What should a university teacher in the 21st century be like? Who teaches the wise men? Personal qualities of a teacher

A teacher is a person who teaches and educates students. But, of course, such a definition cannot reveal everything that a teacher needs to do and what he is responsible for during the educational process. And not everyone can become one. It is necessary for a person to have a special type of personality. What qualities of a teacher help him in passing on knowledge to other generations?

Professional readiness

If we briefly list the qualities of a teacher, they will be as follows:

love for children;
humanism;
intelligence;
creative approach to work;
high civic responsibility and social activity;
physical and mental health.

Taken together, they constitute professional readiness for teaching. It distinguishes psychophysiological and theoretical-practical aspects. They describe the requirements for determining teacher competence. Pedagogical competence is a definition of the theoretical and practical preparedness of a teacher to carry out his professional activities. At the same time, the requirements for an elementary school teacher are somewhat different from other teachers.

Qualities of a first school teacher

In the modern education system, the concept of “primary school teacher” has begun to be used more widely than before. If once his functions were limited only to the fact that he gave basic knowledge to children, now his field of activity has expanded significantly.

Therefore, the requirements for the qualities of a primary school teacher are now as follows:

he is not only a teacher, but also an educator;
must know the psychophysiological characteristics of children;
he must be able to organize the activities of his charges;
the teacher actively interacts with children and their parents;
readiness for constant self-development;
the teacher must create optimal conditions for learning;
helps students interact with the environment;
owns modern teaching methods.

A primary school teacher is not comparable to teachers at the middle and senior levels. His functions are even broader, since he is always the class teacher and teaches several disciplines. Of course, the qualities of a teacher, both professional and personal, are important.

What skills and abilities does the teacher have?

What should a teacher be like? This is determined by the standards that are prescribed in the Federal State Educational Standard, as well as by the qualities listed by other famous personalities in pedagogy. For example, such an employee must constantly educate himself and improve his skills. The professional qualities of a teacher are the following:

broad outlook and ability to present material competently;
training taking into account the individual characteristics of students;
competent, delivered speech and clear diction;
ability to use facial expressions and gestures during performances;
focus on working with students;
ability to quickly respond to situations, resourcefulness;
the ability to correctly formulate goals;
must have organizational skills;
quality control of students' knowledge.

Important qualities of a teacher are his knowledge and skills acquired during his studies and during his professional activities. He must also be able to apply them in his work as a teacher.

Personal qualities of a teacher

It is very important that the teacher has a theoretical basis, which is the basis of the educational process. But even if a person knows everything about raising and teaching children, he may not become a good teacher. What should a teacher be like from a personal point of view? A qualified specialist is determined by the following qualities:

Leading abilities in teaching activities

The activity of a teacher is of a continual and forward-looking nature. Having the knowledge of past generations, he must master modern techniques and follow new trends. Also, the teacher must see the personal potential of students.
Interactions between teacher and student are subjective in nature. The “object” of a teacher’s activity is a group of students or a pupil, who at the same time are the subject of their own activity with their own needs and interests.
In the educational process, it is difficult to assess the contribution made by everyone involved in the upbringing and education of a child. Therefore, pedagogical activity is collective in nature.
The process of upbringing and education takes place in the natural and social environment, in which it is difficult to take into account all factors. Therefore, the teacher has to constantly create optimal conditions for learning.
Pedagogical activity is creative in nature. The teacher has to constantly look for non-standard solutions to the assigned tasks, various ways to increase the motivation of students. Also, the mentor must be proactive, observant, and strive for excellence.
All professional activities of a teacher are built on humanistic principles: respect for the individual, a trusting attitude, the ability to empathize with students, faith in the child’s abilities.
The teacher cannot immediately see the result of his work.
The teacher is constantly engaged in self-education and improves the level of his qualifications, i.e. continuous learning occurs.

The profession of a teacher involves constant interaction with a large number of people, namely children. He must be able to organize their activities and maintain attention in class. The teacher must know the psychophysiological characteristics of each age period of children and apply them in practice. Also, the teacher must be able to cope with large amounts of information.

Or maybe this is a calling?

It is difficult to determine what is more important: to receive a pedagogical education or to love children and have a sincere desire to teach and educate them. For many, a teacher is not a profession, it is a calling. Because if you want to build a trusting relationship with your child, you need to stay a little small yourself.

A teacher should be like a child who is always interested in everything, who is always looking for something new. And being a teacher is a great talent; you need to be able to discern the potential in each student and help realize it. Also, the teacher must be a highly spiritual and cultural person in order to instill the correct life guidelines in his students.

CHAPTER 4

PROFESSIONAL TRAINING AND ACTIVITY OF A TEACHER OF PSYCHOLOGY AND PRACTICAL PSYCHOLOGIST

Personality and abilities of a psychology teacher

The understanding that modern society and all its institutions are in the process of continuous transformation has been around for quite some time. In this regard, we must turn our institutions, including educational ones, into an organism capable of change, make them learning systems. At the same time, practice shows that the solution of problems facing society and its institutions always depends on people, their professional preparedness, abilities, and the higher their professionalism, the better and more reliably the problems of socio-economic development of society are solved.

Professional activity of a person represents historically emerged forms of activity necessary for society, for the performance of which a person must have a sum of knowledge, skills and abilities, have the appropriate abilities and professionally important qualities. Professional activity is of a public nature. There are at least two sides to it: society (as an employer) and a person (as an employee). Society in these relations acts as:

customer of socially significant activities;

organizer of the conditions for such activities;

the source of its material financing;

regulator of legal relations between participants in labor activities;

expert on the quality of professional activities carried out by the employee;

the source of the formation of social attitudes towards the profession (its significance, prestige, etc.).

At the same time, it is necessary to take into account changes in the structure of the education system, which generally depended on supply and demand in the field of educational services. Experts associate these changes with such phenomena as:

changes in the ratio of supply and demand in the field of educational services - demand exceeds supply;

the fastest increase in demand for postgraduate education, then for higher education;

increasing supply of correspondence courses and distance learning;

The “regionalization” that has occurred is mainly an increase in demand for educational services not at the expense of the central universities of Moscow and St. Petersburg;

decrease in territorial mobility in obtaining education (which is associated with “regionalization”);

opening of branches of “metropolitan” universities in the provinces (associated with a decrease in mobility).

There have been both positive and negative changes in the education system. On the one hand, the market for educational services has increased: there is an opportunity to choose between state and non-state educational institutions, the opportunity to choose training in a prestigious specialty, even if it is not of sufficient quality, and for a fee, even at a newly opened university. At the same time, a new field for applying the professional skills of teachers has emerged. Teachers teaching courses in disciplines, sometimes far from psychology, mastered new specialties when they began teaching psychology. Sometimes this was because the demand for teaching in some majors decreased as student enrollment decreased and increased in psychology majors that were newly opened or expanded.

On the other hand, during the period of transformation of Russian society, there was a decrease in students’ interest in a scientific career, the reproduction of the scientific elite slowed down, and the teaching staff was aging and migrating. The departure of teachers of humanities subjects, including psychologists, from universities was associated not only with low wages, but also with the demand for psychologists in business.

Teachers who remained in departments or came to higher and secondary schools had to retrain themselves and teach psychological disciplines in a new way, despite the inadequacy of the existing educational literature or its complete absence. It was necessary to change not only the content of the curriculum, the list and composition of courses, but also the very way of thinking. The demands of students increased, especially those who received a second higher education, paid for their own education, and were already seriously faced with the profession of psychologist. Such students were no longer satisfied with learning from hastily translated foreign textbooks; they were in dire need of materials prepared on the basis of a new perspective, capable of assessing what was happening in the social life of society.

It should be noted that today there is still a problem of inconsistency between the demand for high-quality teaching in psychological departments of universities and the objective and subjective capabilities of the average teacher to meet this level and realize their teaching capabilities and abilities.

At the same time, it is necessary to take into account the rapid development of socio-economic relations of modern society, which widely uses the potential of information technology. In this regard, the education system today cannot fail to take into account the needs of society, which needs a special graduate of an educational institution who not only assimilates the required amount of knowledge, but also has developed abilities to solve non-standard problems, and is also adequate to the conditions of a rapidly changing environment and increasing flow of information. The modern labor market is waiting for a specialist who is capable of lifelong learning, mastering new technologies, who is ready to make independent decisions and be responsible for the results of their activities. A university graduate must be scientifically and methodologically prepared in his profession. This means that education must move to modern technologies and teaching methods that actively use modern scientific potential, which will, in turn, require a modernly trained teacher who is able to introduce modern requirements of society into the educational process.

The indicated functions can be performed by state institutions or partially transferred to private individuals. However, even when transferring functions to private individuals, government bodies exercise general supervision over their professional activities (for example, non-state schools and universities undergo state certification and accreditation, labor relations are regulated by the Labor Code of the Russian Federation, and their curricula strictly comply with the State Educational Standard (GOS) ).

From the point of view of society, a profession is a system of professional tasks, forms and types of professional activities of people that can ensure the satisfaction of the needs of society in achieving a significant result, product.

At the same time, from the point of view of a particular person, a profession appears to be an activity that is the source of his existence and a means of personal self-realization. To carry out professional activities, a person must have a sum of knowledge, skills and abilities, appropriate abilities, and professionally important personality qualities. The level of development of these components largely determines the pace of a person’s development as a professional and the degree of success of his professional activities.

When characterizing the object of labor, professions are divided into groups in accordance with the most specific grounds: by subject, goals, means, conditions, nature and composition of actions. Considering the subject of labor, professions are also divided into groups depending on the psychophysiological characteristics and the degree of required qualifications.

Any profession can be described in a comprehensive manner in this way, since it finds its place in each classification, receiving characteristics on one basis or another, i.e., a model of professional activity has been compiled.

The profession of a psychologist is multifaceted. Depending on the chosen specialization and the level of professional tasks being solved, its place in the system of professions changes, as do the requirements for a specialist. For example, in the classification of professions according to the goals of professional activity, the profession of a research psychologist is classified as exploratory, a psychodiagnostician is classified as diagnostic, and a psychologist-consultant is classified as transformative. According to working conditions, a theoretical psychologist can be classified as a profession that works in a microclimate close to that of everyday life, and an applied psychologist can be classified as a profession related to work in conditions of increased responsibility for the life and health of people.

In society, the profession of a psychologist is rightly considered one of the most difficult. Not everyone manages to comprehend its secrets and become a professional in the true sense of the word. But a special role is assigned to the teaching psychologist, who must not only master the profession of psychologist, but also be a scientist and methodologist, a teacher, in order to convey this knowledge to future psychologists and form them into true professionals.

The most advanced theories, original innovations, modern systems and technologies, well-written instructions and developments by themselves will not make the pedagogical process effective. The personality of the teacher plays a decisive role in this. It is through it that the impact of world national culture and the potential of the environment on a developing person is largely refracted. A talented, creative, enthusiastic, active personality can only be nurtured by a talented and enthusiastic teacher.

The effectiveness of a teacher’s activities presupposes his knowledge and understanding of how students understand and evaluate him, what requirements are placed on him and to what extent he himself satisfies these requirements. Only under this condition can you make adjustments to your behavior and activities. A number of studies have shown a high level of understanding by students of the personality traits of their teachers. It turned out that students well characterize the communicative traits of teachers, the features of their pedagogical skills, and the ability to connect theoretical concepts with the forms and methods of upcoming practical activities.

Yesterday's schoolchildren have developed certain ideas about “good” and “bad” teachers, about certain methods of pedagogical influence. Their “teaching experience” consists of many years of observations of the activities of various teachers. Moreover, practice and special research show that students, to one degree or another, possess certain stereotypes of teaching activity, sometimes negative, which were formed only under the influence of teachers’ perceptions in the process of joint educational work. These stereotypes help the student, but sometimes become a hindrance in professional pedagogical training. Practical experience shows that students and young teachers, having attended and passed a course on innovative technologies with excellent marks, do not use this methodology in practice, unless they have previously met a teacher who would work with them using this methodology, or they have not used previously themselves, that is, they basically repeat the pattern of activities of the teachers with whom they most often met during their studies.

The problem arises of correcting such stereotypes and forming new, most effective means of organizing the educational process. A large reserve lies in the methodology of organizing students’ work according to the model of their upcoming professional activity, as well as through the drawing of the activities of a teacher of an educational institution, whose personality is constantly perceived and assessed by students.

The position of A.A. is known. Bodalev that in the process of learning about other people and himself, each person develops generalizations that constantly record the connection between the characteristics of an individual’s behavior and his inner world. An individual may not be aware of them, but they also constantly work when he analyzes and evaluates the behavior of another person: standards are constantly enriched with new features, rethought, and become more generalized.

The identification of a person’s inherent characteristics occurs during his engagement in one or another type of activity: as soon as some feature in a person’s appearance acquires a signaling value in relation to the joint activity being perceived, sensitivity to them increases. This provision can be a starting point for understanding the process of students’ perception of teachers.

Research by N.A. Berezovina and G.Kh. Vasiliev showed that students criticize everything: the form of presentation of educational material (the teacher uses a descriptive, reasoning or polemical style), erudition, characterological features, and the actions of the teacher. Already in the first lessons, students perceive and identify in the appearance of their teachers what is relevant to their teaching activity and what ensures their success in it. It turned out that in 37.8% of cases, students perceive a teacher based on external appearance and demeanor. In 34% of cases - according to the first lecture (speech, emotionality, passion, conviction, ability to present material). In 16% of cases - by the nature of the relationship with students (whether he monitors their behavior in class, whether he pays attention to them, whether he is fair in assessing students’ behavior). In 8.5% of cases - by demonstrated erudition (intelligence), by whether he reads lectures using notes or without them. In 3% - according to the opinion conveyed about the teacher by senior students. And in 0.5% of cases - by gender (if a woman: her face, figure, voice; if a man - mobility, age, apparent indifference) [cit. from: 109, p. 164–165].

Moreover, it turned out that academically successful students focus on the didactic abilities of the teacher, while academically weak students value his personal, communicative and organizational traits more.

Working with students, the teacher, when selecting and interpreting educational material, organizing educational influences, involuntarily reveals himself as a subject of activity. Students learn the academic discipline, the content and methodology of pedagogical work, and standards of professional behavior as if through a given teacher; the concepts and ideas they form, and especially the connections and relationships (evaluations) are a subjective model of what is being studied.

A person’s interaction with other people is an indispensable condition for his life; Sometimes this interaction gives the desired result, sometimes it causes difficulties. Most often, the main form of interaction is communication between people. And interpersonal cognition always becomes a necessary element of communication. And what people represent as objects and as subjects of cognition for each other depends to a very large extent on what actions they perform in relation to their communication partners and what decisions they make. In this regard, the high level of social responsibility of the teacher, the uniqueness of the object of influence, which is the developing personality, the originality of situations and the variety of factors influencing them determine serious requirements for the erudition, general culture, creative capabilities, professional ethics of workers in the pedagogical sphere, and, consequently, for system of their professional training.

A distinctive feature of Russian higher education is its focus on professional training, and not on the general development of the individual. At the same time, the focus is on a profession based on knowledge of fundamental sciences, of which only some are studied in high school, and the rest in university. With the help of this systemic fundamentality, the completeness of general education is ensured. In other words, Russian higher education represents not only the professional scientific and methodological training of a young specialist, but also a general ideological and cultural platform for the development of the person himself. Thus, through mastering a profession, through its improvement, a certain socio-economic experience is acquired, which is subsequently used by a person in various life situations, including when mastering other forms and methods of human activity, through the performance of various social roles, if required by changing circumstances. public relations. Apparently, the time has come when it is necessary to put the humanitarian, general cultural training of the individual and stimulate the formation of his creative abilities as the basis for the preparation of the future teacher. This will require changes in the curriculum and forms of work, the deployment of creative workshops of scientists, psychologists, and innovative teachers.

Moreover, pedagogical creativity presupposes the presence of a complex of general creative qualities that characterize any creative person, regardless of the type of his activity: erudition, a sense of the new, the ability to analyze and introspection, flexibility and breadth of thinking, activity, strong-willed qualities of character, developed imagination, the ability to predict and etc.

Specific pedagogical abilities and personality qualities require pedagogical observation, distribution of attention, the ability to transfer accumulated knowledge to others, the ability to understand and accept the student, pedagogical empathy, the ability to design the development of a teenager’s personality, pedagogical tact, etc.

In the personality of a teacher, general and specific features are inextricably fused. Moreover, the entire set of traits that characterize a creative personality can be conditionally reduced to four integral characteristics: orientation, erudition, abilities and skills, and character traits.

Let's briefly consider these characteristics: the orientation, focus, of the teacher on the development of the personality of another person, apparently, will always act as a certain factor.

It is important to note that any activity, including the activity of a psychology teacher, is determined by its purpose. In this case, this goal represents a very definite idea of the possible result of the activity being performed, and for the teacher a whole series of problems and tasks arise that must be solved in order to obtain a specific result.

The direction of achieving the goal of the teacher’s personality is determined primarily by humanistic, moral ideals, driven by the desire to help the formation and development of another person, faith in this person, understanding of his role and place in the development of the world and his self-worth. This is achieved by qualities of a teacher that need to be developed, such as the ability to sensitively grasp the requirements of the time, understand it as far as possible, and anticipate social orders, seek and find effective ways and means of solving problems facing the educational institution and education as a whole, which is primarily is expressed in the desire for the comprehensive and harmonious development of the personality of students, for the highest social value.

The creative personality of a teacher is always characterized by pedagogical passion, a clear understanding of the task facing him - the formation of a person, a focus on optimal results of his free development, deep respect for the personality of a teenager and faith in his capabilities. Pedagogical passion, and sometimes even obsession, is the most important prerequisite for pedagogical creativity. The development of these qualities is facilitated by the living example of innovative teachers working nearby; passion and professionalism of mentors; showing variability in problem solving; reflections and real tests; encouraging success, even the smallest, etc. These and other techniques in the activities of managers and colleagues can create a microclimate in which the shoots of passion emerge and gain strength, and the orientation towards the search for the formation of creativity among students becomes stronger, without which not only practical there is no psychologist, but there is no teacher either.

The importance of a teacher’s deep and versatile erudition, his general culture, erudition, and breadth of ideological interests is well known. For people of a creative mind, material from areas seemingly far from their professional activities often serves as a source of original ideas and non-standard solutions.

The imaginative world of art, living impressions from observations and meetings with interesting people, the actual capabilities of modern television and video technology - all this is passed through by the teacher, and this becomes a source of development of his imagination, constructive thought, emotional sphere, turns into building material for organizing future classes with students, meetings, interviews, projects. That is why the development of the creative qualities of the personality of a teacher-psychologist is impossible only within a narrow subject-methodological framework; it requires a wide general cultural baggage, continuously replenished and deepened. Reading and thinking about what you read, watching movies and plays, visiting art galleries and museums, seeing memorable historical places with your own eyes, meeting different people - without which it is very difficult for a teacher to “find himself” in creative activity.

Very often, discussion of the issue of giftedness and talent of a teacher comes down to the problem of developing teaching abilities. This is an important component of the teacher’s personality, because he has to play a number of role positions in relationships with students, which gives rise to some uncertainty. Firstly, the teacher is a specialist in his field, and this position implies respect for the teacher and at the same time greater psychological distance and formal professional communication.

Secondly, the teacher is the student’s mentor (tutor), and this involves more informal communication. The student needs a friendly and “understanding” senior friend. This case suggests a reduction in the social distance between the student and the student when students cease to perceive the teacher as a “specialist.”

Thirdly, the teacher is also a psychotherapist, since students believe that if he is a psychologist, he can solve their problems. Sometimes a teacher, due to inexperience, agrees to take on this role, but then often regrets it. The task of a teacher is different, perhaps even more complex, than the task of a psychotherapist in the traditional sense.

Fourthly, the teacher must be a role model, and this is a difficult task because it is always difficult to be exemplary, especially considering that you are also being observed and evaluated.

Fifthly, the teacher must also be a strict senior friend.

Related information.

A modern teacher is, as already mentioned, a person who carries out activities for teaching, educating, developing the potential of students, conducting active research work, participating in the management of the department and other types of organizational work.

Students need a teacher with personal authority, political maturity, developed organizational skills, high culture of behavior, good knowledge of the subject and the ability to captivate with their knowledge.

It can also be added that the activities and results of the work of any teacher are influenced by his temperament, character, personality type, technologies and teaching methods chosen by him.

Being an example for students in clothes, actions, words, private and public life is very difficult. We must not forget that if students doubt the moral qualities of a teacher, if they stop believing his words, if they begin to suspect him of dishonesty, he cannot be an authority for them.

General integrative model of teacher qualities can be presented as a system of personality qualities, each of which is intended to implement the following areas of activity:

Conducting the educational process;

Methodological work and personal training;

Educational work among students;

Scientific work;

Management of the department, university and other organizational activities;

Personal life of a teacher.

The leading role in the structure of a teacher’s qualities is played by his professional competence, which includes six groups qualities: 1) high level of knowledge and skills in the specialty (field of study), 2) methodological culture, 3) culture of scientific activity, 4) information culture, 5) culture of educational activities, 6) culture of moral relations. Each of these groups is based on primary qualities that are specific in content.

1. High level of knowledge in the specialty. Knowledge of psychology and pedagogy, methods of organizing educational activities, principles of developing plans and notes for training sessions, understanding of the conceptual foundations of the subject, its place in the general system of knowledge and in the curriculum for specialist training, combined with the qualities of a creative, active personality, are necessary for the teacher in his direct work on teaching students.

Good knowledge of the subject is the most important for a teacher: without knowledge of the structures and interrelations of educational material, the correct choice of educational goals and content, teaching strategies, clarification of incomprehensible things using suitable examples and comparisons, and even these structures and interrelations themselves are disrupted.

2. Methodological culture of the teacher is formed on the basis of his mastery of pedagogical technologies, methods, forms, teaching techniques, as well as the ability to determine specific pedagogical tasks, develop a work program for the discipline based on the State Standards and curricula, plan and conduct training sessions of various types (lectures, seminars, laboratory), manage educational activities of students.

Sometimes a person with deep knowledge wonders why students do not understand what the scientific conclusions he has drawn follow from and do not perceive the material he presents. What is the reason for such a failure? The inability to explain, the ignorance of teaching methods and teaching methods. We believe that teaching methods are soul educational lesson, and the content of the educational subject is means formation of the student’s personality as a future specialist.

Knowledge can be transferred to students and made it an intellectual asset, and not ballast, only when the material being studied arouses keen interest, is accessible, understandable, makes you think, and look for your own solutions. This is the methodological culture of the teacher.

3. Culture of scientific activity of the teacher. A special feature of the work of a university teacher is that he must constantly engage in scientific work, the success of which consists in obtaining an academic degree or title. In this creative process, the teacher must be guided not only by personal interests, but also by the interests of the department and involve students in scientific work.

Scientific activity presupposes possession of research skills: knowledge of research methods, collection and processing of information, vision of the research result, determination of the relevance and necessity of the research, use of scientific research results in the educational process; inclusion of research results in the content of training, attracting students to scientific research, organizing the work of student scientific circles. And here, developed logical thinking, the ability to highlight the main thing in different sources, and establish logical connections between the objects under consideration are especially necessary.

4. Information culture involves a person’s desire to keep abreast of the latest developments in the field of professional affiliation, for which the ability to “obtain” new knowledge and mastery of methods for processing received information are very important. In addition, the teacher needs to master the field of new information technologies, understand their essence, possibilities of application and implementation in the educational process of higher education.

Signs of a teacher’s information culture are:

The desire in one’s professional activities to meet the modern requirements of the information society;

Understanding the role and capabilities of information technology in the development of society and the education system;

Ability to design and use new information technologies and their tools in professional activities;

Knowledge of information technologies and their methods.

5. Culture of educational activities. The most important component in the model of a teacher’s qualities, characterizing him as a professional, is his ability to be an educator, i.e. know the forms and methods of educational influence, be able to determine the goals and objectives of education, create the necessary conditions for realizing the goals of education.

A necessary condition for the successful work of a teacher is his ability to speak. The speech must be emotional, well received, the teacher must captivate the listeners with his story, be cheerful, witty, be able to control the situation and, if necessary, instantly adapt. The teacher must have good diction and be able to speak correctly. It is much easier to understand a person if he has a well-trained voice, he knows where to pause, where to raise or lower his voice, what to emphasize, how best to express a thought, make generalizations and conclusions.

In order to learn to speak well, you need to learn to think clearly, and for this you need to be an erudite, educated person, be able to persuade, think with students, and analyze. You need to master your speech technique, constantly expand your vocabulary and practice public speaking.

6. Moral qualities of a teacher. Since higher education presupposes the development of socially approved moral values among students, the teacher himself must be the bearer and exponent of these socially approved values and take an active social position.

The well-known truth: “You can treat, judge and teach only with clean hands” directly relates to the activities of a university teacher.

Ethics requires the teacher to be fair in assessing the abilities and behavior of students and colleagues, even in his treatment, principled, attentive, tactful and benevolent.

The pronoun “you” is inappropriate in a teacher’s address to students: after all, the student will not dare to address the teacher either, so the teacher’s attempt to put himself on the same level as the student by this address is most often perceived by the student as a demonstration of the teacher’s superiority.

The student’s attachment to the need to pass an exam to the teacher who is scheduled to give a lecture for his class or study group forces him to “not spoil the relationship” with the teacher, to speak out in class as the teacher requires, despite disagreement with his point of view.

Harm to relationships is caused by self-confidence and arrogance, categoricalness, intolerance to criticism, disrespect for the personal dignity of students, their professional authority, and rudeness.

But knowledge of moral standards and behavior is not enough; the desire to act in accordance with them and systematic training of ethical behavior skills are important.

You can select two groups primary moral qualities of a teacher: 1) spiritual qualities and 2) culture of behavior. Spiritual qualities must imply decency, honesty, integrity, courage, nobility, modesty, independence, dignity, mercy. Teacher behavior must be distinguished by humanity, politeness, tolerance, balance, sensitivity, attentiveness, kindness, tact, friendliness, and an attractive appearance.

Successful teaching activity is unthinkable without such an important quality as organizational skills. Often, a well-prepared lesson summary taking into account all the methodological requirements cannot be implemented: students are distracted, talk over each other, and go about their business. Why? The reason is simple: the teacher could not organize them. The development of organizational skills in a future teacher is a prerequisite for preparing for professional activity.

Organizational skills include three subsystems of qualities : 1) the ability to contact people, 2) the ability to organize collective activities and 3) authority.

Business qualities include two main groups qualities: 1) the ability to think strategically and 2) the dynamism of daily activities.

Ability to think strategically presupposes the presence of high intelligence, life wisdom, broad outlook, curiosity, prudence; the ability to generate ideas, see and take into account the future, set and formulate tasks, highlight the main thing, and foresee the consequences of decisions made.

Model of activity tactics includes such primary qualities as the desire for self-expression, business activity, efficiency, determination, the ability to complete a task, self-control, initiative, flexibility, result orientation, common sense, and the ability to link plans with real conditions.

Thus , The scope of activity and the list of knowledge, abilities and skills that a teacher must have (See Appendix No. About the teacher) is quite wide:

Understanding the conceptual foundations of the subject, its place in the general system of knowledge and values and in the curriculum;

Knowledge of the age, social, psychological and cultural characteristics of students;

Possession of knowledge sufficient for analytical assessment, selection and implementation of an educational program;

Knowledge of the essence of the processes of training and education, their psychological foundations; methods of pedagogical research and their capabilities, methods of generalization and presentation of the results of the research search;

Knowledge of ways to improve the skills of a teacher;

Knowledge of teaching technology, methods of developing independent work skills and developing students’ creative abilities and logical thinking;

The ability to design, construct, organize and analyze one’s teaching activities, plan training sessions in accordance with the curriculum and based on its strategy;

Ability to select and use appropriate teaching tools to build learning technology;

The ability to create and maintain a favorable learning environment that promotes the achievement of learning goals, develop student interest and motivation for learning, and generate and maintain feedback.

The teacher acquires this knowledge and skills in the process of preparing for teaching activities and constantly improves them. Quite often, the pedagogical component of a university teacher’s qualifications was considered secondary to the scientific one. The lack of pedagogical education leads to the fact that the teacher solves teaching problems intuitively, without relying on teaching methods.

As we see, the professional readiness of a teacher is not limited to the acquisition of fundamental theoretical knowledge; What is required is pedagogical skills, the desire to develop creative potential - one’s own and the student’s, a mood for appropriate activities, the ability to use one’s personal capabilities in solving pedagogical problems in specific conditions.

The educational process at all levels of education creates many complex and difficult problems that require the teacher to constantly, substantiate and rationally solve them. This situation is also true for higher education. Moreover, here it is aggravated by the fact that a higher school teacher combines a specialist scientist in a certain professional field and a teacher. So the number of problems for a higher education teacher is only increasing, and all of them require solutions based on deep knowledge and understanding of the complex process of student learning.

At all times and among all peoples, teachers have enjoyed well-deserved honor, respect, and, if you like, reverence. This special attitude on the part of the public towards this profession is due, first of all, to the fact that it is teachers who have the greatest influence on the formation of the worldview, moral standards and intellectual abilities of the younger generation, and therefore of society as a whole.

At all times and among all peoples teachers enjoyed well-deserved honor, respect, and, if you like, reverence. This special attitude on the part of the public towards this profession is due, first of all, to the fact that it is teachers who have the greatest influence on the formation of the worldview, moral standards and intellectual abilities of the younger generation, and therefore of society as a whole.

It is quite natural that not everyone can become a teacher, both in ancient times and today, since this profession requires a person to have special personal qualities. But we will tell you about what a teacher should be and what the advantages and disadvantages of this profession are.

Who is a teacher?

Modern pedagogy combines a number of specializations and professional groups that differ in areas of knowledge (teacher of literature, mathematics, physics, etc.), taking into account the age periods of students (school teacher, university teacher, etc.), with taking into account the characteristics of personality development (for example, a teacher at a school for children with hearing problems), in areas of educational work.

The main task of the teacher is to organize and conduct the learning process, as well as educate students and form their civil and social position. In addition, teachers draw up a report on the work done and take an active part in the development of training programs, methods and technologies.

What personal qualities should a teacher have?

Because the profession of teacher, as a rule, involves the simultaneous teaching of several students at once, each of whom has individual characteristics; the teacher must have such qualities as self-control and emotional balance. In addition, it is impossible to imagine a teacher without such personal qualities as:

tolerance - the ability to calmly perceive the characteristics of each student and recognize the right of students to their own opinion;
diplomacy - the ability to resolve a conflict between students peacefully;
ingenuity - the desire to make the learning process interesting;
the gift of persuasion - the ability to convey material in an accessible form, depending on the age or other characteristics of the students;
flexibility of behavior - the ability to “adapt” to the situation and keep up with the times (including, if necessary, freely move from formal to informal communication style);
erudition - to have an extensive store of knowledge that goes beyond the scope of the subject being taught, allowing, if necessary, to answer almost any question posed;
communication - the ability to find a “common language” with any person, even a very problematic one.

Advantages of being a teacher

The main advantage of the teaching profession, of course, is constant communication with a large number of people and the awareness of involvement in the formation of society. Besides, teacher's work has such advantages as:

enormous opportunities for self-improvement and self-realization;
opportunity to work part-time;
paid two-month vacation in summer;
possibility of working as a tutor;
honor and respect from grateful students;
working with the younger generation, allowing you not to grow old in your soul for a long time.

Disadvantages of the teaching profession

Unfortunately, in modern Russia the teaching profession is considered noble, but thankless. Why? First of all, due to the low official salaries in state educational organizations. The following shortcomings also played a significant role in the formation of this opinion:

actually irregular working hours - despite a clearly regulated work schedule, teachers quite often have to spend their personal time preparing for upcoming classes and checking students’ written work;
work in a nervous environment - during classes, the teacher has to not only explain new material, but also monitor discipline, carry out educational work, resolve emerging conflicts, etc.;
a large amount of social workload - teachers often have to not only organize their students to participate in certain competitions, meetings, olympiads or festivals, but also take direct part in them;
monotony - teachers repeat the same information year after year, and sometimes it gets very boring.

On October 5, Russia celebrates Teacher's Day, one of the most noble professions in the world. What qualities should a teacher have today - read in the NU_online survey right before the holiday.

Valeria Likhanova

teacher of Russian language and literature at Gymnasium No. 1 of the city of Neryungri

Teaching is a calling. A modern teacher must keep up with the times, master information and communication technologies and work to develop his own teaching methods. As we know, existing methods are often not suitable when working with modern children; I think this is due to the transience of time and development in general. I would also like to note that stress resistance is an essential quality!

Maria Sokolnikova

teacher of Russian language and literature at MKOU Kobyakonskaya secondary school of Namsky ulus

Any teacher is not just a specialist, but also a person who can give advice, advise and guide a student, parent or colleague 24/7. With the introduction of the Federal State Educational Standard and other standards, he must be able to present material for students with special needs, must use various technologies and methods in his lessons, and structure lessons so that this material can be connected with other disciplines. He must also keep up with modern trends and must be able to find a common language with young people.

Sargylana Machaeva

2nd year master's student at the Pedagogical Institute of ISU

A modern teacher must be inventive in his work - both in methods and in content; humane towards its students; have a sense of humor and have special restraint.

Elizaveta Kutukova

English teacher at the International Center I Speak English

A modern teacher is not just a teacher, but also a friend. He must understand each student and try to help him learn the subject so that everyone will be interested. In addition, a modern teacher cannot live without modern technologies - it is important for him to be able to use

Aurelia Mikhailova

English teacher at Berdigestyakh Secondary School

A modern teacher must know his subject very well - this is mandatory. He must also be flexible and loyal - in the modern world we must take these qualities into account first of all. It seems to me that a modern teacher should also be interesting: be able to attract interest in the subject he teaches; tactful, have a broad outlook, a common language with students and children.

Anna Alekseeva

foreign language teacher at the Yakut City Lyceum

Modern teachers are supermen or prodigies who, despite the difficulties and paperwork and more, devote most of their lives to the younger generation. An interesting, multifaceted, knowledgeable person who, moreover, keeps up with the times, is ready to help and guide his students - this is the image of a teacher. It's always nice to deal with such people. But I hasten to add that you need to be mentally and physically prepared for the pending loads.