Presentation "Pedagogical communication. Its essence and structure""

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Model 1

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

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Model 2

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

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Model 3

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

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Model 4

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

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Model 5

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

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Model 6

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

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Model 7

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

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Model 8

The system of relationships is dominated by friendly characteristics.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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