to the formation and improvement of the emotional sphere not only of students, but also of the teacher himself, since only the teacher who has formed his own emotional sphere can develop the emotional sphere of children.
The practical role of emotions in professional pedagogical activity, unfortunately, is insufficiently assessed, ambiguous, sometimes contradictory. In any case, teachers and future teachers are not specially prepared for possible emotional overload, they do not form the appropriate knowledge, skills, personal qualities necessary to minimize and overcome the emotional difficulties of the profession.
To date, the emotional sphere has been deeply, comprehensively studied and presented in the works of both foreign and domestic psychologists (G.M.Breslav, V.K. Vilyunas, V. Witt, L.Ya.Dorfman, A.Z. Zaporozhets, K. Izard, A. N. Leontiev, A. E. Olshannikova, L. A. Rabinovich, J. Reikovsky, S. L. Rubinstein, P. M. Yakobson and others). Many psychological theories have been created that explain the nature of the phenomenon under study (C. Darwin, W. James, K. Isard, K. Lange, A.N. Luk, P.V.Simonov, L. Festinger, S. Schechter, etc.), the inextricable connection between the components of the emotional sphere and cognitive processes was studied (I.A.Vasiliev, L.S.Vygotsky, A.N. Leontiev, V.L. Popluzhny, S.L. Rubinstein, etc.), motives, needs (R. Bak, K. Izard, A. N. Leontiev, Ya. Reikovsky, S. L. Rubinstein, etc.), volitional and regulatory processes (L. I. Bozhovich, N. V. Witt, 3. Freud, V. E. Klochko, A. N. Leontiev.
The psychological characteristics of the components of the emotional sphere are highlighted (B.G. Ananiev, O.R.Bondarenko, AB Dmitriev, V.N.Kolesnikov, etc.), general methodological strategies for the formation of the emotional sphere have been developed (V.L. Gorokhova, O.S. Grebenyuk, S.L. Rubinstein, V.A. Sukhomlinsky, etc.).
The object of the research is pedagogical activity.
The subject of research is emotional personality types.
The purpose of this study is to study the influence of the emotional type of a teacher's personality on the implementation of pedagogical activities.
To achieve the goal, the following tasks were set:
1. To study the concept and types of emotional personality types;
2. Determine the role of emotional qualities of a person in teaching;
3. Determine the emotional type of personality of teachers and its impact on the effectiveness of teaching.
Research hypothesis. The emotional type of personality of the teacher will have a positive effect on the implementation of pedagogical activities if:
Research methods: analysis of psychological and pedagogical literature, observation, questioning.
Base of this research: MOU secondary school No. 115, Volgograd.
Chapter 1. The problem of the influence of the emotional type of the teacher's personality on the implementation of pedagogical activities
1.1 Concept and types of pedagogical activity
The concept of activity is a general scientific one and belongs to the main categories of various sciences: philosophy, physiology, psychology, pedagogy, and methods of teaching mathematics as well. The concept of various types of activity, in fact, is determined by the interpretation of the generic concept of "activity".
The problem of activity was investigated by many scientists (L.I. Antsiferova, A.G. Ball, N.V. Demin, M.S.Kagan, A.N. Leontiev, S.L. Rubinstein, etc.). M.S. Kagan defines activity as "a way of human existence", and considers the person himself as an "active being". A.N. Leont'ev considers human activity as "any process of interaction between a subject and an object, provided that its direction as a whole coincides with the motive in which the need is concretized and defined."
In pedagogy, activity is also defined as a person's activity aimed at any change in reality. A generalized definition of activity from the point of view of pedagogy is given in the Pedagogical Dictionary: activity is understood as the most important form of manifestation of a person's life, his active relationship to the surrounding reality.
Based on the approach to the structure of L.S. Vygotsky, A.N. Leontiev, S.A. Rubinstein, V.V. Davydova, M.S. Kagan, there are three main links in the structure of any human activity (cognitive, educational, educational, cognitive, professional and pedagogical, including):
1. motivational-orientational (awareness of the goal and planning of upcoming actions);
2. central working (executive, operational, procedural);
3. control and evaluation (self-control in the implementation of activities).
Pedagogical activity and its effectiveness are the most relevant in pedagogical science and practice.
Pedagogical activity is the only form of human activity aimed at the reproduction of all other types of human activity, at the reproduction of the person himself as a subject developed physically, mentally and spiritually, as an individual, as a person and as an individual.
Pedagogical activity is a special type of social activity aimed at transferring culture and experience accumulated by mankind from older generations to younger generations, creating conditions for their personal development and preparing them to fulfill certain social roles in society. The result of this activity is the level of development of the child's personality, its correspondence to the socio-economic and cultural-historical level of development of society. The success of a teacher's activity is largely determined by the awareness of the essence of professional activity.
Traditionally, the main types of pedagogical activity are educational work and teaching.
Educational work is pedagogical activity aimed at organizing educational and managing various types of pupils' activities in order to solve the problems of harmonious personality development.
The concept of "educational activity" is considered by ID Demakova as a pedagogical category. She emphasizes that it is the specific content of the category that makes it possible to find out the semantic range, the semantic field, the framework in which the studied phenomenon can exist.
Teaching is a type of pedagogical activity that is aimed at managing the predominantly cognitive activity of schoolchildren. By and large, pedagogical and educational activities are identical concepts. This understanding of the relationship educational work and teaching reveals the meaning of the thesis about the unity of teaching and education.
Education in its scientific understanding is one of the modes (states) of pedagogical activity. Education is another modus.
The external side of pedagogical activity is assigned to upbringing - adaptation in the environment, "assimilation and reproduction of cultural values \u200b\u200band social norms" - in a word, the introduction of a person into the system of social roles. The inner side of pedagogical activity associated with personal characteristics person, with his "self-development and self-realization in the society in which he lives."
Upbringing, a person is included in the system of social roles and at the same time forms, acquires new knowledge and develops personal qualities. And vice versa - being educated, improving, self-developing, a person is brought up, his value system is formed, he masters socio-cultural models.
Teaching, carried out within any organizational form, not just a lesson, usually has a rigid time frame, a strictly defined goal and options for achieving it. The most important criterion for the effectiveness of teaching is the achievement of the educational goal. Educational work, also carried out within the framework of any organizational form, does not pursue a direct achievement of the goal, since it is unattainable in the time frame of the organizational form. In educational work, it is possible to envisage only a consistent solution of specific goals-oriented problems. The most important criterion for the effective solution of educational problems are positive changes in the consciousness of pupils, manifested in emotional reactions, behavior and activities.
The content of teaching, and, consequently, the logic of teaching can be programmed, which does not allow the content of educational work. Formation of knowledge, abilities and skills in the field of ethics, aesthetics and other sciences and arts, the study of which is not provided curriculais essentially nothing more than learning. In educational work, planning is acceptable only in the most general terms: attitude to society, work, people, nature, etc. The logic of the teacher's upbringing work in each separate class cannot be predetermined by normative documents.
The subject of educational activity is an educator who sets educational goals. But the student can treat himself as an object of self-improvement. Then the second subject of education is a schoolboy. There are also two objects: the student-pupil and conditions that directly affect the pupil. In order to distinguish between the types of activities of the educator aimed directly at education and at the conditions, distinguishing names are introduced for them: educational activities and activities to create educational conditions. The ratio of these types is very flexible, since the educator almost always directs his activity at the same time both to create conditions and to influence the personality of the student.
It can be assumed that pedagogical education is based exclusively on the principle of the social purpose of pedagogical activity. Indeed, pedagogy arose from social needs - the preparation of children for social production. From the point of view of the social necessity of pedagogy, it is increasingly becoming an activity that contributes to the formation of a free individuality.
1.2 The concept of emotional personality types
Throughout the centuries-old history of research, emotions have received the closest attention from scientists - philosophers (R. Valette, I.A.Vasiliev, L.S.Vygotsky, I. Kant, S.L. Rubinstein, A. Einstein, etc.) , teachers and psychologists (L.I.Bozhovich, V.K. Vilyunas, V. Wundt, B.I.Dodonov, K. Levin, A.N. Leontiev, A. Maslow, M. Polani, P.V.Simonov , P.M. Yakobson and others). This phenomenon was assigned one of the central roles among the forces that determine the inner life and actions of a person.
Emotions are a special class of subjective psychological states that reflect, in the form of direct experiences, a pleasant or unpleasant process and the result of practical activity aimed at satisfying urgent needs.
Emotions are one of the most ancient mental states and processes by their origin. Life without emotions would be as impossible as without feelings. Emotions, argued Charles Darwin, arose in the process of evolution as a means by which living beings establish the significance of certain conditions for satisfying their actual needs.
Almost all elementary organic sensations have their own emotional tone. The close connection that exists between emotions and the activity of the organism is evidenced by the fact that any emotional state is usually accompanied by many physiological changes in the organism.
In human life, emotions perform the following functions:
Motivation (as soon as the need arises, as emotion already arises. This is the so-called motivational excitement);
Anticipation;
Revitalization;
Mobilization;
Demobilization;
Regulation of behavior and cognition processes (emotions accompany behavior from a need to an assessment of the result);
Evaluation (reflects the significance of the stimulus and the result of the action for the individual);
Expression (external expression, which is important for affirmations).
There are three levels of expression of emotions:
At the body level (autonomic reactions);
At the behavioral level (all emotions are manifested in one way or another in behavior);
At the level of psychological experiences.
The ways of influencing emotions follow from the same classification. Depending on the direct form of feelings, orientation, duration, severity, tension and source of occurrence, emotional manifestations are divided into:
Emotions proper (in a narrow sense) are long-term states that are weakly manifested in external behavior, expressing an evaluative personal attitude to emerging or possible situations, to their activities and their manifestations in it;
Feelings - arise as a result of generalization of emotions, have a distinct objective character, are characterized by stability, low intensity, duration, awareness, connection with objects, people, etc .;
Affect is a strong, relatively short-term emotional experience, accompanied by pronounced motor and visceral manifestations, characterized by high intensity, uncontrollability, narrowing of consciousness, short duration;
Mood is a long, relatively balanced and stable general emotional state that colors certain mental processes and human behavior;
Passion is a long-term, significantly expressed and intense emotional relationship with an orientation, concentration of feelings on a certain object or type of activity.
There are qualitative characteristics of emotions based on the subjective attitude of the individual to the object. In this regard, there are:
A positive subjective attitude, which is an indicator of what satisfies, satisfies, or could satisfy an emerging need;
Negative subjective attitude, which is an indicator of what interferes, interfered with, or may interfere with this;
Dual (ambivalent) subjective attitude, which reflects the simultaneous existence of a positive and negative attitude towards an object;
An indefinite subjective attitude that reflects a short-term state of orientation in new impressions, which quickly turns into positive or negative.
Emotions are a relatively simpler form of evaluative, subjective attitude to reality in comparison with feelings. Emotions can unfold in both conscious and unconscious forms. Feelings are one of the main forms of a person's experience of his relationship to objects and phenomena of reality; they are characterized by a fairly high stability, complexity and, as a rule, awareness. Unlike the situational properties of emotions, reflecting the subjective meanings of objects and events in specific conditions, feelings are correlated with phenomena that have stable motivation. Feelings, therefore, are less "attached" to the situation, but more characterize the personality and its motives. Differing, therefore, in the degree of complexity, awareness, stability, object-relatedness, emotions and feelings are simultaneously similar in that they act as two forms of a person's personal relationship to the surrounding reality and to himself.
Emotions and feelings perform two main functions - signaling and regulating. Firstly, they are a kind of signals that of what is happening is of the greatest importance to the individual. Secondly, they determine to a certain extent, regulate the content of human behavior, influencing the features of this process - tension, duration, methods, etc. Depending on the color, tones are distinguished by two main groups - positive and negative. The former are designated as sthenic, i.e. enhancing the mental capabilities of a person; the second - as asthenic, negatively affecting the activity, behavior, state. Along with positive and negative, there is a vast area of \u200b\u200bso-called ambivalent (dual) emotions and feelings. They are characterized by a combination of positive and negative attitudes towards the same object, phenomenon, or person.
Emotions and feelings - personal education... They characterize a person socially and psychologically. Emphasizing the personal significance of emotional processes, VK Vilyunas writes: “An emotional event can cause the formation of new emotional attitudes to various circumstances ... Everything that is perceived by the subject as a cause of pleasure and displeasure becomes the subject of love-hate.”
Moreover, emotions are critical to personality development. They strongly influence the processes of socialization, because the emotions that a person experiences most often in childhood (be they negative or positive) are deposited in his psyche and can surface already when he becomes an adult, outwardly manifesting in his character traits, his relationship to the world.
The brightness and variety of emotional relationships make a person more interesting. He responds to the most diverse phenomena of reality: he is worried about music and poetry, the latest achievements of technology, etc. The richness of the individual's own experiences helps her to understand more deeply what is happening, to penetrate more subtly into the experiences of people, their relationships with each other.
Many scientists (A.N. Leont'ev, E.V. Shorokhova, M.I. Bobneva, etc.) distinguish such a concept as emotional processes, in most cases defined as a wide class of processes of internal regulation of activity. Emotional processes perform this function, reflecting the meaning that objects and situations that affect the subject have, their meanings for implementation in life. So, A.N. Leont'ev in his work "Needs, motives and emotions" argues that emotional processes include affects, emotions, feelings. From the point of view of J. Reikovsky, the emotional process occurs in a situation that is significant for the individual and is characterized by the following parameters: accumulation of emotional excitement, emotional outburst, emotional plateau, emotional release.
The above facts indicate that such terms as "emotional experience", "emotional state", "emotional process" are related by the fact that they reflect the attitude to reality, and the main element is the experience. Revealed similarities in the content aspect, since they reflect the same phenomena (emotions, feelings, affects, mood). The differences are manifested in qualitative properties. Thus, emotional states and emotional experiences characterize the duration and strength of manifestation; emotional processes, unlike the former, reflect the internal regulation of activity and reveal a certain structure.
The concept of "emotional process" is interconnected with such a characteristic of the subject as "emotional trait", the basis of which, according to K. Izard, are two or more fundamental emotions, which are manifested relatively stable and often. The author identifies four main emotional traits of a person: anxiety, depression, hostility and love. The emotional process in unity with the emotional trait, according to I.S. Cohn, G.O. Drobnitsky, A.I. Titarenko and others, are an emotional phenomenon that regulates at the level of personal mechanisms.
In the scientific works of G. Berger, NI. Krasnogorskiy, B.C. Merlin, A.E. Olynannikova, B.M. Teplova and others consider such a concept as "emotionality". This phenomenon is defined as a property of a person, characterizing the content, quality and dynamics of his emotions and feelings. A.E. Olypannikova argues that the substantive aspects of emotionality reflect phenomena and situations that are of particular importance for the subject, and are associated with the moral aspirations of the individual, his worldview, value orientations, etc. modalities.
Emotionality is one of the most important characteristics of human personality. Emotionality as a property of a person was mentioned by Hippocrates when he spoke about the choleric type of temperament.
In its broadest sense, emotionality is defined as "the ability to experience emotions." Currently, three aspects of emotionality are distinguished and investigated: dynamic, qualitative and meaningful.
Qualitative features of emotionality are considered leading, pivotal, since they express the essence of emotional experience - a person's attitude to the surrounding reality, to other people, to himself. The qualitative properties of emotionality characterize the persistent tendency of a person to experience the emotions of this particular sign and modality. Emotions of four modalities - joy, anger, fear and sadness - are the main ones. A more frequent and intense experience of one of these emotions testifies to its dominance in the qualitative structure of emotionality, which gives an appropriate emotional coloring to the entire inner world of a person and affects his behavior. In recent studies, the modal structure of emotionality is considered not only in terms of the dominance of a particular emotion, but as a rank sequence of four basal emotions, which makes it possible to take into account their interrelation and mutual influence. The role of this structure in communication is undeniable: the behavior and experiences of people are colored by an individual combination of basal emotions, in addition, the effect of the influence of communication partners on them is also different.
Emotionality is a person's properties that characterize the content, quality and dynamics of his emotions and feelings. Content aspects of emotionality reflect phenomena and situations that are of particular importance to the subject. They are inextricably linked with the core features of the personality, its moral potential: the orientation of the motivational sphere, worldview, value orientations, etc. Qualitative properties of emotionality characterize the individual's attitude to the phenomena of the surrounding world and are expressed in the sign and modality of dominant emotions. The dynamic properties of emotionality include the features of the emergence, course and termination of emotional processes and their external expression. Emotionality is one of the main (along with activity) components of temperament.
V.D. Nebylitsyn defines emotionality as an extensive complex of properties and qualities that characterize the peculiarities of the emergence and termination of various feelings, affects and moods. He singles out impressionability, impulsivity and emotional lability as the main characteristics of emotionality. Impressiveness expresses a person's affective susceptibility, his sensitivity to emotiogenic influences. VD Nebylitsyn understands impulsiveness as the speed with which emotion becomes the motivating force of actions and actions without their preliminary thinking and a conscious decision to carry them out. By emotional lability, he understands the speed with which a given emotional state ceases or one experience changes to another.
Content aspects of emotionality reflect phenomena and situations that are of particular importance to a person. Qualitative properties of emotionality characterize the attitude of the individual to the phenomena of the surrounding world and find their expression in the sign and modality of dominant emotions. AE Olshannikova refers to the dynamic properties of emotionality the features of the emergence, course and termination of emotional processes and their external expression (expression).
In the process of life, on the basis of environmental and genetic prerequisites, stable emotional qualities are formed in a person - emotional characteristics and properties.
These properties depend on the type of higher nervous activity person.
The emotional characteristics of a person include his emotional reactivity, excitability, affection, emotional stability, general emotional tone, the strength of emotional reactions and their external severity - expressiveness.
But these emotional characteristics in the process of socialization undergo significant changes, receive a social facet.
A person resorts to disguising and imitating direct emotional manifestations, learns to restrain them, forms emotional stability, tolerance - the ability to endure difficulties. Not everyone succeeds to the same extent.
In some, great emotional excitability is combined with great emotional stability, while in others it often leads to emotional breakdowns, a loss of self-control. For some people, the emotional sphere is extremely limited.
The manifestations of an emotional anomaly - asynthony (emotional insensitivity) are also possible.
Emotionality of a person, his speech, mimic, pantomimic manifestations speak of his value orientations and dynamic features of mental activity.
Emotional qualities form the emotional type of personality.
Natures differ:
Sentimental,
Emotional,
Passionate
Frigid (cold).
People of the sentimental type are prone to self-contemplation. They look at the whole world through the prism of their emotional states. They are sensitive and passive. Their feelings are directed towards themselves. They can sin by shedding tears. They are inherent in self-admiration for their feelings.
People of the emotional type are easily excitable, emotionally impressionable, impulsive. They deeply experience their actions, often repent. But in the future, impulsive breakdowns are allowed again.
Passionate natures are emotionally impetuous, highly efficient, persistent in achieving goals. The objects of their passions can be significant, worthy and insignificant. They live intense, emotionally charged lives, they constantly have an object of passion. They spend stormy energy in full.
Emotional frigid types are people of a cold mind. Their emotional manifestations are minimal, they are not able to penetrate the emotional state of other people, to foresee their possible emotional reactions in certain situations. They lack empathy.
Emotionality of a person is associated with his moral, spiritual potential. In the pleasure and suffering of a person, his entire personality structure is manifested. But possession of emotions is one of the virtues of a person. To own your emotions does not mean to be insensitive, not to suppress them, it means to own emotional reactions.
1.3 The role of emotional qualities of a person in teaching
Pedagogical activity is a practical activity on training (transfer of knowledge), upbringing (formation of qualities and beliefs) and education (accumulation and transformation into an organic unity of knowledge, skills and abilities and moral qualities of a person).
Pedagogical activity is the professional activity of a teacher who, with the help of various actions, solves the problem of teaching and raising children.
Pedagogical activity is the technology of work, pedagogical communication, climate and atmosphere, and personality - value orientations, ideals, the inner meaning of the teacher's work. Modernity makes more and more stringent and versatile requirements for pedagogical activity.
In pedagogical activity, the role of pedagogical communication is especially great.
Pedagogical communication is a system of limited socio-psychological interaction between the teacher and the students, the content of which is the exchange of information, the provision of educational influence, the organization of relationships using commutative means. The teacher is the initiator of this process, organizing and managing it.
A.A. Leont'ev, defining pedagogical communication, posed with all sharpness the question of its optimal organization. According to his interpretation, the optimal organization of the educational process is understood as "such communication between the teacher (and, more broadly, the teaching staff) with schoolchildren in the learning process, which creates the best conditions for the correct formation of the student's personality, provides a favorable emotional climate for learning (in particular, prevents the emergence of a" psychological barrier "), provides management of socio-psychological processes in the children's team and allows you to maximize the use of personal characteristics of the teacher in the educational process."
It is widely known that any activity, including pedagogical, which is directly related to cognition and impact on the subject of cognition (in our case, on students), is organically linked with the emotional experience of a person.
Outstanding humanist teachers spoke with alarm about insufficient attention to the emotional component of the educational process at school. So V.A. Sukhomlinsky, Sh.A. Amonashvili, S.M. Bondarevskaya, E.N. Ilyin, M.N. Skatkin pointed to insufficient emotionalization of the pedagogical process. "In school practice, the role of emotions in learning is clearly underestimated. We have created an educational process that is very smart, logical, but it provides very little food for positive emotions."
However, the school pedagogical process can only be emotionalized by the teacher who himself went through the school of harmonious emotional and rational mastering of the world and especially that fragment of reality that is associated with professional activity. All this determines the expediency of saturating the process of professional pedagogical education with emotions in general, and studying pedagogical disciplines in particular, since they are the closest to professional pedagogical activity.
Among others, the professionally determined properties and characteristics of a teacher include expressive qualities (high emotional-volitional tone, optimism, emotional sensitivity and responsiveness, self-control, tolerance, endurance, and a sense of humor).
As psychologists (LS Vygotsky, K. Izard) note, "emotional reactions have a significant impact on all forms of our behavior and moments of the educational process," therefore they cannot be ignored and left outside the door. educational institutions... It should be emphasized that the age of adolescence is the period of the most powerful emotional experiences in a person's life, which justifies the special need to saturate the pedagogical process with emotions.
In this regard, V. Prokopenko's research is of interest. The functions of emotions in the pedagogical process indicated by the author are especially presented, namely: informational, communicative, developing, diagnostic, regulatory. The performed functions of emotions reflect the general psychological characteristics of this phenomenon; they are known to a greater or lesser extent to specialists in ethics and aesthetics, as well as to researchers of the human emotional sphere.
Everything that happens at school, in particular, relationships with peers and teachers, has the most direct impact on the formation of the student's personality.
The teacher now acts not only as a bearer of knowledge, but also as a person capable of emotionally reacting to everything around. Currently, the ability to experience and empathy (empathy) is recognized as one of the significant qualities of a teacher and educator. The teacher should be able to correctly emotionally respond to other people's pain and problems, be able to empathize. The teacher must choose the optimal style of emotional communication with students.
The style of emotional communication largely determines the effectiveness of training and education, as well as the characteristics of personality development and the formation of relationships in the classroom.
Pedagogical communication should be emotionally comfortable and personally developing. Increased emotionality and impulsiveness of the teacher tire the students, make them constantly be in an agitated state, which can lead to a conflict between teacher and student. Excessive composure, equanimity, similar to indifference lead students into a state of apathy, make the lesson boring, and the communication itself is not interesting. Thus, the psychological atmosphere and emotional well-being depend on the style of pedagogical communication.
Sometimes teachers experience great neuropsychic stress, which manifests itself in gradual emotional fatigue and devastation.
"Burnout syndrome" - the negative impact of professional activity on the personality in the human-human sphere, manifested in the form of certain changes in the behavior and state of a person.
There is a narrower interpretation of the phenomenon of burnout, in the center of which lie the emotions and feelings of a person. Emotional burnout, in the opinion of Viktor Vasilyevich Boyko, Doctor of Psychology, is a personality-developed mechanism of psychological defense in the form of complete or partial exclusion of emotions (lowering their energy) in response to selected traumatic influences. This stereotype of emotional perception of reality is formed under the influence of a number of factors and prerequisites - external and internal.
The great emotional tension of teachers is explained by their over-motivation for the process of fulfilling the plan, a feeling of fear (against the background of personal anxiety). The introduction of noise interference, time limits and other stress factors does not significantly affect the nature of emotional tension.
In the process of theoretical research, the concept and types of emotional personality types were studied, the role of emotional qualities of a personality in pedagogical activity was determined.
Emotion is a reaction in the form of a subjectively colored experience of an individual, reflecting the significance for him of an influencing stimulus or the result of his own action (satisfaction or dissatisfaction).
The emotional world of a person is varied and of different quality. An idea of \u200b\u200bthe wealth and diversity of the emotional sphere of a person is given by the concepts of sensual tone, affects, stresses, moods. All these are forms of manifestation of human emotions.
There are different types of emotionality. Emotionality is one of the most important characteristics of a person and affects almost all aspects of his activities.
The influence of emotionality on the implementation of pedagogical activity is especially great.
The type of emotionality of the teacher's personality largely determines the effectiveness of training and education, as well as the characteristics of personality development and the formation of relationships in the classroom.
Chapter 2. Experimental study of the influence of the emotional type of the teacher's personality on the implementation of pedagogical activities
2.1 Diagnostics of the emotional type of the teacher's personality
An experimental study of the influence of the emotional type of a teacher's personality on the implementation of pedagogical activities was carried out on the basis of school No. 115.
At the first stage, the diagnosis of the emotional type of personality was carried out among teachers teaching in grade 7 "A" by the method of questioning. A questionnaire was developed to determine the severity of a person's emotional reactions.
The questionnaire included the following questions:
1. Do you often laugh with your students?
2. Do you yell at the students?
3. Do you and your students rejoice in their success?
5. Do you hug your students?
6. Are your emotions reflected on your face?
7. Do you share your feelings with students?
8. If you are in a bad mood, do you happen to rip it off on students?
9. Do you emotionally react to the actions of your students?
10. Do students always know about your mood?
11. Are you easily pissed off?
12. Have you ever acted too emotionally (tore up notebooks, slammed doors, etc.)?
13. Have you ever allowed yourself to hit a student or slap him in the face?
14. Is your lesson always uplifted?
15. Do you encourage children to express their own emotions?
16. Is it important for you to know what emotional state your student is experiencing?
Variants of answers: yes - 2 points, sometimes - 1 point, no - 0 points.
The maximum number of points scored testified to the teacher's increased emotionality.
As a result of the analysis of the questionnaires, the following groups of teachers were identified:
Highly emotional teachers (3 people). I.V., N.N. and I.M. vividly express their emotions, often express their feelings to students, sometimes they react too emotionally to the behavior of students, teachers admitted that sometimes they allow them to hit or pull a student.
Teachers with average emotionality (4 people). O. V., I. N., S. A., I. V. in general, they try to restrain their emotions, rarely raise their voices to students, do not allow themselves to react too emotionally to the behavior of students, but sometimes they joke with children, monitor children's emotional comfort, and encourage the expression of their own emotions.
Teachers with a low degree of emotionality (3 people). O. M., E. N., N. K. try not to express their emotions, they keep their feelings and moods to themselves, sometimes they are cold with the students, the students' moods and they practically do not care.
Thus, three types of teachers' emotionality were identified: the first type (increased emotionality) was attributed to I.V., N.N. and I.M., O.V., I.N., S.A., I.V. belong to the second type (medium emotionality), O.M., E.V. were assigned to the third type (low emotionality). N., N. K.
2.2 Analysis of the influence of the emotional qualities of a teacher on the effectiveness of pedagogical activity
At the second stage, the features of pedagogical activity, its effectiveness were studied and a conclusion was made about the relationship of the emotional type of the teacher's personality to pedagogical activity. Research methods: questionnaire of students, conversation.
The following questionnaire was developed and offered to students:
1. In which lesson do you feel more comfortable?
2. In which lesson are you especially bored?
3. Whose lesson is the most time-consuming?
4. Whose lesson does time fly fast?
5. Which of the teachers most often jokes in the classroom?
6. Do you leave the teacher's lesson in high spirits?
7. Do you leave the teacher's lesson more often in a depressed mood?
8. Which teacher cares about your mood?
9. Which teacher cares about your feelings?
10. Which teacher raises his voice most often?
11. Which teacher overreacts emotionally?
12. Which teacher has a great emotional uplift lesson?
13. Whose lesson do you tire of the most?
14. Do the teachers' emotions reflect on the quality of the educational process?
15. Do you get tired of the teacher's excessive emotionality?
As a result of the analysis of the questionnaires, the following data were obtained
From the question: "In whose lesson do you feel more comfortable?" the following answers were received: at the lesson I. V. - 5 people, I. N. - 4 people and O. V. - 3 people. These teachers are of average emotionality.
From the question: "In whose lesson are you especially bored?" The following teachers were named: OV, EN, NK .. These are teachers with a low degree of emotionality.
Similar answers were obtained from the questions "In whose lesson is the time dragging on especially long?" They called O. V., E. N., N. K.
Time flies quickly in IV and NN's lessons. These are teachers with heightened emotionality.
Most often, IM and IN joke in the lesson, and it is from their lessons that children most often leave in high spirits.
In a depressed mood, N.N., I.V., O.V. most often leave the lessons. Both the increased emotionality of teachers and its absence tire the students.
Among the teachers who care about the mood of students and who are worried about the emotional state of students were named I.V., N.N., etc.
According to the majority of students (7 people - 70%), teachers' emotions are reflected in the quality of the educational process. At the same time, excessive emotionality of the teacher tires 6 people (60%).
Many students are pleased with the emotional manifestation of teachers, when teachers can joke, and cheer, and sympathize with the students. But practically everyone is depressed by the excessive emotionality of teachers when they shout, raise their voices, and violently react to the actions of students.
In the course of the conversation with the students, some features of the manifestation of the emotional qualities of teachers were studied. Thus, the students told the following: “At Natalia Konstantinovna's (Russian) lesson, we just fell asleep. One teaching could answer for a long time and tediously at the blackboard, the teacher checked his work for a long time and slowly, and we all toiled around. But when one day she was swept up by another teacher, we just woke up, tasks were pouring in one after another, we were guessing riddles, then competing, then doing some interesting exercises, while the teacher never tired of joking and cheering us up.
From the story of another student: “Our mathematics (Nadezhda Nikolaevna) flies by like five minutes, we are like horses in a race, who will come faster. At the beginning of the lesson, the teacher writes out the numbers of problems that need to be solved in the lesson and the numbers of home problems. Anyone who has time to do everything goes home without homework. So we have a constant race. We have time to do a lot: we will solve the problems and run out to the blackboard, we will receive an assessment and answer the teacher's questions and do our homework. " Many of these topics of work like them, they note that time flies faster this way, but some frankly admitted that after the lesson they feel "out-of-date", tired and in the next lesson they prefer not to do anything.
From conversations with students, it became clear that many teachers are overly emotional towards students. For example, the following examples were given: “Once, I wrote a test paper very badly, I did a lot of dirt in my notebook, then the teacher just tore up my notebook and made me rewrite”; “And when I was in the first grade, one teacher broke a pointer about me and made me buy”; “And one teacher clung to me all the time and we constantly fought with her, and once I called her, and she chased me down the corridor and hit me on the head with a bag”; “And we had a student in our class, he called the teacher, so she took on him and spat, and he punched her in the stomach for that”; “And when I was in another school we had such a teacher, none of the boys liked her, and we constantly brought her up. So she kicked us out of class. But we can't kick them out and we didn't leave. So she will scream at us like one day. And someone else tore her notebook, so she grabbed this notebook, began to run around the classroom and pokes everyone in the face: did you tear it? And for some reason I decided that it was me. So she ran up to me and took my notebook tore, and then turned her back, and someone spat on her back. So she later found out, and did not start up for the next lesson, she says, go where you go, I will not teach you. So we didn’t go to her for a month until our parents found out. ”
You will find a lot of similar examples in school practice. However, many people prefer not to talk about it. Nevertheless, such cases occur very often.
Teachers are emotional people. Young teachers are especially emotionally unstable and impulsive. Due to the small age difference and lack of experience, many young teachers come into close emotional contact with students, allow friendly hugs, expression of feelings, emotions. In our practice, there was a case when a young teacher greeted her students with a friendly hug, so then these students allowed themselves to swear at her when a conflict occurred. The educator should be able to keep his distance, but not too far away.
Many adult teachers behave like children: they take offense at students, remember the offense for a long time, do not forgive, punish them with an assessment, an offensive word, etc.
An experienced teacher should be an example to his students in the culture of emotions, in the expression of feelings, only then will children learn to correctly express their feelings, to express emotions.
Thus, it can be concluded that the excessive emotionality of teachers negatively affects the quality of the educational process: students get tired faster, feel oppressed, and often come into conflicts. The absence of any emotionality also negatively affects the educational process: the lesson becomes boring, time drags on, and efficiency decreases.
So, on the basis of school No. 115, a study was conducted of the influence of the emotional qualities of a teacher on the effectiveness of pedagogical activity.
In the course of practical research, the features of emotional personality types of teachers were studied, their level of emotionality was diagnosed, which turned out to be increased in 30% of teachers, average in 40% and low in 30%.
As a result of the study, the manifestations of the emotional qualities of the personality, the characteristics of the emotional behavior of teachers in the educational process were also studied, the influence of the teacher's emotionality on the quality of the educational process, the emotional well-being of students was noted. On the basis of the data obtained, a conclusion was made about the influence of the emotional qualities of a teacher on the effectiveness of pedagogical activity.
In the course of practical research, we were convinced that both the excessive emotionality of teachers and its absence negatively affects the quality of the educational process. The effectiveness of the educational process depends on the teacher's ability to choose the desired emotional tone, respond correctly to student behavior, restrain excessive manifestation of negative emotions, encourage the development of positive emotions in students, and maintain the optimal emotional mood of students in the classroom.
Conclusion
So, in the process of this study, the influence of the emotional type of the teacher's personality on the implementation of pedagogical activity was studied.
In the process of theoretical research, the concept and types of emotional personality types were studied, the role of emotional qualities of a personality in pedagogical activity was determined.
Emotions are defined as one of the forms of mental reflection, consisting in a direct, biased experience of phenomena and situations, due to the ratio of their objective properties and the needs of the subject.
Emotionality, which is one of the most important characteristics of a person, influences almost all aspects of his activity.
People of different emotional types express thoughts and emotions in different ways. Emotional types always strive to express their thoughts and feelings using verbal and non-verbal means. They appreciate the liveliness, openness and temperament in the interlocutors. You can always read on their face what they feel, they cannot hide their emotions for a long time, they express them vividly. Representatives of non-emotional types do not express emotions explicitly, they try to suppress their emotions, it is difficult to understand from their face what they are feeling, they are restrained, balanced and value poise and self-control in others.
Educational activity is an emotional activity. At school, in student and pedagogical collectives, emotions are boiling, sometimes overflowing.
The teacher is the main link, main element, foundation, soul and heart of the education system. Of particular importance in pedagogical science is the emotional-personal factor in the relationship between the teacher and children, the meeting of equal consciousness, the teacher's ability to interact in such a way that the child's activity is generated.
The success of training also depends on the professionalism and emotionality of the teacher, which is the main condition for the transfer of a "charge of enthusiasm" for the subject, awakening genuine interest in it.
In the process of practical research, the emotional personality types of teachers were identified and an analysis of their influence on the effectiveness of pedagogical activity was given.
Thus, the goal of the study has been achieved, the tasks have been solved. The hypothesis was confirmed.
So, in the course of the study, it was concluded that the emotional type of the teacher's personality will have a positive effect on the implementation of pedagogical activities if:
The formation of the emotionality of pedagogical activity is carried out;
The emotional component is taken into account in pedagogical activity;
The teacher is able to establish the optimal emotional tone of pedagogical communication.
List of used literature
1. Anokhin PK Emotions, Psychology of emotions: Texts. - M., 1984. - P. 173
2. Boyko V.V. Energy of emotions. - SPb .: Peter, 2004.- 474 p.
3. Vartanyan GA, Petrov ES Emotions and behavior. - L., 1989
4. Danilchenko V.M. Development of a pedagogical style of activity in Global Education. Komsomolsk-on-Amur, 2001.
5. Winter IA Pedagogical psychology. Rostov-on-Don, 1997.
6. Izard K. Human Emotions: Per. from English M., Publishing house of Moscow. university, 1980.440
7. Ilyin EP Emotions and feelings.- SPb .: Peter, 2001-752s.
8. Kodzhaspirova, G.М. Culture of professional self-education of a teacher / G.M. Kodzhaspirova. - M., 1994.
9. Kukharev N.V. On the way to professional excellence: Book. for the teacher. M., 1990.
10. Bow A. N. Emotions and feelings. M., 1972.S. 18-20.
11. Manoilova M.A. Development of the emotional intelligence of future teachers. - Pskov: PSPI, 2004 .-- 60 p.
12. Mitina L.M. Psychological diagnostics of teacher's communication skills: Textbook. allowance. Kemerovo, 1996.
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