Style of communication between teacher and parents. Workshop for teachers of preschool educational institutions “Styles of pedagogical communication Styles of pedagogical communication in preschool educational institutions
Sultanova Alfiya Nazipovna
Teacher's communication style with children
Communication is of great importance in the formation of the human psyche, its development and the formation of reasonable, cultural behavior. Through communication With psychologically developed people, thanks to broad learning abilities, a person turns into a personality, acquires higher cognitive abilities and qualities. If a person were deprived of the ability to communicate from birth, he would be doomed to remain a half-animal, only outwardly resembling a person, until the end of his life.
Communication- a meaningful ritual, it is not only what is said in words. This is the language of actions, glances, touches, steps towards or away from each other. Every person has needs - for example, physiological and psychological. And at all times this need has been satisfied using communication. To attract attention, to express oneself, to convince others of something, to call for help, to evoke sympathy - all these are eternal tasks communication. Ability to communication in humans it is congenital. But it must be developed by appropriate education. And kindergarten is the most important link in the development of a child and the formation of his personality.
The professional activity of a teacher is a process of continuous communication with preschoolers. From character pedagogical communication The effectiveness of educational work in kindergartens largely depends. Communication between teacher and children significantly influences the formation of the child’s personality and the characteristics of his relationships with others. In this regard, studying the problem pedagogical communication and creating scientifically based recommendations for organizing communication between teacher and children preschool age at the present stage of intensive development and improvement public preschool education is of particular relevance.
According to central purpose pedagogical impact communication performs 3 functions:
1. First function - "opening" child on communication– designed to create comfortable conditions in the classroom / in a state of psychological liberation, children develop more actively, strive to express themselves, and are not afraid to seem funny /. Without the implementation of this function, it is not possible to identify the child’s relationship to what is happening around him. While knowing the true attitude of a preschooler to the environment helps the teacher plan further work together with him.
2. Second function - "complicity" child in pedagogical communication- manifests itself as a result of analysis of the interaction process teacher with children. Implementing this function communication teacher helps the child cope with the difficulties that come his way "ascent to the culture of humanity".
3. Third function - "elevation" child in pedagogical communication– is understood not as an overestimation, but as a stimulation of new value formations.
Problem « leadership styles» , « communication styles» teacher with children was first staged abroad in the 1930s by the American psychologist K. Levin. The classification he proposed communication styles forms the basis for the works of American scientists R. Lippit and K. White, who identify 3 professional communication style:
Democratic – team members participate in discussing the tasks facing them, decisions are made jointly;
Liberal – there is no single line and no due demands, everyone is left to their own devices. Theory and practice pedagogical activities is considering communication as a specific interaction "face to face" using a variety of communication means /speech, facial expressions, pantomimic/. It can be either included in other activities or manifest itself independently. In some cases, it is aimed at effectively solving problems of joint activities, in others - at establishing or implementing personal relationships.
Pedagogical communication is considered broadly and includes both communicative influences teacher on children and various methods of educational influence, as well as the attitude teacher to children.
Such models characterizing the relationship between an adult and a child are determined, How:
Model "Non-interference in a child's life"- corresponds to liberal - permissive parenting style. An adult, at best, takes the position of an observer and an emotional gap occurs between him and the child.
The educational and disciplinary model corresponds to the authoritarian parenting style: an adult is a leader and a model.
A personality-oriented model - an adult does not push the child’s development, but prevents the emergence of dead-end situations, providing him with a sense of psychological security, trust in the world and the joy of existence.
N. E. Shchurkova offers the following characteristics of a professional position teacher / communication styles /.
The first position is remote - determining the spiritual distance between the subjects of interaction. There are three main sign: "far", "close", "near". Distance "far" means a lack of sincerity in relationships, a formal performance of one’s duties. Teacher, who chose the distance "close", - "Friend" for his students, realizing creative ideas with them. It is most realistic to consider such a position from art teacher, sports, science. Distance "near" presupposes a respectful attitude towards one’s professional duties, towards one’s wards, and acceptance of their interests and aspirations.
The second position – level – characterizes the hierarchical relationship teacher and pupils in their interaction, i.e. this is the disposition of the subjects towards each other "vertically": "on the", "under", "on a par".
For position "above" administrative pressure on the child is typical, because “he is small, inexperienced, incompetent”. Position "under"- this is admiration for the nature of childhood, fear of interference in the development process baby: most often like this teacher"turns into service personnel" indulging the child's every whim. Position "on a par"- this is the recognition of the person in the child and teacher; At the same time, mutual respect for personality on both sides is characteristic. Only in exceptional cases teacher allows himself to take a position "above", that is, to subjugate the will of the child due to the responsibility and experience of an adult.
The third position - kinetic / kinetics - movement / - involves the movement of a person in relation to another in joint activity, in a joint movement towards goals: "ahead", "behind", "together".
Position "ahead" expresses avant-garde role teacher, that is, he leads his students. The role of the slave is expressed by the characteristic "behind". "Together": both subjects develop a strategy in joint actions to achieve a common goal. It seems that there can be no unambiguous choice here. In the main - teacher"ahead", in small things - "behind", generally - "together" With he goes through life as children, overcoming her obstacles with them, teaching them to be independent and responsible for their choices. This position is dynamic.
Thus, from the point of view of the purpose of the profession « teacher» , can be considered the reference position: "near", "on a par", "together", "but a little", "ahead".
Literature
1. I. V. Rodina, E. I. Bobryshova « Teacher's communication style with children»
/Handbook of senior preschool teacher. 2008 No. 6, pp. 34-36/
The influence of pedagogical communication style on the relationships of preschool children
Plan
Introduction
Chapter 1. The influence of pedagogical communication style on interpersonal relationships of preschoolers
1.1 Characteristics of interpersonal communication styles. Pedagogical communication
1.2 Description of methods for studying communication styles and studying interpersonal relationships
Chapter 2. Identification of the style of pedagogical communication and its influence on the interpersonal relationships of children of senior preschool age
2.1 Methodology for diagnosing the style of pedagogical communication
2.2 Methodology for diagnosing interpersonal relationships
2.3 Correction of pedagogical communication styles
Conclusion
List of used literature
Introduction
The humanization of the education system, which characterizes the current stage of its development, places high demands on the general and professional training of teaching staff and on the manifestation of their creative individuality. Individual style of activity is one of the important characteristics of the process of individualization of professional work. The presence of a professional’s own style indicates, on the one hand, his adaptation to the objectively given structure of professional activity, and on the other, the maximum possible disclosure of his individuality. Pedagogical activity is complex and multicomponent. Of all the variety of its components, N.V. Kuzmina identifies three: substantive, methodological and socio-psychological. They form the internal structure of the pedagogical process. The unity and interconnection of these three components make it possible to fully realize the objectives of the pedagogical system. The main thing in unity is the socio-psychological component, i.e. pedagogical communication, which ensures the implementation of the other two. 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.
A productively organized process of pedagogical communication is designed to ensure real psychological contact in pedagogical activities, which should arise between the teacher and children, turn them into subjects of communication, help overcome various psychological barriers that arise in the process of interaction, transfer children from their usual position of followers to a position of cooperation and turn them into subjects of pedagogical creativity. In this case, pedagogical communication forms an integral socio-psychological structure of pedagogical activity. The importance of pedagogical communication in the structure of pedagogical activity determined our interest in studying the problem of the individual style of pedagogical communication.
Questions about the development of a child’s personality in kindergarten, the formation of his personal qualities and mental processes, as well as how comfortable he feels in a kindergarten group, seemed to us very important and relevant, since the kindergarten group is the first link in the system public upbringing and education of children. Here the child spends 8-12 hours a day, i.e. a third of his childhood. It depends not only on the parents, but also on the kindergarten how psychologically prepared the child is for school. Therefore, the study of intra-group relationships, communication, joint activities, the influence of a preschool group on the formation of children’s personality, the formation of relationships in a children’s team, etc. - important and current problems. The problem of the formation and development of children's interpersonal relationships attracts the attention of both psychologists and teachers. A significant amount of experimental and theoretical research has been devoted to this topic (V.K. Kotyrlo, Ya.L. Kolominsky, T.A. Repina, etc.). The development of all these issues is of exceptional theoretical and practical interest.
Object research is the interpersonal relationships of preschoolers. Subject– the influence of pedagogical communication style on interpersonal relationships of preschool children.
In this work, we set the following questions for subsequent solution: tasks :
Analyze the literature on the issue of pedagogical communication styles;
Identify the style of interaction between preschool teachers and students;
Determine the status of a child of senior preschool age in the kindergarten group he attends, using methods for diagnosing interpersonal relationships;
Before conducting the experiment, we set hypothesis: in groups where the leading interaction style of the teacher is the democratic style, relationships between preschoolers develop more harmoniously (this is manifested, in particular, in the smaller number of outcasts in the team).
During the study we used the following techniques: methodology for diagnosing interaction style V.L. Simonov (its goal is to identify the style of pedagogical interaction between teachers and children), sociometry techniques (allows us to identify the nature of relationships in children's groups, the questions were chosen on the topic “Ship”)
Chapter 1. The influence of pedagogical communication style on interpersonal relationships of preschoolers
1.1 Characteristics of interpersonal communication styles. Pedagogical communication
The individual identity of the teacher, his uniqueness determine the stylistic features of the activity, which are associated with specific ways of its implementation. Each teacher is inclined to make the most of his individual characteristics, which ensure success in his activities, and to overcome those qualities that hinder this success.
The method of self-manifestation of the subject of activity is designated by the concept of “style”. In the broadest sense, style is a stable trend in the way activities are carried out. Along with this, the concept of “individual style of activity” has become widespread in psychology, that is, an individually unique system of psychological means that a person resorts to in order to best balance his individuality with the external conditions of activity.
In the narrow sense of the word, an individual style of activity is considered as a stable system of ways of performing activities, determined by typological features. The style of activity combines such interrelated components as the nature of the goals put forward by the teacher, the methods and means he uses, and the methods of analyzing the results of the work.
Several criteria for classification of teaching styles are identified. Based on the nature of the pedagogical goals and objectives put forward, projective and situational styles can be distinguished. Representatives of the projective style have a clear idea of the goals of their activities, anticipate difficulties and strive to prevent them, and clearly plan their daily activities. Situational style teachers do not know how to anticipate difficulties and are not puzzled by planning their daily activities.
Styles of pedagogical activity are considered in accordance with the leadership styles identified in social psychology (authoritarian, democratic, permissive).
N.F. Maslova points out the following substantive features of the democratic leadership style: the teacher works with the class as a whole, strives to take into account the individual characteristics of each student, and does not have or show negative attitudes. An authoritarian teacher considers it most important for students to complete impersonal learning tasks and prefer to evaluate their answers themselves. Such a teacher works “one-on-one with the student”, proceeds from an average idea of him, and does not take into account his individual characteristics.
The permissive (anarchic, liberal) leadership style is characterized by the teacher’s desire to make his task as easy as possible and not take responsibility. This leadership style is the implementation of laissez-faire tactics, which are based on indifference and disinterest in the problems of school life.
Researcher A.G. Ismagilova focused on studying the communication styles of kindergarten teachers. She identifies two main communication styles: organizational and developmental. As an analysis of the characteristics of pedagogical communication between educators with the first style shows, in the classroom they are characterized by: a quick reaction to the behavior and actions of children, clear regulation of their activities by frequently issuing specific instructions, and strict control over their implementation. These teachers pay less attention to activating the children, and if they do, they often use a negative assessment. At the beginning of classes, they usually solve an organizational problem, restore order in the group, and only then move on to training. They strictly monitor discipline, do not ignore violations during the lesson, often make comments to children, respond to children’s answers in a timely and quick manner, correct mistakes, and help them find the necessary answer. In the psychological literature, there is a division of all speech operations of pedagogical communication into two groups: direct, or imperative, and indirect, or optative. Direct influences are understood as such speech actions of the teacher that limit the freedom of children and direct their attention to certain issues and actions; under indirect - such speech actions that give freedom to children, encourage them to be active, independent and take initiative. Teachers with an “organizational” style mainly use direct influences when communicating with children. Analysis of the implementation of the goals of pedagogical communication shows that these educators more often set and solve didactic and organizational tasks, i.e. They pay more attention to the organizational and business side of the pedagogical process, while ignoring the setting of educational goals.
Teachers with the second style use mainly indirect influences in communicating with children, and they are aimed primarily at creating a positive emotional atmosphere through the use of incentives for activity with a positive assessment and frequent emotional-evaluative judgments about the behavior and activities of children. The positive emotional mood of the latter in the classroom creates a good psychological climate, which allows the teacher to pay much less attention to issues of their discipline and organization. These teachers practically do not resort to solving organizational problems at the beginning of the lesson. This style, in terms of the predominance of actions, can be called stimulating, evaluative-controlling, and in terms of the predominance of the goals of pedagogical communication - educational-didactic. If we turn to the analysis of the educational goals that teachers solve in the process of communicating with children, then these are, first of all, tasks aimed at the development and formation of the child’s personality. Therefore, for brevity, this style was called “developmental”.
The communication styles identified during the study confirmed the assumption of their multi-level and multi-component structure. Differences in styles are manifested in the nature of setting the goals of pedagogical communication (in the “organizational” style, organizational and didactic goals predominate, in the “developmental” style - didactic and educational), in the choice of actions (for the “organizational” style, organizing and corrective actions are characteristic, for “ developmental" style - evaluative, controlling and stimulating), in the choice of operations (direct ones predominate in the "organizational" style.
Thus, expanding the understanding of the concept of “style” makes it difficult to resolve the issue of typology of styles. There are several criteria for classifying teaching styles. However, the most appropriate is a style of activity based on the individual identity of the teacher and focused on the personal development of the student, which is the true involvement of the teacher in professional activities.
The changes taking place in society at the present stage of its development naturally give rise to changes in the system of education and upbringing of the younger generation, to its goals, objectives, content and methods of their implementation. These changes are manifested primarily in a change in the paradigm of upbringing and education: the child turns from an object of pedagogical influence into a subject of his own development. The role of the adult also changes in the process of child development. An adult (parent, educator) promotes his development and creates conditions for his self-development.
Researcher Ismagilova A.G. examined the style of pedagogical communication as a factor in the development of the child. The research carried out by the author showed that different styles of pedagogical communication are explained by different sets of personality traits of the teacher.
Diagnostics of the style of pedagogical communication made it possible to identify two groups of educators that differ in this parameter. Communication between teachers of the first group is characterized by: a position “above the child”, the desire to give the child certain knowledge, to develop various skills.
In the interaction with children of teachers of the second group, the following features were highlighted: the position “near and together with the child”, taking into account his interests and rights, communication tactics - cooperation based on acceptance and understanding of the child’s personality. Factor analysis showed that there are differences in the structure of the individual properties of these educators, which may manifest themselves in the regulation of their behavior. There are also differences in the conflict levels of teachers with different communication styles.
The style of pedagogical communication directly influences the interaction between kindergarten students. Thus, among educators with different styles of pedagogical communication, children are characterized by different manifestations of reactions to frustration.
Personally-oriented interaction with children, taking place within the framework of cooperation between the teacher and the child, based on understanding, acceptance and respect for the child’s personality, generates in him confidence and personal significance, which make him more confident and able to cope with the difficulties of life. The child acquires the ability to more accurately assess the world and behave accordingly. This makes it easier to interact with others.
At the same time, the implementation of the educational and disciplinary model in the relationship between the teacher and preschoolers, manifested in his determination over the child, impatience, and “over-correctness,” contribute to the emergence of discomfort and anxiety in his contacts.
All these features, which develop already in preschool age, when the child begins to realize himself and take on increasingly complex social roles, determine the nature of his relationships, his status in the team. That is why it is very important that the style of pedagogical communication is adequate to the situation, friendly, consistent, non-dominant, otherwise inadequately repressive communication on the part of an adult leads to the accumulation of negative experience in interaction, starting from preschool age.
Thus, the style of pedagogical communication influences the nature of emotional experiences: the authoritarian style causes depression and asthenia in children. And a state of calm satisfaction and joy arises in the team where the head is a teacher who adheres to democratic principles of education.
1.2 Description of methods for studying communication styles and studying interpersonal relationships
To diagnose the characteristics of teaching styles, two methods are proposed: the temperament structure questionnaire of V.M. Rusalov and the method of diagnosing interaction style of V.L. Simonov.
Among the existing methods for diagnosing temperament, the proposed temperament structure questionnaire (TSQ) stands out for its ease of use and the most modern theoretical concepts on which it is based. This technique does not focus on studying specific types of temperament, but on diagnosing its main characteristics. This approach seems to be the most justified, since it is known that the identified types of temperament essentially do not exist in their pure form. The vast majority of people fall into variations of its basic types. The proposed methodology, developed by V.M. Rusalov, is aimed at studying activity, which is presented in the form of three components - ergicity (endurance), plasticity, speed and sensitivity.
The advantage of this questionnaire is that the above characteristics of temperament are considered taking into account the sphere of human life: objective or communicative. Based on the fact that the meaning and content of objective activity (subject-object interaction) and communicative activity (subject-subject interaction) are completely different, this technique identifies two different aspects of temperament: objective-activity and communicative (or social). The questionnaire diagnoses two aspects of ergicity (subject and communicative), two aspects of plasticity, two aspects of speed, as well as two types of emotional sensitivity: to things (objects) and to people. In the proposed interpretation, temperament acts not only as a set of formal ways of activity and communication, but also as a set of formal ways of their emotional regulation.
The interaction style diagnostic technique consists of closed-type judgments. Proposed judgments are grouped in groups of three and form 50 blocks. The formulation of judgments does not allow the respondent to guess what real information the experimenter extracts from his answers. From each block, the subject must choose the option that best matches his behavior.
Processing the results obtained during the implementation of the technique consists of two stages. At the first stage, in accordance with the key table, the number of raw points for each style (authoritarian, democratic, liberal) is calculated. At the second stage, the numerical indicators of style expression are multiplied by two (in this case, the total final indicator of the numerical values will be equal to 100 points). Thus, the results are translated into percentages of style expression.
Among the methods for studying interpersonal relationships, the first to be mentioned is the method of sociometry. Sociometric technique is used to diagnose interpersonal and intergroup relations in order to change, improve and improve them.
The sociometry method is one of the effective tools for socio-psychological research of small groups and teams. In addition, it also serves as a method for studying the individual as an element of a group. The value of sociometry increases when it is combined with other methods of studying the individual and group.
The term "sociometry" means the measurement of interpersonal relationships in a group. The founder of sociometry is the famous American psychiatrist and social psychologist J. Moreno.
The most general task of sociometry is the study of the informal structural aspect of a social group and the psychological atmosphere prevailing in it. The sociometric test allows, of course, to study these problems approximately and only with a certain degree of reliability. However, supplemented by observational and experimental data, it acts as a convenient means for quickly and technically quite simple penetration into the internal structure of the group. Only by taking into account group factors can a truly scientific and effective system for managing the development and improvement of social relations in a team be developed. Sociometry allows, in certain respects, to study these factors and thereby make a feasible contribution to the solution of applied and experimental problems.
Thus, among the methods that allow us to identify the features of the style of pedagogical activity, first of all, we can name the temperament structure questionnaire of V.M. Rusalov and the methodology for diagnosing the interaction style of V.L. Simonov. The first questionnaire is based on the subject’s assessment of the properties of temperament. Self-esteem makes it possible to reveal the most typical stylistic characteristics of a person’s behavior reflected in the individual consciousness, and the generalized constructs of his consciousness regarding behavior.
The most popular technique for identifying the characteristics of relationships in a group is the technique of sociometry. This technique allows us to identify the child’s status in the group.
So, having analyzed the relevant psychological and pedagogical literature on the topic of research, the following aspects can be identified: although there are several types of styles of pedagogical communication, the most appropriate from the point of view of researchers is a style of activity based on the individual identity of the teacher and focused on the personal development of the student, which is genuine involvement of the teacher in professional activities. The style of pedagogical communication influences the nature of emotional experiences: the authoritarian style causes depression and asthenia in children, which is why it is important that the style of pedagogical communication is adequate to the situation, friendly, consistent, non-dominant, otherwise inadequately repressive communication on the part of an adult leads to the accumulation of negative experience in interaction starting from preschool age
Chapter 2. Identification of the style of pedagogical communication and its influence on the interpersonal relationships of children of senior preschool age
2.1 Methodology for diagnosing the style of pedagogical communication
The study was conducted at kindergarten No. 40, Barani. 4 teachers working in the specified preschool institution, as well as their 40 pupils, took part in this study. The diagnostics were carried out by Yaroma Marina.
Four preschool teachers took part in the study, the purpose of which is to identify the style of pedagogical communication. They were offered a method for diagnosing V.L. Simonov’s interaction style. Those diagnosed were asked to answer 50 groups of questions, each of which indicated one of the types of pedagogical communication.
Questions for the methodology for diagnosing interaction style:
1.1. I always have a good relationship with everyone, even with those whose actions I do not approve of.
1.2. I like companies where people make fun of each other
1.3. I always follow a sense of duty and follow all the rules.
2.1. It's hard for me to fight with myself
2.2. I don't like it when others boss me around
2.3. Some people have something against me.
3.1. I am sure that many people lie because it benefits them.
3.2. Sometimes I do things that I later regret.
3.3. What I say is always true.
4.1. I can insist on something so much that people lose patience.
4.2. I lack self-confidence.
4.3. It happens that I put off until tomorrow what I can do today.
5.1. I can be condescending when people laugh at me.
5.2. People often disappoint me.
5.3. Criticism or reproach always hurts me greatly.
6.1. Work for me is always associated with a lot of stress.
6.2. I always take part in games with the goal of winning.
6.3. I loved school.
7.1. I really love tourism
7.2. I lose a lot because of my indecisiveness.
7.3. I get irritated when I am distracted from important things I am doing.
8.1. I am against giving alms.
8.2. I'm used to asking people for advice
8.3. They often try to deceive me
9.1. My boss often picks on me
9.2. I'm embarrassed to fool around in groups.
9.3. It's hard to make me angry
10.1. I believe that a number of my actions cannot be forgiven.
10.2. I often become indifferent and everything seems the same.
10.3. I am calm about the sight of suffering animals.
11.1. Life doesn't spare me much
11.2. I get angry easily, but still I calm down
11.3. I believe in the ultimate triumph of justice
12.1. I am sure that any actions will be discovered sooner or later
12.2. I agree with those who are trying to take everything they can from life.
12.3. Most people don't care what might happen to others.
13.1. The most difficult thing for me in any business is the beginning.
13.2 My daily life is filled with interesting things.
13.3. People often tell me that I have a short temper.
14.1. It seems to me that difficulties are deliberately created in front of me
14.2. I am very attracted to the humor sections of newspapers and magazines.
14.3. I firmly expect success in my endeavors.
15.1. I know how to make people fear me.
15.2. There is someone who controls my thoughts
15.3. My health requires constant attention.
16.1. Sometimes I am so amused by the dexterity of a rogue that I begin to envy him.
16.2. Sometimes I feel that others look at me judgmentally.
16.3. People often pick on me.
17.1. A person who leaves things unattended is just as guilty of stealing them as a thief.
17.2. Sometimes I think about things too bad to talk about.
17.3. Many people don't understand me.
18.1. I'm a sociable person.
18.2. Issues of religion are indifferent to me.
18.3. I like to work slowly.
19.1. I avoid being alone in the dark.
19.2. I like to travel
19.3. Horses that do not pull well should be beaten.
20.1. I tend to have several different hobbies.
20.2. I am confident that there is only one correct understanding of life.
20.3. I rarely feel happy and energetic
21.1. Those around me at work are honest people.
21.2. I become wary when someone looks at me directly.
21.3. I like it when my wife smokes.
22.1. I get very annoyed by the person trying to jump ahead of me in line.
22.2. Sometimes I feel like I'm not good for anything.
22.3. I often meet bosses who know no more than me.
23.1. I am ready to do anything to win an argument.
23.2. I become wary when someone looks at me directly
23.3. I really love being with people
24.1. I stop work that is not going well
24.2. I wish fate would be more favorable to me
24.3. I like to talk about morality and ethics
25.1. I believe that a person has no right to ignore the rules.
25.2. Few people understand me
25.3. I have bad habits and it is useless to fight them
26.1. If possible, I avoid conflicts
26.2. I always avoid conflicts
26.3. I can't give up my intentions
27.1. There are people who use my ideas and thoughts.
27.2. I would like to get rid of my shyness
27.3. I adhere to the principles of morality and ethics more strictly than other people.
28.1. I'm completely confident in myself
28.2. You should trust people more
28.3. I often struggle with choosing a conversation topic
29.1. I don't like discussing problems with my work
29.2. I always find it easy to speak in front of an audience.
29.3. I refuse to play some games because I hate losing.
30.1. I am simply happy when I am alone.
30.2. I prefer to speak to people first
30.3. I often feel guilty towards people subordinate to me
31.1. I find it difficult to keep my attention on one thing.
31.2. I often become intolerant when communicating with slow-witted people
31.3. I rarely feel anxious.
32.1. It's easy for me to concentrate on any job.
32.2. Fewer obstacles and I would achieve greater success
32.3. I know it's better to remain silent when I'm excited
33.1. Most people form friendships because they hope their friends will be useful to them.
33.2. I'm sure they'll talk badly about me in my absence.
33.3. It happens that immodest jokes or witticisms make me laugh.
34.1. I often have to scold my subordinates for laziness
34.2. I am often unfairly offended by my boss
34.3. All dirt scares me and disgusts me
35.1. It would be better if many laws were repealed
35.2. It's very easy to get me excited about a new idea.
35.3. I understand the work myself and don’t like to have people explain it to me.
36.1. I take my work very seriously
36.2. I understand that work and home are very serious, but different things.
37.1. I'm sure most bosses are just nitpickers
37.2. I get annoyed when people rush me
37.3. Sometimes I feel too strict
38.1. As a rule, I stubbornly defend my opinion
38.2. I think there is nothing wrong with being late for work
38.3. If my opinion has already been formed, people can still change it
39.1. I prefer people to always know my point of view
39.2. I always tell a person the truth to his face - let him know about it
39.3. I am a nervous and easily wounded person.
40.1. I don’t feel embarrassed when entering a team for the first time
40.2. I often doubt my abilities
40.3. Bad words sometimes come into my head.
41.1. I am constantly preoccupied with personal concerns
41.2. Sometimes I can't contain my emotions
41.3. I am always preoccupied with my official affairs
42.1. I cry easily
42.2. Now is the happiest time in my life
42.3. I almost never admit defeat
43.1. I always read about what I'm doing at the time
43.2. I would like to meet a famous person
43.3. I deal with a new team without fear
44.1. My behavior depends on public opinion
44.2. I always feel useful
44.3. I couldn't serve in the army
45.1. I easily forget what they tell me
45.2. I sometimes feel like people around me are trying to annoy me
45.3. I don't think I have many enemies
46.1. Most people fear for their prestige
46.2. My manners at home are less good than when I'm away
46.3. Maybe something is being prepared against me
47.1. I don't like dramatic performances
47.2. I'm calm about the sight of blood
47.3. I have no fear of getting infected with anything
48.1. I always stand up for what I think is fair
48.2. Compliance with laws is absolutely mandatory
48.3. I feel that others are too demanding of me
49.1. In difficult situations I always consult
49.2. I guess I have a decent memory
49.3. I find it difficult to carry on conversations with strangers
50.1. I am often the first to speak to a stranger
50.2. I usually work under a lot of pressure
50.3. At times I get exhausted because I take on too much.
The results were processed in two stages: first, “raw” scores were calculated for each type of pedagogical interaction. Next, the scores were converted into percentages, indicating the leading, characteristic style of interaction for a given teacher. At the last stage, a formula for the hierarchy of interaction styles was compiled for each teacher. It is advisable to present the results of the study in the form of a table:
Thus, the democratic style of interaction dominates among I.V. Domashkevich, M.M. Kuznetsova. At the teacher Roshchinskaya N.Yu. the dominance of the authoritarian style of interaction was revealed.
2.2 Methodology for diagnosing interpersonal relationships
Since we chose democratic and authoritarian interaction styles for observation, the methodology for diagnosing interpersonal relationships was used only for classes where teachers have such styles of pedagogical communication.
Purpose of the study: to determine the status of the child in the kindergarten group.
Materials and equipment: protocol sheets, pen.
To reduce the likelihood of random selection, a parametric sociometry procedure was used. Children were asked to choose one person for each question.
Before testing, children had a costume game with a model of a ship, as well as a thematic musical lesson on a “marine” theme. The lesson was conducted by a teacher and a music worker as part of the curriculum. In this regard, questions for sociometry were chosen on the topic “Ship”.
First, the entire group of children was asked to sit comfortably and remember the last lesson: what they did then, how they played; then close your eyes and imagine the sea - how it makes noise, what color it is, etc. After this, each child was asked questions individually. The children were asked:
1) “If you were the captain of a ship, who from the group would you take as your assistant?
2) “Who would you take on your swimming team?”
3) “Who would you invite on the ship as a guest?”
4) “Who would you leave on the shore?”
Thus, this technique helped us identify the presence of emotional, gnostic, organizational leaders in groups, as well as the presence of “outcasts”. We will further call leaders in all respects “stars.” The results of the study can be presented in table form:
Thus, when assessing the nature of the interaction of children in the group, attention was paid to the number of selected “stars”, as well as the presence or absence of “outcasts” in this group.
The most favorable team, from the point of view of the nature of interaction between its members, can be considered a group where M.M. Kuznetsova is the teacher: here two children are chosen by the rest of the team members as leaders, there are no rejected children. Also, a fairly smooth and favorable atmosphere is developing in the group of Domashkevich I.V.
The least favorable atmosphere is in the team where N.Yu. Roshchinskaya is the teacher.
2.3 Correction of pedagogical communication styles
The professional activity of a teacher includes, as a mandatory element, communication with students, their parents, work colleagues, and school management. The process of pedagogical communication has a certain structure. Its leading component is positional interaction. In other words, depending on the situation, the teacher occupies certain communicative positions: dominates communication (position “above”), treats the communication partner as equals (position “equal”), the teacher occupies a subordinate position (position “under”).
For successful pedagogical activity, a teacher must be able to take communicative positions depending on with whom and when he comes into communicative contact. But in real life, positions shift and the “rules” of communication are broken.
In the type of training sessions we propose, the main attention will be paid to special game exercises aimed at developing internal means that will help the teacher to correctly navigate the situation and choose the most effective communicative position.
Thus, taking into account all of the above, we can offer the following block of exercises for training with teachers:
Exercise “Frankness versus manipulation”
Presenter: “You called a schoolchild to the blackboard, and he could not answer his homework. What are you saying?" Do you say something like this: “Well, Ivanov, you didn’t learn again, sit down - two!”
Now let’s think about what we should say to the teacher in this situation if he is trying to be a frank and open person and wants to avoid pedagogical manipulation. In this case, he says: “You know, Seryozha, I’m sure that you can study well. You are a capable guy! When you prepare poorly for a lesson and answer poorly, I always worry about it. I would be glad if you could correct your deuce!”
Let's compare these two phrases.
The first expresses the influence of a manipulative nature: listening - evaluation. The teacher is personally closed, he is not present as a person. The teacher’s words do not reveal his attitude towards the student and the situation in which he found himself.
The second phrase expresses the teacher’s revelation: “I’m worried...”, “I would be glad...”. The psychological mechanism of the second statement is to demonstrate the equal position of the teacher: his frankness is directed towards the student as a person, as an equal partner in communicative interaction.
Let's role-play a situation of interaction between a teacher and a student.
Try to start this conversation by describing your feelings and experiences and, for example, telling how similar situations happened to you during your school years.
Remember what other problematic situations you could resolve in a frank conversation with a student? Try in practice to overcome the habit of pedagogical manipulation and be “less of a teacher - more of an educator” at school.
Exercise “Ivanov, Petrov, Sidorov”
The teacher, using means of pedagogical manipulation, usually calls the students by their last names. This formal “top-down” approach emphasizes the business, administrative style of influence.
And, on the contrary, a teacher who strives for real communication with the children, as a rule, calls them by name. Moreover, the more often he says the child’s name in conversation, the stronger the psychological contact between them.
Training participants are asked to role-play a situation in which they will address students by name. Moreover, the participants themselves propose situations from personal experience, and then act them out.
Exercise "Muscle Armor"
In order to change the position “above” to the position “equal”, you need to free your own emotions.
It is known that at the physical level there are muscle mechanisms that block human emotional activity. Seven circles of “muscular armor” are described that cross the body and suppress the manifestation of immediate emotions: at the level of the eyes, mouth, neck, chest, diaphragm, abdomen and pelvis.
The presenter offers the following exercises to the training participants: take a deep breath, while exhaling, with a sharp movement in the imagination, as if tearing off a tense mask from your face, relax your lips, free your neck and chest.
Having crossed the border, you found yourself in a position of “equal” and began to fulfill a different role. A role transformation has occurred: instead of a didactic position, in a conversation with a child you become his interlocutor.
Thus, in groups where the leading interaction style of the teacher is the democratic style, relationships between preschoolers develop more harmoniously (this is manifested, in particular, in the smaller number of outcasts in the team). Based on our research, it was revealed that the most favorable team, from the point of view of the nature of interaction between its members, can be considered a group where M.M. Kuznetsova is the teacher: here two children are chosen by the rest of the team members as leaders, there are no rejected children at all.
In addition, it has been proven that for successful teaching activities, a teacher must be able to take communicative positions depending on with whom and when he comes into communicative contact. In order to teach educators how to try to take communicative positions depending on who the communication is with, a number of exercises that make up the training are proposed for use.
Conclusion
Based on the literature studied, as well as the diagnostics performed, the following conclusions can be drawn:
· Although there are several types of pedagogical communication styles, the most appropriate from the point of view of researchers is a style of activity based on the individual identity of the teacher and focused on the personal development of the student, which is the true involvement of the teacher in professional activities. The style of pedagogical communication influences the nature of emotional experiences: the authoritarian style causes depression and asthenia in children, which is why it is important that the style of pedagogical communication is adequate to the situation, friendly, consistent, non-dominant, otherwise inadequately repressive communication on the part of an adult leads to the accumulation of negative experience in interaction starting from preschool age.
· For successful teaching activities, a teacher must be able to take communicative positions depending on with whom and when he comes into communicative contact. But in real life, positions shift and the “rules” of communication are broken. To teach educators how to try to take communicative positions depending on who the communication is with, a number of exercises that make up the training are proposed for use.
· The study of pedagogical interaction styles was conducted at kindergarten No. 40, Barani. 4 teachers working in the specified preschool institution, as well as their 40 pupils, took part in this study. In the course of the study, we came to the following results: the most favorable team, from the point of view of the nature of interaction between its members, can be considered a group where M.M. Kuznetsova is the teacher: here two children are chosen by the rest of the team members as leaders, there are no rejected children. Also, a fairly smooth and favorable atmosphere is developing in the group of Domashkevich I.V. The least favorable atmosphere is in the team where N.Yu. Roshchinskaya is the teacher. Considering that we previously revealed that the democratic style of interaction dominates among I.V. Domashkevich, M.M. Kuznetsova. At the teacher Roshchinskaya N.Yu. The dominance of the authoritarian style of interaction was revealed, then the hypothesis presented at the beginning of the study was fully confirmed. That is, in groups where the leading interaction style of the teacher is the democratic style, relationships between preschoolers develop more harmoniously (this is manifested, in particular, in the smaller number of outcasts in the team).
List of used literature
1. Arushanova A. Communicative development problems and prospects: senior preschool age // Preschool education. – 1999. - No. 2, P. 72 – 82.
2. Babaeva T. On the social and emotional development of a preschooler / Preschool. Upbringing. – 2006. - No. 6, pp. 13-19.
3. Galuzo P.R. Style of pedagogical communication as an object of psychological research // Psychology. – 2002. - No. 1, P.54 – 63.
4. Children's practical psychology. Edited by prof. Martsinkovskaya T. D. Moscow, 2001
5. Ismagilova A.G. Individual style of pedagogical communication of a kindergarten teacher: Author's abstract. Ph.D. dis. M., 1989.
6. Ismagilova A.G. The style of pedagogical communication as a meta-individual characteristic of the teacher and as a factor in the development of the child. // World of Psychology. – 2002. - No. 1, 195 – 201.
8. Melnikov V.M., Yampolsky L.T. Introduction to experimental personality psychology. M., 1985
9. Pavlova A.S. The importance of a child’s communication with an adult in preparation for schooling / A.S. Pavlova // Youth in the process of socialization: materials of the rep. scientific pr. conferences. Vitebsk, 1997. – P.112 – 114.
10. Repina T. A. Social and psychological characteristics of a kindergarten group. Moscow, 1988
11. Smirnova E. O., Kholmogorova V. M. Interpersonal relations of preschoolers. Diagnostics, problems, correction. Moscow, 2005
12. Smirnova S. Development of attitudes towards peers in preschool age / Questions of psychology, - 1996. - No. 3, P. 5 – 14.
13. Smirnova S. Attitude of popular and unpopular preschoolers to their peers // Questions of psychology. – 1998. No. 3, p. 50 – 80.
14. Schastnaya A.M. Comparative analysis of interpersonal interaction of six-year-old children in preparatory groups and classes. // Genetic problems of social psychology. Ed. Kolominsky Ya.L. Moscow 1985
15. Shcherbinina Yu. “A kind word is a master of wondrous deeds” // Doshk. Upbringing. – 2004. - No. 5, 118 p.
Let's consider the styles of pedagogical communication of the educator, teacher, educator, and the style of pedagogical leadership.
PEDAGOGICAL COMMUNICATION STYLE
One of the factors influencing the development of a child’s personality is the communication style inherent in the teacher. The style of pedagogical leadership can be defined as methods of educational influence, manifested in a typical set of requirements and expectations for the appropriate behavior of students. It is embodied in characteristic forms of organizing the activities and communication of children and has appropriate ways of implementing the teacher’s attitude towards the child’s personality, associated with the achieved level of professional and pedagogical activity.
Traditionally distinguished democratic, authoritarian and liberal styles.
Democratic style of communication
The democratic style of interaction is considered the most effective and optimal. It is characterized by broad contact with pupils, the manifestation of trust and respect for them, the teacher strives to establish emotional contact with the child, and does not suppress with severity and punishment; Positive assessments predominate in interactions with children. A democratic teacher feels the need for feedback from children on how they perceive certain forms of joint activity; knows how to admit mistakes made. In his work, such a teacher stimulates mental activity and motivation to achieve cognitive activity. In groups of educators whose communication is characterized by democratic tendencies, optimal conditions are created for the formation of children's relationships and a positive emotional climate of the group. The democratic style ensures friendly mutual understanding between teacher and student, evokes positive emotions and self-confidence in children, and gives an understanding of the value of cooperation in joint activities.
Authoritarian communication style
Teachers with an authoritarian communication style, on the contrary, display pronounced attitudes and selectivity towards children, they are much more likely to use prohibitions and restrictions in relation to children, and abuse negative assessments; severity and punishment are the main pedagogical means. An authoritarian educator expects only obedience; it is distinguished by a large number of educational influences with their uniformity. A teacher’s communication with authoritarian tendencies leads to conflict and hostility in children’s relationships, thereby creating unfavorable conditions for the upbringing of preschoolers. The teacher’s authoritarianism is often a consequence of an insufficient level of psychological culture, on the one hand, and a desire to accelerate the pace of children’s development, despite their individual characteristics, on the other. Moreover, teachers resort to authoritarian methods with the best intentions: they are convinced that by breaking children and achieving maximum results from them here and now, they can more quickly achieve their desired goals. A pronounced authoritarian style puts the teacher in a position of alienation from the students; every child experiences a state of insecurity and anxiety, tension and self-doubt. This happens because such teachers, underestimating the development of such qualities in children as initiative and independence, exaggerate their qualities such as indiscipline, laziness and irresponsibility.
Liberal communication style
A liberal educator is characterized by lack of initiative, irresponsibility, inconsistency in decisions and actions, and indecisiveness in difficult situations. Such a teacher “forgets” about his previous requirements and, after a certain time, is able to present completely opposite requirements to the requirements he himself had previously given. Tends to let things take their course and overestimate the capabilities of children. Does not check whether its requirements are met. A liberal teacher's assessment of children depends on their mood: in a good mood, positive assessments predominate, and in a bad mood, negative assessments predominate. All this can lead to a decline in the authority of the teacher in the eyes of children. However, such a teacher strives not to spoil relations with anyone; his behavior is affectionate and friendly with everyone. She perceives her students as proactive, independent, sociable, and truthful.
The style of pedagogical communication as one of the characteristics of a person is not an innate (biologically predetermined) quality, but is formed and cultivated in the process of practice on the basis of the teacher’s deep awareness of the basic laws of development and formation of a system of human relations. However, certain personal characteristics predispose to the formation of one or another communication style. For example, people who are self-confident, proud, unbalanced and aggressive tend to have an authoritarian style. The democratic style is predisposed by such personality traits as adequate self-esteem, balance, goodwill, sensitivity and attentiveness to people.
Research has shown that after the departure of an “autocrat” teacher, it is not recommended to appoint a “liberal” to the group, but after a “liberal”, an “autocrat” is possible. A “Democrat” can be appointed after any predecessor.
In life, each of the named styles of pedagogical communication in its “pure” form is rarely encountered. In practice, it is often found that an individual teacher exhibits the so-called "mixed style" interaction with children. A mixed style is characterized by the predominance of two styles: authoritarian and democratic or democratic style with inconsistent (liberal). The features of authoritarian and liberal styles are rarely combined with each other.
In a kindergarten there is a specific system of relationships: “teacher - child.” Where two different spiritual worlds constantly come into interaction: the world of the educator with his experience, knowledge, beliefs, moral views, value orientations, etc., and the world of the child with his problems and contradictions of development, personality formation: the desire to know everything, to try. And the child’s development and self-esteem depend on the style of communication the teacher uses with the child.
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PEDAGOGICAL COMMUNICATION STYLES OF PRE-TEACHERS
Communication - a complex, multifaceted process of establishing and developing contacts between people. It is in communication that the perception, understanding and evaluation of a person by a person occurs.(Slide 2)
In the conditions of a kindergarten, there is a specific system of relationships: “teacher - child.” Where two different spiritual worlds constantly come into interaction: the world of the educator with his experience, knowledge, beliefs, moral views, value orientations, etc., and the world of the child with his problems and contradictions of development, personality formation: the desire to know everything, to try.
Therefore, a special type of communication is distinguished here -pedagogical communication. Pedagogical communication is characterized by purposefulness, the desire of the teacher to solve certain developmental and educational tasks.(Slide 3)
Each person, depending on his character, views, and mental characteristics, develops his own style of communication, i.e. a set of typical signs of behavior in this process.
In other words, the style of pedagogical communication is an established system of methods and techniques that a teacher uses when interacting with students, their parents, and work colleagues.(Slide 4)
The first experimental psychological study of communication styles was conducted in 1938 by the German psychologist K. Lewin. This study introduced a classification of communication styles that is still used today:
- Authoritarian.
- Democratic.
- Conniving.(Slide 5)
Let's consider each of them separately.
This style can be expressed in the words: “Do as I say and don’t reason.”
With an authoritarian style of communication, the teacher alone decides all issues relating to the life of both the children's team and each child. Based on his own attitudes, he sets the goals of the activity, methods of its implementation, and subjectively evaluates the results. He does not explain his actions, does not comment, is excessively demanding, is categorical in his judgments, does not accept objections, and treats opinions with disdain. Any initiative is considered by an authoritarian teacher as a manifestation of unwanted self-will. The teacher constantly shows his superiority; he lacks empathy and sympathy. The official, commanding, commanding tone of address prevails. Form of address - instruction, teaching, order, instruction, shout. Communication is based on disciplinary influences and submission.
2. Permissive or Liberal(Slide 7)
This style can be expressed in the words: “As things go, so let them go.”
With a permissive (liberal) style of communication, there is no system in organizing activities and control. The teacher takes the position of an outside observer, does not delve into the life of the team, into the problems of the individual, and strives to be minimally involved in the activity, which is explained by the removal of responsibility for its results. The teacher performs his functional duties formally, limiting himself only to educational activities. The tone of the address is dictated by the desire to avoid difficult situations, largely depends on the mood of the teacher, the form of the address is exhortations, persuasion.
3. Democratic(Slide 8)
This style of communication can be expressed in the words: “We conceived it together, we plan together, we organize it, we sum it up.”
In a democratic style, communication and activity are based on creative cooperation. Joint activities are motivated by the teacher, he listens to the children’s opinions, supports the student’s right to his position, encourages activity, discusses the idea, methods and course of the activity. The teacher is focused on increasing the child’s subjective role in interaction, on involving everyone in solving common problems. This style is characterized by a positive emotional atmosphere of interaction, goodwill, trust, exactingness and respect, taking into account the individual’s individuality. The main form of communication is advice, recommendation, request. As a result, children develop self-confidence and are encouraged to show initiative. At the same time, sociability and trust in personal relationships increase.
(Slide 9) In order to identify the style of pedagogical communication of the preschool teacher, a survey was conducted, based on the results of which the following conclusion can be drawn:
- 60% of teachers prefer a democratic style of communication;
- 20% often use elements of an authoritarian style in their work;
- 20% tend to have an authoritarian style.
Conclusion: In real teaching practice, mixed communication styles most often occur. Of course, the most preferable is the democratic style. However, it is also permissible to use elements of the liberal style, for example, when organizing creative activities, when a position of non-interference and allowing the student independence is appropriate. Alsoa teacher cannot completely exclude from his arsenal some private techniques of an authoritarian style of communication, which sometimes turn out to be quite effective,especially when working with a group or individual children with a relatively low level of socio-psychological and personal development. For example, when organizing a complex type of activity, when establishing order and discipline.But even in this case, the teacher should be generally focused on a democratic style of communication, dialogue and cooperation with children, since this style of communication allows for the maximum implementation of the personal development strategy of pedagogical interaction.
Thus, the teacher’s communication style is characterized by flexibility, variability, and depends on specific conditions, on who he is dealing with - young children or older ones, what their individual characteristics are, what the nature of the activity is.
Speech at the teachers' meeting.
Consultation on the topic “Styles of pedagogical communication”
Target:
- introduce teachers to existing classifications of communication styles;
- invite you to identify your communication style.
The style of pedagogical communication reveals the characteristics of the teacher’s communicative capabilities, the established nature of the relationship between him and his students, the creative individuality of the teacher, as well as the individual characteristics of children. The style of communication inevitably reflects the general and pedagogical culture of the teacher and his professionalism.
A generally accepted classification of pedagogical communication styles is their division into: authoritarian, democratic and liberal.
1. Authoritarian style of pedagogical communication. The teacher takes a dominant position and does not allow children to show independence and initiative. Pupils in this case act as the object of educational influences. Children with such methods of interaction will most likely be well equipped with knowledge, skills and abilities and even demonstrate them in practice, however, such a demonstration is not determined by the real needs and values of the child, but by the need to implement desired behavior in the presence of the teacher. This model does not promote the development of independence and creative initiative in children, as well as full interpersonal contacts.
2. Democratic style of pedagogical communication. The main feature of this style is mutual acceptance and cooperation. The teacher is focused on attracting students to discuss and jointly solve common affairs and problems. Creates conditions for self-realization and manifestation of children's creative initiative. Helps the child develop the ability to communicate, take into account the interests of other people, show initiative and independence. The child feels emotionally protected, shows confidence and activity.
3. Liberal style of pedagogical communication (or permissive). It is characterized by the teacher’s desire to be minimally involved in activities, formalism. The permissive style of communication implements non-interference tactics, which are based on indifference and disinterest. Avoids responsibility for the results of his activities. The results of this approach to education include the severing of emotional ties between adults and the child. It is possible that the child will show early autonomy and independence, but will not be able to participate and empathize with other people.
Along with this classification of pedagogical communication styles, there are other approaches. So, L.B. Itelson, having based the classification of communication styles on the educational forces on which the teacher relies in his activities, identified a number of intermediate ones between authoritarian and democratic:
- Emotional, based on mutual love and sympathy;
- Business, based on the usefulness of the activity and the achievement of the tasks that students face;
- Guide, which involves inconspicuous control of behavior and activity;
- Demanding when the tasks are directly facing the students;
- Encouraging, based on attraction, special creation of situations;
- coercive, based on pressure.
If in relation to authoritarian and democratic communication styles their assessment is unambiguous, then in relation to intermediate ones one should proceed from the fact that educational forces are always generated by personal relationships, that is, they depend entirely on the personality of the teacher.
V.A. Kalik identifies the following communication styles:
1. Communication based on passion for joint creative activities;
2. Communication based on friendship;
3. Communication-distance;
4. Communication-intimidation;
5. Communication-flirting.
The most productive style of communication for all participants in the pedagogical process is one based on passion for joint creative search. For master teachers, the entire system of relationships with children is built on this basis. The style of pedagogical communication based on friendly disposition is closely related to it. . Considering the system of relationships between teachers and children, A.S. Makarenko repeatedly insisted on creating a friendly tone in the teacher’s relations with the staff. Some teachers interpret this category of the communication process and turn friendliness into familiar relations with students, which negatively affect the entire course of the educational process. By cultivating a friendly disposition towards children in your activities, the prospect of developing a communication style is to have a creative union based on passion for the work. Walking towards a goal with children is one of the principles of cooperation pedagogy. The next, quite common style is communication-distance . Distance appears as an important limiter in the system of relationships between teacher and students: “You don’t know - I know.” Such a teacher organizes activities closer to an authoritarian style, which reduces the overall creative level of collaboration with students. This style leads to pedagogical failures. The communication-intimidation style is an extreme form of communication-distance. It combines a negative attitude towards students and authoritarianism in the ways of organizing activities. This style of communication usually creates an atmosphere of nervousness, emotional distress, and inhibits creative activity, since it focuses not on a program of action, but on its limitations and prohibitions. A manifestation of liberalism, undemandingness with a possible positive attitude towards children is the communication-flirting style. It is caused by the desire to gain false, cheap authority. The reason for the manifestation of this style is, on the one hand, the desire to quickly establish contact, the desire to please the group, and on the other hand, the lack of professional skills.
All variants of communication styles can be reduced to two types: dialogical and monological. In monologue communication, interaction is based on the performance of one of the parties. But the essence of education is communication-dialogue. Dialogue with the student involves a shared vision and discussion of situations. A feature of communication-dialogue is that the results of communication are not reducible to evaluation. In the pedagogy of cooperation there is no place for labels, once and for all established opinions, or rigid assessments. This, of course, does not mean that assessment is completely excluded, it is simply necessary to change the authorship of the assessment, making it mutual assessment and self-assessment.
We offer diagnostics to identify the style of pedagogical communication of a preschool teacher.
Choose the answer that suits you best.
1. Do you think that a child should:
a) share with you all my thoughts, feelings and experiences;
b) tell you only what he wants;
c) keep your thoughts and experiences to yourself.
2. If a child took a toy, etc. from his peer (in his absence) without permission, then you:
a) talk to him confidentially and give him the opportunity to accept
the right solution;
b) let the children figure out their problems themselves;
c) notify all children about this and force them to return the toy with an apology.
3. The active, fussy, sometimes undisciplined child was focused, careful and completed the task well in class today. What will you do:
a) praise and show all the children his work;
b) show interest, find out why it turned out so well today;
c) tell him: “This is how I would always do things.”
4. When the child entered the room and did not greet you, you:
a) make him say hello loudly in front of everyone;
b) don’t pay attention to it;
c) immediately begin to communicate with the child, without mentioning his mistake.
5. Children study quietly. You have a free minute and would prefer:
a) calmly, without interfering, watch them play and communicate;
b) help someone, give advice, make a comment;
c) go about your business in the group.
6. Which point of view seems more correct to you:
a) feelings and experiences are still superficial, pass quickly, and there is no point in focusing on them
pay special attention;
b) the child’s emotions, his experiences are important factors through which he
can be effectively trained and educated;
c) the child’s feelings are amazing, his experiences are significant, and they need to be treated
carefully with great tact.
7. Your starting position in working with children:
a) the child is weak, unreasonable, inexperienced, and only an adult should, can teach and
educate him;
b) the child has many opportunities for self-development and adult cooperation
should be aimed at maximizing the activity of the child himself;
c) the child develops almost uncontrollably under the influence of heredity and family, and
Therefore, the main concern is that he is clothed, fed and does not violate discipline.
8. How do you feel about the activity of the child himself:
a) positive - without it, full development is impossible;
b) negatively - it often interferes with purposefully and systematically conducting training and
upbringing;
c) positively, but only when the activity agrees with the teacher.
9. The child did not want to complete the task under the pretext that he did it at home. Your actions:
a) they would say: “Well, it’s not necessary”;
b) would be forced to do the work;
c) would have been offered a different task.
10. Which position do you think is more correct:
a) the child should be grateful to adults for taking care of him;
b) if a child is not aware of care for him, does not appreciate it, then this is his business: someday
will regret;
c) the teacher should be grateful to the children for their trust and love.
Key for processing educators' responses.
Possible answers:
Points value:
25-30 points - preference for a democratic style;
10-19 points - the severity of the liberal communication style.
So, in real teaching practice, mixed communication styles most often occur. The teacher cannot completely exclude from his arsenal some private techniques of the authoritarian style of communication, which sometimes turn out to be quite effective. But even in this case, the teacher should be generally focused on a democratic style of communication, dialogue and cooperation with children, since this style of communication allows for the maximum implementation of the personal development strategy of pedagogical interaction.
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