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Coursework study of teacher's pedagogical leadership styles. Essence and types of memory. Democratic style of communication

Pedagogical communication is a special communication, the specificity of which is determined by the different social role and functional positions of the subjects of this communication. The teacher in the process of pedagogical communication carries out (directly or indirectly)

later, with the coming to power in Germany of the Nazis, who emigrated to the United States. In the same study, a classification of leadership styles was introduced, which is commonly used today:

2. Democratic.

3. Permissive.

Vivid examples of all these leadership styles can be found in any literary work devoted to the life of the school.

So, main character F. Sologub's novel "The Little Demon", the teacher of the gymnasium Peredonov is a typical authoritarian teacher. He firmly believes that a high school student can only be curbed by force, and considers low grades and a rod to be the main means of influence. In the autobiographical story of G. Chernykh and L. Panteleev "The Republic of Shkid" we see a whole string of images of teachers who have to "pick up the key" to former homeless children with a criminal past. Those who adhere to the permissive style very soon leave the walls of the school, hunted down by students. Particularly indicative is the story of the young teacher Pal Vanych Arikov, who presented his familiarity as a new word in pedagogy. Instead of literature lessons, the students chatted with him as an equal, sang, and messed around, but soon realized that such “study” did not bear any fruit, and they themselves abandoned the supposedly “democratic” teacher. A true democratic style in work was shown only by the director of the school, who knew for sure that the children needed both the opportunity to show initiative and the leadership that restrained their violent impulses. The image of this wise and patient teacher was vividly embodied in the film adaptation of the book by Sergei Yursky - a man who measures the strength of students with their abilities and emotional outbursts.

It is often heard that, although the leadership styles listed above were described and developed in relation to production management and communication between the boss and subordinates, they can, in principle, be transferred to the area of pedagogical communication. This statement is incorrect due to one circumstance, little mentioned in works on social psychology. And the thing is that K. Levin conducted his famous study, studying the peculiarities of leading an adult group of schoolchildren. And this problem is directly included in the subject area of social pedagogical psychology. So, rather, on the contrary, the classification of pedagogical styles can be transferred to leadership styles in general, to the field of industrial social psychology.

During the experiment, K. Levin created several groups (“circles”) of ten-year-old schoolchildren. The guys in these groups were engaged in the same work - making toys. For the purposes of the necessary purity of the experiment, the groups were completely identical in terms of age, physical and intellectual characteristics of the participants, the structure of interpersonal relationships, and so on. All groups worked, in addition, under the same conditions, according to a common program, they performed the same task. the only important difference variable, there was a significant difference between the instructors, i.e. teachers. The difference was in leadership styles: the teachers adhered to some authoritarian, some democratic, and some conniving style. Each of them worked with one group for six weeks, and then the groups were exchanged. Then the work continued for another six weeks, and then a new transition to another group. Such a procedure made the experiment extremely correct: the groups were not only identical initially, but also underwent the same influence of all teachers and, accordingly, of all styles. In this way, group factor was reduced to zero, and the researcher had an excellent opportunity to trace the influence of leadership style on interpersonal relations in the group, on the motivation of activity, on labor productivity, etc.

Before analyzing the influence of leadership style on all these parameters, it is absolutely necessary to describe the features of communication between a teacher of one style or another and schoolchildren in K. Levin's experiment.

With an authoritarian style a characteristic general trend towards strict management and comprehensive control was expressed in the following. The teacher, much more often than in other groups, resorted to the tone of the order, made sharp remarks. Characteristic were also tactless remarks addressed to some participants and causeless, unreasonable praises of others. The authoritarian teacher determined not only the general goals of the activity and the task, but also indicated the ways of fulfilling it, making tough decisions about who would work with whom. Tasks and methods of its implementation were given to students in stages. (This approach reduces the motivation of the activity, since the person does not know exactly its ultimate goals.) It should also be noted that in terms of social-perceptual and interpersonal attitudes, the orientation towards the phased differentiation of activities and phase-by-stage control indicate the distrust of the teacher in independence and responsibility. own students. Or, at the very least, it could mean that the teacher assumes that these qualities are very poorly developed in his group. The authoritarian teacher severely suppressed any manifestation of initiative, considering it as unacceptable arbitrariness. Studies by other scientists that followed the work of K. Levin showed that such behavior of an authoritarian leader is based on his ideas that the initiative undermines his authority and faith in his competence. “If one of the students suggests improvements due to a different course of work, then he indirectly indicates that I did not foresee this,” the authoritarian teacher argues. In addition, it turned out that the authoritarian leader assessed the success of the participants subjectively, addressing reproaches (praise) to the performer as a person.

With a democratic style Facts were judged, not personality. But the main feature of the democratic style was the active participation of the group in discussing the progress of the forthcoming work and its organization. As a result, participants developed self-confidence and stimulated self-management. With this style, sociability and trust in relationships increased in the group.

main feature permissive leadership style consisted in the fact that the teacher, in fact, withdrew himself from responsibility for what was happening.

Judging by the results of the experiment, the worst style turned out to be conniving. Under him, the least work was done, and its quality left much to be desired. It was also important that the participants noted low satisfaction with work in the conniving style group, although they did not bear any responsibility for it, and the work was more like a game.

The most effective was the democratic style. The group members showed a keen interest in the work, positive internal motivation of activity. The quality and originality of tasks performance improved significantly. Group cohesion, a sense of pride in common successes, mutual assistance and friendliness in relationships - all this has developed to a very high degree in a democratic group.

Later studies only confirmed the results of Levin's experiment. The preference for a democratic style in pedagogical communication has been proven in different age groups, from elementary school students to high school students.

The subject of one of the studies (N.F. Maslova) was the study of the attitude of first-graders to school. At the same time, the polls were conducted twice - the first time the attitude of future first-graders was recorded

Also, during the experiment, it turned out that authoritarian teachers have poorly performing students. triple more often indicate that their teacher likes to put deuces. The most notable thing is that actually in class magazines the number of twos for teachers of authoritarian and democratic styles turned out to be the same. Thus, the style of interaction between the teacher and students in this case determines the features of how students perceive it. It is clear that children's interest in learning depends not so much on the difficulties of school life, but on the peculiarities of the teacher's treatment of students.

In another study, the relationship between the styles of pedagogical communication and the peculiarities of the teacher's perception of the personality of students was studied (A.A. Bodalev). As a result, it was found that authoritarian teachers underestimate the development in students of such qualities as collectivism, initiative, independence, exactingness towards others. At the same time, they often spoke of children as impulsive, lazy, undisciplined, irresponsible, and so on. Note that such views of authoritarian educators are largely a conscious or subconscious motivation that justifies their harsh leadership style. The formulas of this logical chain can be expressed as follows: “My students are lazy, undisciplined and irresponsible, and therefore it is absolutely necessary constantly monitor their activity at all its stages”; “My students are so non-initiative and independent that I simply have to take all the lead determine their strategy, give them instructions recommendations, etc.” Indeed, our behavior is the slave of our attitudes.

To be fair, it should be noted that modern social Psychology argues that there are also circumstances where the most fruitful and adequate may still be an authoritarian style. Here, again, it is appropriate to recall the already mentioned novel "The Republic of Shkid", where the only way to curb the "difficult" orphans, recent homeless children, in a critical situation was precisely the authoritarian style, tough leadership, and decisive measures. However, for situations of ordinary communication, especially pedagogical, this is the exception rather than the rule.

Cognition of the personality of students

The problem of the teacher's knowledge of the student's personality is traditionally relevant in practical terms. More K.D. Ushinsky, who paid considerable attention psychological aspect in solving the problems of pedagogy, emphasized that if pedagogy wants bring up person in all respects, then it must first of all discover him in every way. However, it was not at all easy to move from an imperative and rather journalistic formulation of the problem to its scientific formulation, and even more so to methods for solving it.

At present, the problem of the teacher's knowledge of the student's personality has acquired special significance, because it is directly related to the humanistic trends that form the core of modern

the subject-subject system, from a one-sided process of analysis to a two-sided one. Despite the fact that in psychology the concepts of "activity" and "communication" are considered as independent categories, there are areas in which they converge. This is especially noticeable in the example of pedagogical disciplines, the object of which is exactly the activity that is built according to the laws of communication. Communication as such always presupposes a parallel process of interpersonal cognition. Therefore, the effectiveness of pedagogical communication largely depends on how fully and adequately the teacher reflects the personality of the student.

Productivity problem pedagogical activity and communication ¾ is one of the most relevant in pedagogy and pedagogical psychology. The high objective complexity of this problem is explained by a whole range of factors that affect the final result of pedagogical activity. As for the subjective difficulty of solving it, it is connected mainly with numerous, often contradictory approaches to analysis and even to the very formulation of the problem.

So, in relation to pedagogical activity, it is customary to talk about its productivity, efficiency, optimization, etc. All these concepts have much in common, but each of them also reflects a specific aspect of the problem. The question of the productivity of pedagogical activity in a number of studies is raised in the context of the acmeological approach. In the works of B.G. Ananiev laid the foundations for a new section of developmental psychology ¾ acmeology, which is regarded as the science of the most productive, creative period of a person's life. Developing these ideas in relation to pedagogy and pedagogical psychology, N.V. Kuzmina experimentally and theoretically substantiated the acmeological approach to pedagogical activity. Since in this case we are talking about the study of the features of the fruitful activity of the teacher, the main criterion is not the age, but the professionalism of the teacher.

The concept of "productivity" of pedagogical activity is ambiguous. We can talk, for example, about functional and psychological productivity. Functional products of activity usually mean the creation of a system of didactic methods and techniques, communication skills, etc. Under the psychological ¾ neoplasms in the personality of the student. There is no rigid relationship between functional and psychological products: a high functional level does not always correspond to an adequate psychological one.

In recent years, along with the traditional attention to the problems of the psychology of activity, more and more attention has been paid to the problems of the psychology of communication. There is no need to consider here the theoretical aspects of these concepts and their differences. We only note that in modern science, communication and activity are independent psychological realities with their own structure and their own laws. There are organic links between them. Moreover, there is communication that is fundamentally built according to the laws of activity (for example, acting), and vice versa, there are types of activities that are built according to the laws of communication.

Since the object of pedagogical activity is a person / person, it is built according to the laws of communication. In the structure of communication, three components are usually distinguished:

1. Cognitive (cognitive).

2. Affective (emotional).

3. Behavioral.

There are other models, however, in any classification, the cognitive aspect of communication stands out first of all. In pedagogical communication, it acquires special significance. The effectiveness of pedagogical activity depends precisely on the depth of the teacher's study of the student's personality, on the adequacy and completeness of knowledge. As it appears from the studies of S.V. Kondratieva and her collaborators (I mean, first of all, the works of V.M. Rozbudko), teachers with a low level of productivity usually perceive only the external image. They do not delve into the true goals and motives, while educators high level productivity are capable of reflecting the stable integrative properties of the personality, identifying the leading goals and motives of behavior, the objectivity of value judgments, etc. Similar results were obtained in the course of other studies (A.A. Bodalev, A.A. Rean, etc.). Thus, the close relationship between the productivity of pedagogical activity and the effectiveness of the teacher's knowledge of the personality of students is quite obvious. The mechanism of stereotyping, well known to us from the general theory of interpersonal cognition, "works" in the process of cognition by the teacher of the student's personality. Moreover, all its varieties are also present here: social, emotional-aesthetic, anthropological.

Thus, the teacher, under the influence of his own pedagogical experience, develops specific social stereotypes: “excellent student”, “loser student”, “activist”, etc. When meeting with a student for the first time who has already received the characteristics of an “excellent student” or “loser”, the teacher is more or less likely to assume that he has certain qualities. Of course, one should not think that this set of stereotypes is unchanged, that all teachers paint themselves the same image of an “excellent student”, “loser student”, “public activist”, etc. On the contrary, all evaluative stereotypes are emphatically subjective, individual in nature. There is nothing surprising in this, since each stereotype represents a fixed experience of communicating with students, the experience of this particular teacher. Let's imagine such a situation. Several teachers learn that an activist, a clear leader, will be studying in their group. They will react differently. One, by virtue of his stereotype, may assume that it will become easier to manage the group, the other, relying on the bitter experience of communicating with “activists”, will decide that the newcomer is certainly a careerist, an upstart who behaves defiantly, etc.

Speaking about the individual content of pedagogical stereotypes, one should not forget about the general trend of the prevalence of many of them. It is well known that the following stereotype is extremely common among teachers: the good performance of students is associated with personality characteristics. A person who successfully studies is a priori perceived as a capable, conscientious, honest, disciplined person. And vice versa, a “loser” is a mediocre, unassembled lazy person.

In a number of studies, as well as in pedagogical journalism, one can find descriptions of another pedagogical stereotype: very often “unhappy” children are considered “ruffy”, restless students, those who cannot sit in class, silently, passively respond to comments, those who invariably enters into controversy. Practice shows that most often teachers ask a psychologist to "work" with such "uncontrollable" children, considering them prone to antisocial behavior. But students who willingly obey the teacher, act according to his instructions and comments, are usually considered prosperous, they are not classified as “difficult”. This phenomenon, although it deserves the most detailed consideration, is nonetheless inherently connected with general, universal psychological laws. In this regard, the work of Indian psychologists P. Janak and S. Purnima deserves special mention. Their experiments showed how much flattery and an exaggeratedly reverent attitude to the instructions of the authorities lead to the fact that the leader approves of the "flatterer". It is interesting that those leaders who enjoyed the reputation of impassive, objective, emphatically official in dealing with subordinates turned out to be greedy for flattery.

The fact that a teacher's professional assessment of a student's personal qualities may depend on his external attractiveness may seem implausible. And yet this effect is manifested not only in the assessments of adolescents, but also in toddlers. During one of the experiments, university students - future teachers - were given descriptions of misdemeanors committed by seven-year-olds. Photographs of the "culprits" were attached to these descriptions. Assessing their attitude towards these babies and their behavior, the students showed greater indulgence towards the owners of a more attractive appearance (A.A. Bodalev, 1983).

The story of the English king Richard III, the "black legend" of Britain, is indicative. Judging by the historical data, the chronicles of Thomas More, which Shakespeare also used in his play, the king, who ascended the throne over the corpses of his relatives and opponents, including two young princes, was a notorious villain, and even a hunchbacked lame freak. But more recently, historians have established that after the death of Richard, a hostile clan of nobles manipulated not only part of the historical information, where the king was portrayed as a villain and a freak, but also forced court artists to rewrite Richard’s portrait, “mutilating” his face and figure with a brush and paints.

As we can see, the connection of appearance with the inner qualities of a person is indestructible for many. The enemies of the king, wishing to denigrate him in the eyes of posterity, did not limit themselves to slandering his deeds, since for them there was no doubt that an evil person was ugly. Thanks to the ingenious tragedy of Shakespeare, the stereotype of "an ugly man is angry" has only become stronger in our minds. And on the contrary - in O. Wilde's "The Picture of Dorian Gray" a young man, naturally endowed with extraordinary beauty, at first glance seemed kind, attentive, sympathetic to those around him. And even when his vicious behavior became known in society, many did not believe that such a handsome man was capable of such villainy.

Like any person, the teacher is almost never aware of the influence of many stereotypes on the students' own assessments. However, this circumstance does not cancel their actions, on the contrary, the less a person is aware of the presence of stereotypes, the more susceptible he is to their influence. Any stereotypes have a huge impact on perception precisely when we know little about a person - i.e. in conditions of lack of information about the individual. As the teacher gets to know the students, interacts with them during and after school hours, in the process of observing their behavior in various situations, the assessment becomes more and more individualized. And then it begins to be determined by specific features of behavior and activity. Therefore, the pedagogical commandment formulated by V.P. Zinchenko jokingly: “Do not be surprised when a student leaves the image that you endowed him with or built for him. This is fine".

So, pedagogical stereotypes exist and play a certain role in the teacher's knowledge of the student's personality. Is it bad or good? This question is difficult to answer unambiguously. In scientific terms, it is necessary to take into account the moment attribution of certain qualities, mediating and replacing knowledge as such. It is meaningless to judge the attribution process as "bad" or "good"; it needs to be studied comprehensively. The purpose of such a study is to reveal the content and mechanism of these processes. This contributes to the correction and self-correction in the sphere of perception and evaluation of others.

If we try to answer the question about pedagogical stereotypes from a practical point of view, then one can find both “pluses” and “minuses” in their existence. The negative side of stereotypes is clear and understandable. It is generally accepted that they lead to the limitation of the "pedagogical vision", deprive the ability to adequately and comprehensively know the student's personality. And this negatively affects the attitude towards him and reduces the effectiveness of the management of the educational process. What's good about stereotypes? Let's think about what meaning we put in the concept of "experienced teacher".

One of his main qualities is the ability to determine their main features, to outline the distribution of roles in the team, already at the first meeting with students. An experienced teacher, entering a new group for the first time, notes: “This one, most likely, will give me a lot of trouble, a tough nut to crack, but this one ...” What is this, if not reliance on pedagogical stereotypes, which are based on the experience of pedagogical work, constant interaction with children? The cognitive function of stereotypes is obvious.

In interpersonal cognition, stereotypes play a negative role if the teacher strictly follows them and their influence becomes absolute. And stereotypes acquire a positive meaning if the teacher, relying on them, gives only a probable approximate assessment of the student's personality (“most likely, he will give me a lot of trouble”); if the teacher is aware of the existence of subjective evaluative stereotypes. Relying on stereotypes, ideally, should be only one of the possible mechanisms of cognition that operates in conditions of information deficiency, and subsequently gives way to a purposeful professional study of personality.

The phenomenon of projection also plays an important role in the student's cognition. Its essence lies in attributing one's own personal characteristics to another. Projection, as well as the influence of stereotypes, can also take place in the pedagogical process. However, in the course of the teacher's knowledge of the student's personality, the possibility of projection is limited by differences in age, social status and role positions of teachers and students. When these differences are objectively (for example, due to the youth of the teacher) and subjectively (attitude towards equality - communal methodology, pedagogy of cooperation) are not so significant, the action of the projection mechanism can be quite significant.

A special role in the process of cognition by the teacher of the personality of students and communication with him belongs to empathy. The ability to empathize not only increases the adequacy of the perception of the “other”, but also leads to the establishment of effective, positive relationships with students.

On the one hand, a deeper and more adequate reflection of the personality of students allows the teacher to make their decisions more reasonably, which means it increases the productivity of the educational process. On the other hand, the manifestation of empathy finds an emotional response in the student, and a positive relationship is established between him and the teacher. And this, in turn, also cannot but increase the productivity of pedagogical communication.

In J. Salinger's famous novel The Catcher in the Rye, the only person from the adult world whom the teenage protagonist (entangled in problems and immersed in stress) turns to for help and support is his former school teacher. Why, after all, Holden has not been studying with him for a long time? The fact is that Mr. Antolini empathizes boy, while parents and other teachers only express concern and dictate their will. Moreover, Holden evaluates teachers not by their professional merits, but by their spiritual qualities, their ability to empathize.

In working with "difficult" teenagers, the manifestation of empathy is of particular importance, since many of them experience a real lack of sympathy, empathy. According to one domestic study, 92.2% of adolescents registered with the juvenile affairs inspectorate felt a lack of positive emotional contacts and were in a state of psychological isolation in their study groups. According to L.M. Zyubina, 35% of adolescent offenders live in families that are characterized by unhealthy relationships between parents and children, the presence of pronounced asocial attitudes that operate in the family. Research L.M. Zyubina, as well as a number of others, show that in recent years the influence of an unfavorable situation in the family on the behavior of a teenager has increased. Numerous experimental and empirical research made it possible to establish that the development of a propensity for violence and its consolidation in the form of a life style of a person is usually directly related to a lack of empathy both in the person himself and in his environment. The reasons behind this behavior are rooted in early childhood. Research data convincingly show that the vast majority of adolescents with delinquent (illegal) behavior experienced emotional isolation to one degree or another: lack of love, lack of parental care, etc.

No one denies the undoubted importance of empathy in pedagogical contact with such children. However, we have to state with regret that in reality they not only experience a lack of empathy on the part of teachers, but are subjected to even greater pressure than in the family. In some cases, the inability to show empathy, combined with low pedagogical professionalism, significantly aggravates the process of negative development of the adolescent's personality, directly leading to didactogeny. (Didactogeny is the harm to the neuropsychic health of students due to unprofessional actions of the teacher). Let us cite as an example a case that one of the authors had to deal with in the course of studying the psychological characteristics of the personality of adolescents who are registered with the inspectorate for juvenile affairs. The teacher who supervised one of the teenagers noted that after deregistration he became uncontrollable, rude, behaved defiantly, etc. But while he was registered, everything was fine, and she found with him mutual language. What teaching method did this teacher use? It turns out that the teenager's comrades were unaware of the misconduct that led to registration with the juvenile inspectorate. And as soon as the teenager's behavior once again went beyond the established limits, the teacher invited him to an individual conversation, the core of which was the threat to tell his comrades "everything". This, no doubt, effective method of maintaining discipline was used repeatedly for almost two years. Let's think about it: blackmail was elevated to the rank of a pedagogical device, the cynicism of which does not require either psychological or pedagogical evidence.

Mechanisms decentration And identification also play an important role in the process of learning the student's personality by the teacher. The adequacy, completeness and depth of knowledge of the student's personality depend precisely on the teacher's ability to overcome egocentrism, look at the situation through the student's eyes, understand and accept the student's point of view, and finally, take his place and reason from his position. All this becomes possible thanks not only to the initial pedagogical abilities, but also to special skills. Consequently, the theoretical patterns and applied aspects of the teacher's knowledge of students must necessarily be considered as a central element of professional and pedagogical training.

Summary

Paying tribute to the uniqueness of the work of a particular teacher, it must be emphasized that a scientific analysis of pedagogical activity is possible, built not on descriptions, but on the principles of comparative research, qualitative and quantitative analysis. Promising in this regard is the direction associated with the application of the principles of a systematic approach to the analysis of pedagogical activity and the construction of models of this activity. By definition, a system is a set of elements with relationships and connections between them, forming a certain integrity. With regard to pedagogical systems, it is possible and necessary to strengthen this definition and consider that only such a complex of selective involvement of components can be called a system, in which the interaction and relationship acquire the character cooperation components aimed at obtaining a focused useful result. structural components pedagogical system are: the subject and object of pedagogical influence, the subject of their joint activities, the goals of learning and the means of pedagogical communication. The following components are distinguished in the structure of the teacher's work: professional psychological and pedagogical knowledge; professional pedagogical skills; professional psychological positions, attitudes of the teacher, required from him by the profession; personal characteristics that ensure the teacher's mastery of professional knowledge and skills. Pedagogical activity is not an individual activity, but a joint one. It is always joint already because in the pedagogical process there are necessarily two active sides: teacher, lecturer - and pupil, student. Pedagogical activity is also joint because it is almost always "ensemble". A pupil, a student in the learning process simultaneously interacts not with one teacher, but with a whole group of teachers and teachers. And their pedagogical activity turns out to be the most effective, and the efforts leave the greatest imprint on the student's personality when the activities of teachers are joint, coordinated, "ensemble". The highest criterion for such consistency is not just the interaction of teachers among themselves, but their mutual assistance aimed at achieving the ultimate goal, which is not at all the methodological perfection of the process, but student identity- its development, training and education.

Pedagogical communication is usually understood as professional communication. teacher with students the process of training and education, aimed at solving certain pedagogical problems and the implementation of pedagogical functions. Between the categories of "communication" and "activity" there is a dialectical relationship. Moreover, it can be argued that there are activities that are fundamentally built according to the laws of communication. Obviously, teaching is one of them. Interpersonal relations in the study group should be formed purposefully by the teacher in the process of pedagogical communication. At the same time, at certain - higher - stages, the leading source becomes self-development team. But at the initial stages, the central place in the formation of a high level of interpersonal relations belongs to the teacher. Differences in the structure of communication between teachers of different levels of pedagogical skill have been established empirically. Thus, in the structure of the influences of high-level teachers, the first place is occupied by the influences of an organizing nature, and the teacher low level- disciplining. At the same time, organizing influences in the structure of interaction between low-level teachers occupy the last ranking place. The breadth of the repertoire of the teacher's verbal influences on students is also related to the level of the teacher's activity and the level of understanding of the student's personality. The ratio of the duration of the teacher's speech to the duration of the speech of the students during the lesson varies from 2.3 to 6.3, and the average value of this ratio is more than 4. The higher the level of the teacher's professionalism, the less the disproportionality of this ratio. Effective pedagogical communication is always aimed at the formation of a positive self-concept of the individual, at the development of the student's self-confidence, in his abilities, in his potential. By

Pedagogical communication is a special communication, the specificity of which is determined by various social-role and functional positions of the subjects of this communication. The teacher in the process of pedagogical communication carries out (in a direct or indirect form) his social role and functional responsibilities to guide the process of education and upbringing. The effectiveness of the processes of training and education, the features of personality development and the formation of interpersonal relationships in the study group largely depend on the style features of this communication and leadership.

Pedagogical communication is a special communication, the specificity of which is determined by various social-role and functional positions of the subjects of this communication.

The first experimental psychological study of leadership styles was carried out in 1938 by the German psychologist Kurt Lewin, who subsequently emigrated to the United States with the Nazis coming to power in Germany. In the same study, a classification of leadership styles was introduced, which is commonly used today:

2. Democratic.

3. Permissive.

With an authoritarian style a characteristic general trend towards strict management and comprehensive control was expressed in the following. The teacher, much more often than in other groups, resorted to the tone of the order, made sharp remarks. Characteristic were also tactless remarks addressed to some participants and causeless, unreasonable praises of others. The authoritarian teacher determined not only the general goals of the activity and the task, but also indicated the ways of fulfilling it, rigidly deciding who would work with whom. Tasks and methods of its implementation were given to students in stages. (Such an approach reduces the motivation of an activity, since a person does not know exactly its ultimate goals.) It should also be noted that in terms of social and perceptual attitudes and in terms of interpersonal attitudes, an orientation towards a phased differentiation of activities and phased control indicate a teacher’s distrust of independence and responsibility. own students. Or, at the very least, it could mean that the teacher assumes that these qualities are very poorly developed in his group. The authoritarian teacher severely suppressed any manifestation of initiative, considering its unacceptable arbitrariness. Studies by other scientists that followed the work of K. Levin showed that such behavior of an authoritarian leader is based on his ideas that the initiative undermines his authority and faith in his competence. “If one of the students suggests improvements due to a different course of work, then he indirectly indicates that I did not foresee this.” This is how the authoritarian teacher argues. In addition, it turned out that the authoritarian leader assessed the success of the participants subjectively, addressing reproaches (praise) to the performer as a person.

"Kings look at the world in a very simplistic way: for them all people are subjects." A. de Saint-Exupery

main feature permissive leadership style consisted in the fact that the teacher, in fact, withdrew himself from responsibility for what was happening.

Judging by the results of the experiment, the worst style turned out to be conniving. Under him, the least work was done, and its quality left much to be desired. It was also important that the participants noted low satisfaction with the work in the conniving style group, although they did not bear any responsibility for it, and the work was more like a game.

Questions:

1. What is meant by pedagogical communication?

2. What are the features of pedagogical communication among teachers of different levels of professionalism?

3. What is the role of pedagogical communication in the development of a positive "I-concept"?

4. What is the "Pygmalion effect" and what is its pedagogical meaning?

5. What styles of pedagogical leadership do you know and what are their features?

6. How do different leadership styles affect the effectiveness of teaching and communication?

Section 4. Ethnopedagogy

Topic 4.1. The subject and tasks of ethnopedagogy

In general, ethnopedagogy could be presented as the history and theory of folk (natural, everyday, informal, non-school, traditional) education. Ethnopedagogy is the science of the empirical experience of ethnic groups in the upbringing and education of children, of moral, ethical and aesthetic views on the primordial values of the family, clan, tribe, nationality, nation. Ethnopedagogy explains folk pedagogy and suggests ways to use it in modern conditions, collects and explores the experience of ethnic groups based on centuries-old, naturally developing combination of folk traditions. The subject area of ethnopedagogy does not remain unchanged: tasks are formed and refined depending on changes in the social order associated with the movement of social consciousness.

Ethnopedagogy studies the process of social interaction and social influence, during which a person is brought up, develops, assimilating social norms, values, experience; collects and systematizes folk knowledge about the upbringing and education of children, folk wisdom, reflected in religious teachings, fairy tales, legends, epics, parables, songs, riddles, proverbs and sayings, games, toys, etc., in family and community way of life, traditions , as well as philosophical and ethical, actually pedagogical thoughts and views, i.e. the whole pedagogical potential, which influences the process of historical and cultural formation of personality.

Outstanding teachers of the past paid much attention to the study of the pedagogical views of the people and their pedagogical experience. Classical teachers believed that folk pedagogy enriches the science of education, serves as its support and foundation. Ya.A. Based on the generalization of the experience of home education in working families, Comenius put forward and developed the idea of a “mother school”, the purpose of which is to raise all families to the level best families where education is best placed. When substantiating the principle of conformity to nature, the great teacher also took into account the experience of the people. Some didactic rules are given to him in the form of folk aphorisms, and in a number of cases folk aphorisms constitute some element of didactic provisions. It is significant that the father of pedagogical science began his educational activity as a collector of oral works of the Czech people, as a researcher of their traditions and customs. The first work conceived by him is the "Treasury of the Czech Language", in which he dreamed of collecting everything - honed granites of words, pearls of sayings, subtle consonances of expressions and turns of speech. And the miracle of the miracles of folk pedagogy - "The Wisdom of the Old Czechs" ?!

Pestalozzi in his works “How Gertrude Teaches Her Children”, “A Book for Mothers”, “Lingard and Gertrude” gives pedagogical conclusions in the form of folk pedagogy, as a result of generalizing the pedagogical experience of an uneducated peasant family; as the embodiment of his dream of a school that would meet the needs of the people. Pestalozzi all the time appeals to the people's pedagogical experience and people's views on education. He calls his father's house the school of morals. According to him, the means of education folk school must draw from the very life of the people.

K.D.Ushinsky considered folk pedagogy to be one of the most important factors under the influence of which the national pedagogical science was formed. He expressed the most important and most important thing for all pedagogical science: “The people have their own special characteristic system of education ... Only public education is a living organ in historical process people's development." Tales and stories of Ushinsky - best example the use of folk pedagogy in education both in the family and at school. Folk pedagogy is not a science, but the subject of the science of ethnopedagogy.

Folk pedagogy is dominated by the living experience of upbringing. Folk pedagogy, reflecting a certain level of pedagogical knowledge, specific historical stage in the spiritual progress of mankind, serves as the basis on which pedagogical science arose and developed. But even in the future - just as the emergence of fiction did not destroy oral creativity, so pedagogical science did not completely oust from Everyday life the people of his pedagogical views. Pedagogical science and folk pedagogy entered into complex interactions with each other and mutually favored the development of each other, creating a single space that can be called pedagogical culture.

From time immemorial, the people have developed their own, original moral order, their own spiritual culture. All peoples had many customs and traditions that ennobled the life of working people. They manifested themselves in relation to nature, and in the poetry of agricultural labor, and in oral folk art, and in amazing folk crafts, and in the beauty of clothing, and in the Orthodox laws of hospitality, and in good customs. good manners and the rules of decency.

The foundations of folk life, especially of old village life, should not be idealized: there is a lot of contradictory, gloomy, black, hardened in them. These contradictions, generated by historical conditions, left their mark on folk pedagogical traditions. However, the spiritual life of the people has always been determined by work, spiritual talent and humanity, it was they who contributed to the education of truly national characters. So, for example, there is a lot of sense in the thousand-year-old Chuvash tradition, when only those who do unloved work with love are called hardworking.

The reduction of the difference between the city and the countryside does not mean the destruction of the spiritual traditions of the village, among which the traditions of educating the younger generation have always occupied an important place. The successful development of culture, the system of public education is possible only on the natural centuries-old foundation of folk traditions. Pedagogical science and practice, ignoring the collective pedagogical experience of the people, cannot become an essential element of mass pedagogical culture.

The task of studying folk traditions is to trace how they were formed, why they are preserved, what are the conditions and what is the need that leads not only to preservation, but also to the constant and, one might say, natural processing of these traditions, and, finally, to than the secret of their existence, in which perpetual dying is inseparable from eternal rebirth.

Ethnopedagogy clarifies the pedagogical possibilities of old customs in modern conditions and determines the expediency of new customs that contribute to the upbringing of a person. It makes the educational experience of many peoples the property of teachers. Comparative analysis pedagogical achievements allows you to highlight the most rational, most objective and valuable for pedagogical theory and practice. Thus, ethnopedagogy is turned towards practice, it serves it, equipping teachers with pedagogical tools, proven by centuries of educational practice.

The subject of ethnopedagogy includes the following problems: pedagogy of family life; sayings and proverbs of the peoples of the world and their meaning and the transfer of moral experience to the younger generations, riddles as a means of mental education; folk songs and their role in the aesthetic education of children and youth, home-made toys and children's creativity; children's and youth environment, its pedagogical functions; lullabies of the peoples of the world as outstanding achievements of maternal poetry, maternal school and maternal pedagogy; community of pedagogical cultures different peoples and their national identity, etc.

The study of the problem of the commonality of pedagogical cultures convinces us that in many cases it is the commonality that best emphasizes the identity of the cultures of different peoples. Therefore, only the dialogue of cultures is constructive, because no culture, including the greatest, can be self-sufficient.

Ethnopedagogy shows that all peoples, including the disappearing ones, have a lot in their ancient original culture that can enrich the world civilization.

The ethnopedagogical review of the peoples of Russia, starting with the Chukchi and ending with the Russian Old Believers in Latvia, provides unique information about the great country - about Russia, which unites more than a hundred nations and nationalities. Being in friendly relations for centuries, they mutually enrich each other with ethnopedagogical acquisitions. And they are all great and brilliant. Peoples, united by a common goal, rise to an even higher level of culture and morality. Just as all non-Russian peoples achieved tremendous success in their development with the support of the Russian people, so the Russian people rose to the pinnacle of their greatness and glory with the disinterested material and spiritual help of all other peoples. The greatness of individual peoples is an inseparable harmonious part of the greatness of the common homeland of friendly peoples both in material and spiritual terms, including pedagogical.

So, ethnopedagogy studies:

1) the basic pedagogical concepts of the people (care, education, self-education, re-education, instruction, training, accustoming);

2) the child as an object and subject of education (native child, orphan, adopted child, peers, friends, other people's children, children's environment);

3) the functions of education (preparation for work, the formation of moral and volitional character traits, the development of the mind, health care, instilling love for beauty);

4) factors of education (nature, game, word, communication, tradition, business, life, art, religion, ideal example (personalities-symbols, events-symbols, ideas-symbols);

5) methods of education (persuasion, example, order, clarification, teaching and exercise, wish and blessing, spell, oath, request, advice, hint, approval, reproach, reproach, persuasion, commandment, believe, covenant, vow, repentance, repentance sermon, testament, prohibition, threat, curse, abuse, punishment, beating);

6) means of education (rhymes, rhymes, proverbs, sayings, riddles, epics, fairy tales, legends, traditions, myths, etc.);

7) organization of education (labor associations of children and youth, youth holidays, national holidays).

Within each of these topics - big number issues and problems that require close attention of the teacher, the study of which will help to better understand the features of folk pedagogy and culture.

The word as a factor of upbringing also presents boundless scope for research. Maternal language is the basis of the foundations of a developing personality. The mother who deprived her child mother tongue, spiritually breaks with him, which subsequently develops in him a complex of human and ethnic inferiority. As a result of de-ethnization, a person, losing the best features and properties of his native people, does not gain anything in return. People say: "Not the mother who gave birth, but the one who raised." There is no full-fledged education outside the sphere of the spiritual culture of the native people. New historical conditions raise many new questions and require different solutions to old problems. The interaction between education and religion is difficult. This is another vast area of ethnopedagogical research.

Folk ethical and pedagogical traditions are now so forgotten that their creative revival is quite rightly perceived as a kind of innovative phenomenon. Their dialectical adaptation to new social conditions leads to pedagogical discoveries, sometimes to unexpectedly productive innovations.

Questions and tasks:

1. Give examples and facts of the influence of folk pedagogy on your own upbringing: grandmother's edifications, father's suggestions, mother's advice, wishes of older comrades.

2. Write down proverb the first one that comes to your mind.

3. Name folk song which has the most personal meaning for you.

4. Cosmonaut A.G. Nikolaev says: “Together with his father, he plowed, sowed, stacked in the field, mowed the meadows ... My father did not force me. It’s just that it happened in our village - the boys were accustomed to work early.”

Comment on this statement using two sentences: “Let a three-year-old help his father, a three-year-old help his mother,” Russians say about the Chuvash: “They have a child with one foot in the cradle, the other in the plowing in the field.”

MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

BELARUSIAN NATIONAL TECHNICAL UNIVERSITY

ENGINEERING AND PEDAGOGICAL FACULTY

DEPARTMENT "PROFESSIONAL TRAINING AND PEDAGOGY"

PEDAGOGICAL POSITION OF THE TEACHER AND STYLES OF PEDAGOGICAL LEADERSHIP

Completed:

student of group 309340 D.V. Yurevich

Checked: Associate Professor of the Department L.N. Aksenova

Introduction

Conclusion

Introduction

Pedagogical guidance is a specific form of communication that has its own characteristics, and at the same time obeys the general psychological patterns inherent in communication as a form of human interaction with other people, including communicative, interactive and perceptual components.

Pedagogical communication is a set of means and methods that ensure the implementation of the goals and objectives of education and training and determine the nature of the interaction between the teacher and students.

Research in the field of pedagogical psychology shows that a significant part of pedagogical difficulties are due not so much to shortcomings in the scientific and methodological training of teachers as to the deformation of the sphere of professional and pedagogical communication.

Whether pedagogical guidance will be optimal depends on the teacher, on the level of his pedagogical skills and communicative culture. To establish positive relationships with students, the teacher must show goodwill and respect for each of the participants in the educational process, be involved in the victories and defeats, successes and mistakes of the students, empathize with them. Studies show that teachers who emphasize their own "I" show formalism in relation to students, superficial involvement in learning situations, authoritarianism, emphasize their own superiority and impose their own ways of behavior. Teachers with a focus on the "other" show an unconscious adjustment to students, reaching the point of self-abasement.

Teachers with the "I - the other" centering showed a steady desire to build communication on an equal footing and develop it in a dialogic form.

Such interaction objectively contributes to the humanization of the "teacher-student" relationship and the entire education as a whole.

The process of communication between a teacher and students can take two extreme forms:

Mutual understanding, coherence in the implementation of educational activities, the development of the ability to predict each other's behavior.

Discord, alienation, inability to understand and predict each other's behavior, the emergence of conflicts.

Achieving a positive result of communication and interaction is associated with the accumulation and correct generalization of information about each other, depends on the level of development of the teacher's communication skills, his ability to empathize and reflect, to be observant, "sensory sharpness", establishing "rapport" and the ability to take into account the representative system of the interlocutor , depends on the ability to listen, understand the student, influence him through persuasion, suggestion, emotional infection, changing styles and positions of communication, the ability to overcome manipulations and conflicts.

An important role is played by the psychological and pedagogical competence of the teacher in the field of psychological characteristics and patterns of communication, interaction.

Purpose of the study- the study of pedagogical leadership styles, highlighting the advantages and disadvantages of various styles of leadership of the teacher, identifying the features of the pedagogical position of the teacher at the modern educational stage.

Research objectives:

1. To reveal the essence of the concept of "Pedagogical leadership", "Pedagogical leadership style".

To reveal the essence of the democratic leadership style of the teacher.

To reveal the essence of the liberal leadership style of the teacher.

The essence of the teacher's leadership style based on the passion for joint creative activity.

The value of the individual style of the teacher.

1. The essence of the concept of pedagogical leadership, pedagogical leadership style

In organizing the activities of students, the teacher plays a leading role. Pedagogical guidance is aimed at evoking activity, independence and initiative in students. Hence the importance of the principle of combining pedagogical management with the development of initiative and independence of pupils.

One of the first and most famous classifications of leadership styles was proposed by the American social psychologist K. Levin. He singled out authoritarian, democratic and passive leadership styles.

The pedagogical management is designed to support the useful undertakings of students, teach them how to perform certain types of work, give advice, encourage initiative and creativity. The development of independence and self-education of students depends on it. At a certain age stage, the student begins to fully manifest himself as a subject of activity, including the improvement of himself as a person. A necessary condition for the development of initiative and independence of schoolchildren is the development of self-government.

The primary task of the teacher is to shape the learning activities of students. Having not taught how to study independently, not being able to "live with one's own mind", the student will constantly hope to receive ready-made knowledge from the teacher, focus on memorization and mechanical memorization of scientific provisions from books and will not make a single attempt to apply these provisions in practice.

Governed byIt is customary to understand the process of organizing any impacts aimed at achieving the goals pursued.

Management- this is just a part management activities, and it is precisely that part of it in which various managerial issues are resolved by influencing subordinates.

Under the style of leadership, we will understand the totality of methods used by the leader to influence subordinates, as well as the form (manner, character, etc.) of the implementation of these methods. There are a great many specific methods of managerial influence.

The teacher of the authoritarian style has a characteristic tendency towards strict management and comprehensive control. It is expressed in the fact that the teacher much more often than his colleagues resorts to an orderly tone, makes harsh remarks. There is an abundance of tactless attacks against some members of the group and unreasoned praise of others.

An authoritarian teacher not only defines the general goals of the work, but also indicates how to complete the task, rigidly determines who will work with whom, and so on. Tasks and methods for their implementation are given by the teacher in stages.

This indicates the distrust of the teacher in the positive possibilities of students. An authoritarian teacher, as a rule, subjectively evaluates the success of his students, making comments not so much about the work itself, but about the personality of the performer.

At the same time, teachers of this type tend to evaluate students as impulsive, lazy, undisciplined, irresponsible, etc. The author believes that, in all likelihood, such ideas serve authoritarian teachers as a conscious or subconscious motivation that justifies their tough leadership style.

T. N. Malkovskaya points out that the teacher of the authoritarian style refers mainly to methods of influence based only on the relationship of leadership - subordination. He strives for the sole and unconditional management of the class and establishes strict control over the fulfillment of the requirements presented to them.

Such a teacher proceeds from the rights that the position of a teacher gives him, but often uses these rights without taking into account the situation, without justifying his actions to students. These teachers tend to have high self-esteem. They are very critical and often unfriendly to the experience of their colleagues, while they themselves are very sensitive to critical remarks.

Authoritarian teachers are characterized by low job satisfaction and professional instability. Teachers with this leadership style pay more attention to the methodological culture, and often lead in the teaching staff. Quite often, in the class of an authoritarian teacher, students lose their activity or carry it out only with the leading role of the teacher, revealing low self-esteem, aggressiveness. The forces of students are aimed at psychological self-defense, and not at the assimilation of knowledge and their own development.

An authoritarian teacher assigns a passive position to the student, the teacher seeks to manipulate the class, putting the task of organizing discipline at the forefront. He subordinates students to his power in a categorical form, does not explain the need for normative behavior, does not teach him to control his behavior, and exerts psychological pressure.

The authoritarian style puts the teacher in an alienated position from the class or individual student. Emotional coldness, depriving the student of intimacy, trust, quickly disciplines the class, but causes students to become psychologically abandoned, insecure and anxious. This style contributes to the achievement of learning objectives, but separates students, as everyone experiences tension and self-doubt.

Students whose behavior is regulated by an authoritarian style, left in the classroom without the supervision of a teacher and without the skills of self-regulation of behavior, easily violate discipline.

The authoritarian style of leadership speaks of the firm will of the teacher, but does not bring the student love and calm confidence in good attitude teacher to him. Students fix their attention on negative manifestations authoritarian teacher. They start to fear him. All experiences associated with the sharp forms of manifestations of an adult sink into the soul of the student, remain in his memory for life.

3. The essence of the democratic leadership style of the teacher

A teacher with this style primarily evaluates facts, not personality. The group takes an active part in the discussion of the entire course of the forthcoming work and its organization. Initiative increases, sociability and trust in personal relationships increase. Democratic style assumes that the teacher relies on the student team, encourages and educates students' independence. He discusses the problems of students together with them and at the same time does not impose his point of view, but seeks to convince him of its correctness. He is tolerant of critical remarks of students, seeks to understand them.

Teachers who are characterized by a democratic style seek to involve the students themselves in solving the problems of education and upbringing. Therefore, in conversations with students, teachers, together with them, analyze various events, find out their point of view on what is happening, their assessments. In direct interaction with students, an authoritarian teacher uses not so much direct as indirect forms of motivation for action.

Of course, in the appropriate situation, such a teacher may resort to an unconditional order, but this is not typical. The main ways of interaction are request, advice, information. The student is considered as an equal partner in communication, a colleague in the joint search for knowledge. The teacher takes into account not only academic performance, but also the personal qualities of students.

In teachers with a democratic leadership style, students often experience states of calm satisfaction, high self-esteem. Teachers with this style pay more attention to their psychological skills. Such teachers are characterized by greater professional stability, satisfaction with their profession.

Democratic style is the most fruitful. In it, exactingness is harmoniously combined with trust, and there is no predominance of one over the other. On the basis of optimal mobilization as a readiness and desire to interact with students, an extension "on an equal footing" is manifested and almost all verbal actions that, in accordance with the situation and the content of the interaction, affect the will, intellect, memory, imagination and emotional condition joint venture partners.

Democratic style provides the child with an active position: the teacher seeks to put students in a relationship of cooperation in solving educational problems. At the same time, disciplined behavior does not act as an end in itself, but as a means of ensuring active work.

Democratic style puts the teacher and students in a position of friendly understanding. This style evokes positive emotions in children, self-confidence, gives an understanding of the value of cooperation in joint activities and provides joy in achieving success. This style unites children: gradually they develop a sense of "We", a sense of belonging to a common cause. At the same time, it is this style that emphasizes the special importance of personal activity, everyone wants to independently fulfill the task of the teacher, to discipline himself.

The democratic style does not exclude alienation as a temporary method of the teacher's work with the class. But this is precisely a temporary element of work against the backdrop of mutual goodwill. This style involves the inclusion of all children in the control of the general order. It is designed to ensure the activity of the position, moral attitudes of the child, gives him the opportunity to realize his rights and obligations, involves the development of motivation for the purposeful management of his behavior. Democratic style creates favorable conditions for the successful development of purposeful discipline, learning motivation. This style provides an experience of self-management with the motive of creating and maintaining a valued environment - the working condition of the whole class. Children brought up in a democratic style of communication, left in the classroom without teacher supervision, try to discipline themselves.

The democratic style of leadership speaks of the high professionalism of the teacher, his positive moral qualities and love for children. This style requires a lot of mental effort from the teacher, but it is he who is the most productive condition for the development of the child's personality. It is in a democratic leadership style that a child develops a sense of responsibility.

4. The essence of the liberal leadership style of the teacher

The liberal leadership style is the result of insufficient attention to the problem of discipline in the classroom. The teacher is subject to the elements of communication; the nature of communication does not depend on him, but on the students, under whom he adapts. The style of his leadership has a direct impact on the development of the skill of self-regulation of behavior in younger students. The authoritarian style develops the skills of submission to the teacher. Since the skills of self-regulation of behavior do not develop, then in the conditions of the removal of control, discipline in children disappears. Democratic style of interaction promotes successful development behavioral skills. The liberal-permissive leadership style does not develop either the skills of obeying the teacher or the skills of self-regulation of behavior.

The teacher's communication style directly affects the emotional state of younger students. The authoritarian style lowers the mood, contributes to the appearance of emotional anxiety, anxiety, resentment, hostility in children. Democratic style improves mood, gives rise to emotional joy, feelings of satisfaction and self-confidence. Liberal-permissive style, on the one hand, gives rise to groundless fun, on the other hand, feelings of dissatisfaction, limitation, indifference, indifference. Teachers of this style of teaching (sometimes they are very soft, indulging students, then when they feel that power is leaving them, very tough), children do not like the most, because it is difficult to adapt to it.

For any teacher (primary school teachers in particular) it is extremely important to internally realize their style of communication or their readiness, predisposition to undesirable forms of interaction with students. There are many different tests, questionnaires for self-diagnosis of the style of communication and interaction. Systematic exercises in the ability to observe oneself as if from the outside, to be impartial and objective in introspection, to suppress the subconscious desire to wishful thinking as real will certainly have a beneficial effect on the teacher-student relationship system.

5. Leadership of the teacher based on the passion for joint creative activities

At the heart of this style- the unity of the high professionalism of the teacher and his ethical attitudes. After all, the passion for sharing with students creative search- the result is not only communication activities teacher, but to a greater extent his attitude to pedagogical activity in general.

This style can be considered as a prerequisite for successful joint educational activities. Passion common cause- a source of friendliness and at the same time friendliness, multiplied by interest in work, gives rise to a joint enthusiastic search.

Speaking about the system of relations between a teacher and pupils, on the one hand, he must be a senior friend and mentor, and on the other, an accomplice in joint activities. It is necessary to form friendliness as a certain tone in the relationship of the teacher with the team. Emphasizing the fruitfulness of this style of relationship between the teacher and pupils and its stimulating nature, which brings to life the highest form of pedagogical communication - based on the enthusiasm for joint creative activity, it should be noted that friendliness, like any emotional mood and pedagogical attitude in the process of communication, should have a measure.

Often, young teachers turn friendliness into familiarity with students, and this negatively affects the entire course of the educational process (often a novice teacher is driven to this path by fear of conflict with children, complicating relationships). Friendliness should be pedagogically expedient, not contradict the general system of relationships between the teacher and children.

Communication-distance

This style of communication is used by both experienced teachers and beginners. Its essence lies in the fact that in the system of relations between the teacher and students, distance acts as a limiter. But here too, moderation must be observed. An increase in distance leads to the formalization of the entire system of socio-psychological interaction between the teacher and students and does not contribute to the creation of a truly creative atmosphere. Distance must exist in the system of relations between the teacher and children, it is necessary. But it should follow from the general logic of the relationship between the student and the teacher, and not be dictated by the teacher as the basis of the relationship.

The distance acts as an indicator of the leading role of the teacher, based on his authority. The transformation of the "distance indicator" into the dominant of pedagogical communication sharply reduces the overall creative level joint work teacher and students. This leads to the establishment of an authoritarian principle in the system of relations between the teacher and children, which, ultimately, has a negative effect on the results of activity. What is the popularity of this style of communication? The fact is that novice teachers often believe that communication-distance helps them immediately establish themselves as a teacher, and therefore use this style to a certain extent as a means of self-affirmation in the student, and in the pedagogical environment.

But in most cases, the use of this style of communication in its purest form leads to pedagogical failures. Authority must be won not through the mechanical establishment of distance, but through mutual understanding, in the process of joint creative activity. And here it is extremely important to find both a general style of communication and a situational approach to a person. Communication-distance to a certain extent is a transitional stage to such a negative form of communication as communication-intimidation.

Communication-intimidation

This style of communication, which is also sometimes used by novice teachers, is mainly associated with the inability to organize productive communication based on enthusiasm for joint activities.

After all, it is difficult to form such communication, and a young teacher often follows the line of least resistance, choosing communication-intimidation or distance in its extreme manifestation. In a creative sense, communication-intimidation is generally futile. In essence, it not only does not create a communicative atmosphere that ensures creative activity, but, on the contrary, regulates it, since it orients children not on what should be done, but on what should not be done, deprives pedagogical communication of the friendliness on which it is based. mutual understanding, so necessary for joint creative activity.

Flirting

Again, characteristic, mainly for young teachers and associated with the inability to organize productive pedagogical communication. Essentially, this type of communication corresponds to the desire to win a false, cheap authority among children, which is contrary to the requirements of pedagogical ethics.

The emergence of this style of communication is caused, on the one hand, by the desire of a young teacher to quickly establish contact with children, the desire to please the class, and on the other hand, the lack of the necessary general pedagogical and communicative culture, skills and abilities of pedagogical communication, experience in professional communicative activity.

Communication-flirting arises as a result of: a) the teacher's misunderstanding of the responsible pedagogical tasks facing him; b) lack of communication skills; c) fear of communication with the class and at the same time the desire to establish contact with students.

Styles do not exist in their pure form. Yes, and the listed options do not exhaust all the richness of communication styles spontaneously developed in long-term practice. A variety of nuances are possible in its spectrum, giving unexpected effects, establishing or destroying the interaction of partners. As a rule, they are found empirically. At the same time, the found and acceptable communication style of one teacher turns out to be completely unsuitable for another. In the style of communication, the individuality of the individual is clearly manifested.

6. The value of the individual style of the teacher

The psychological atmosphere, emotional well-being depends on the style. A certain role is also played by ignorance of the technology of communication, the teacher's lack of the necessary methods of communication. Communication styles such as intimidation, flirting and extreme forms of communication-distance are also dangerous because, if the teacher does not have professional communication skills, they can take root and “eat” into the teacher’s creative personality, and sometimes become clichés that complicate the pedagogical process and reduce it. efficiency .

The most fruitful process of education and training is ensured by a securely built system of relationships. Such a system should be characterized by:

the interaction of factors of accountability and cooperation in the organization of the educational process;

the presence of a sense of psychological community with teachers among schoolchildren;

orientation to an adult with high self-awareness, self-esteem;

using the interest of students as a factor in the management of education and training;

unity of business and personal communication;

the inclusion of students in an expediently organized system of pedagogical communication, including through various forms activities: clubs, conferences, debates, etc.

As a result of numerous studies and experiments, psychologists and educators advise teachers to develop communication skills as follows:

It must be realized that the school is a part of society, and the teacher's attitude towards children is an expression of social requirements.

The teacher should not openly demonstrate a pedagogical position. For children, the words and actions of the teacher should be perceived as a manifestation of his own convictions, and not just as the fulfillment of duty. The sincerity of the teacher is the key to strong contacts with students.

Adequate self-assessment. Self-knowledge, self-management should be the constant concern of every teacher. special attention requires the ability to manage one's emotional state: the educational process is harmed by an irritable tone, the predominance of negative emotions, shouting.

Pedagogically expedient relationships are built on mutual respect between the student and the teacher. It is necessary to respect the individuality of each student, create conditions for his self-affirmation in the eyes of his peers, and support the development of positive personality traits. The teacher needs to take care of a favorable self-presentation: to show the children the strength of their personality, hobbies, skill, breadth of erudition, but not intrusively.

The development of observation, pedagogical imagination, the ability to understand the emotional state, correctly interpret behavior. A creative approach to situation analysis and decision-making is based on the teacher's ability to accept the role of another - a student, parents, colleagues - to take their point of view. An increase in the speech activity of students by reducing the teacher's speech activity is an important indicator of the teacher's communication skills.

Even with minor successes of students, be generous with praise.

You need to praise in the presence of others, but it is better to blame in private. The teacher's speech should be expressive. And even if you do not have a voice, gestures, facial expressions, and a look can help you out. To make the parents of their students allies of pedagogical intentions. The content of the conversations should be interesting to both parties. If the teacher follows these tips, he will avoid many problems and difficulties in communication.

Conclusion

Conscious formation of one's own style is possible at a certain level of development of the ability to introspection. professional activity. In this case, teachers in the course of professional interaction with children purposefully seek, select and accumulate means and methods of communication that provide optimal performance in interaction with children and correspond to their individuality. This, in turn, brings emotional satisfaction, leads to the experience of psychological comfort.

Gradually, there is a stabilization of the composition of the means and methods for the implementation of communicative activities, a certain stable integral structure is formed, namely, an individual style of pedagogical communication. In the course of the spontaneous development of style, the teacher also uses known means and methods of communication that seem to him the most effective, individually convenient.

In the future, these means and methods of communication stabilize, an individual style of communication spontaneously develops, subjectively convenient, but not always professionally optimal, since the educator does not pay due attention to the analysis of the appropriateness of the means and methods of activity used in terms of activity requirements. The sooner the teacher realizes the need to form his own style, the more opportunities will be for the formation of a positive style, the more effective the process of becoming a professional will be.

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Freiberg, J. Freedom to learn: / J. Freiberg. - M.: Publishing Center "Sense", 2002. - 528s.

In a team where a democratic leadership style prevails, ________ management methods are mainly used

Leadership and leadership are based on influence and power.

Domestic political development of Russia during the leadership of V.V. Putin (2000-2008)

The leading functions of the teacher are realized not only in the classroom, but also in extracurricular activities. At the same time, there are significant differences in the methods and techniques of leadership, in connection with which there are three styles: authoritarian, democratic and liberal.

Authoritarian (autocratic, directive) leadership style. Authoritarian teachers lead, regardless of the opinions of others, they themselves determine the ways and means to achieve the goal, because they believe that they know everything and that no one will solve it better anyway. Such a teacher "closes" all the information to himself, so the class asset lives on conjectures and rumors. Willingly or unwittingly, the teacher fetters the initiative of schoolchildren, so their sense of responsibility for the common cause is weakened, public assignments become a formality for them, and social activity falls. Schoolchildren become only executors of the teacher's plans, his plans. Such a teacher expresses his decisions in the form of instructions, orders, instructions, reprimands, thanks. He has little regard for interpersonal relationships in the group. A teacher who adheres to this style of leadership is dogmatic, does not tolerate objections and does not listen to other opinions, often interferes in the work of students, tightly controls their actions, and requires punctual execution of their instructions. He cannot stand criticism, does not admit his mistakes, but he likes to criticize himself. From his precise point of view, The best way education is punishment.

For first-graders who find themselves with an authoritarian teacher, cooling off towards school during the first quarter of their studies occurs to a much greater extent than for those who find themselves with teachers of a democratic or liberal style. For authoritarian teachers, poor performance

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Chapter 20. Psychological characteristics of the teacher's activity 337

Waking students often complain about the teacher's predilection for deuces. These complaints have some merit, as it has been found that such teachers tend to underestimate grades. In addition, they tend to overestimate negative qualities students and underestimate the positive. Most children, in their opinion, are lazy, irresponsible, undisciplined, impulsive, etc. Perhaps this position becomes the basis for their tough leadership style.

The majority of high school students have a negative or wary attitude towards teachers with an authoritarian style, especially those who only give orders, threaten, and punish. But there are many students who have a positive attitude towards a teacher with an authoritarian leadership style, especially if they highly appreciate his business qualities, knowledge, erudition, and the ability to teach his subject in an interesting way. Classes taught by such teachers usually have good discipline and academic performance (with the exception of an extremely authoritarian style, in which academic performance falls due to the negative attitude of students towards the teacher).

However, external well-being with an authoritarian style of leadership may hide significant shortcomings in the work of the teacher in shaping the personality of the student. Schoolchildren may develop inadequate low self-esteem and the level of claims (students set goals that do not correspond to their capabilities), the development of collectivist relations between students is delayed, and a cult of strength and power develops.

Between students and a teacher who, when making decisions, is guided mainly by his own opinion and does not take into account the opinion of the class, there may be barrier of intolerance. It is expressed in the unwillingness of the teacher to bring his position on certain issues (for example, in the election of the head of the class, etc.) closer to the position of the group of schoolchildren. There is mutual intransigence, unnecessary vehemence, turning into stubbornness and causing mutual resentment.

Of course, the above should not be understood in such a way that the authoritarian style of leadership should be completely excluded from the practice of the teacher. It can be used, but it is important that it is appropriate for the situation, and not be spontaneous and unconscious. For example, when a group led by a teacher is uninitiated, accustomed to the passive execution of orders, at first it is more expedient to use an authoritarian style of leadership in order to give its activities an organized character. Sometimes teach-

The student needs to show “willpower” in order to overcome undesirable tendencies in the life of the school team, as A. S. Makarenko did in his time. However, it is important that strong-willed and autocratic methods of leadership are not aimed at depersonalizing and suppressing the individuality of students, but, on the contrary, at awakening an active life position of the individual, the victory of collectivist tendencies over spontaneity and anarchism.

Democratic leadership style. A teacher who adopts this style of leadership can be described as "first among equals". By his behavior, he shows that his power is a necessity for the effective implementation of the tasks facing the school team, and no more. He tries to lead in such a way that each student takes the maximum part in achieving a common goal. To do this, he distributes responsibility among schoolchildren, encourages and develops relations between them, creates an atmosphere business cooperation and partnerships. The decision is made collectively, taking into account the opinion of the asset. It relies in activities on the help of schoolchildren, taking into account their inclinations and abilities. Skillfully attracts schoolchildren who enjoy authority among their peers to strengthen cohesion and discipline.

A teacher of a democratic style sees the meaning of his activity not only in controlling and coordinating the actions of the school team, but also in educating and inculcating organizational skills and abilities in schoolchildren, therefore he sets motivated tasks for them, encourages the individual efforts of each, makes them public. This contributes to the development of initiative and creative independence of students. .

A democratic style teacher is more accessible to students; they feel freer with him and willingly communicate with him. Therefore, a teacher with such a leadership style knows better the inner life of students, their experiences, fears, aspirations, hopes. The verbal communication of the teacher with the students in this case is based on suggestions, persuasion, requests, advice, confidential intonation. It has been established that only 5% of the communication methods of such a teacher are in the nature of commands or orders. Teachers of the democratic leadership style are more adequate than teachers of the authoritarian and liberal styles in assessing the positive and negative traits of the student's character.

Liberal (permissive) leadership style. This style is characterized by the desire of the teacher to interfere as little as possible -

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Chapter 20. Psychological characteristics of the teacher's activity 339

Xia in the affairs of the asset, providing students with great freedom of action, moreover, unjustified, in many situations. Such a teacher does not want to take responsibility for the decisions made and their consequences, does not show initiative, but waits for instructions from above. He is often inconsistent in his actions and deeds, easily influenced by others, including students, so he can cancel a previously made decision without serious grounds. A liberal teacher is not demanding enough, respectful and friendly with students. Weakly and irregularly controls the activities of students, which is why his orders often remain unfulfilled.

Teachers with this leadership style do not enjoy authority among schoolchildren because of their lack of exactingness and adherence to principles, as they do not know how to organize and direct the activities of students. It is typical for such teachers to overestimate the positive qualities of students and underestimate the negative ones.

It should be emphasized that in its "pure" form, authoritarian and liberal leadership styles are rare. Basically, these are mixed styles: authoritarian-democratic and liberal-democratic.

Styles of teachers - men and women. Female teachers showed a greater desire for demonstration and explanation than male teachers. educational material, they often ask questions and supplement the answers of students, more often give them both positive and negative emotional assessments, more often use jokes in the lesson.

Instructions, demands, ultimatum recommendations, commands, direct orders are more often used by male teachers. They show a greater desire for specific instructions for organizing work. IN educational work they pay more attention to the external and formal side, delving less into the motives of the student's behavior. Thus, the leadership of a male teacher is more authoritarian in nature than that of a female teacher. This is also manifested in the more frequent use by the first of disciplining remarks to students.

test questions

1. What human activity is called activity?

2. What are the components of activity?

3. What are the stages of activity?

What is a pedagogical task? What is needed to successfully solve it?

What are the functions of a teacher?

What is an activity style? What styles of activity can teachers have?

What is a leadership style? What leadership styles can you name? What are the reasons for the appearance of this or that style in the teacher?

The effectiveness of pedagogical activity largely depends on the style of communication and the style of leadership of pupils.

What is a communication style? To answer this question, we turn to the most common interpretation the concept of style.

Style is a set of techniques, ways of working, it is a characteristic manner of human behavior. According to the definition of psychologist A. A. Bodalev, style is an individually peculiar manner of acting.

The style of communication between a teacher and children is a socially and morally saturated category. Based on this, V. A. Kan-Kalik wrote: “Under the style of communication, we understand the individual typological features of the socio-psychological interaction between the teacher and students.”

The style features of pedagogical communication and pedagogical leadership depend, on the one hand, on the individuality of the teacher, on his competence, communicative culture, emotional and moral attitude towards pupils, creative approach to professional activities, on the other hand, on the characteristics of pupils, their age, gender, training, upbringing and characteristics of the student team with which the educator comes into contact.

Consider the typical styles of pedagogical communication, the characteristics of which are given by V. A. Kan-Kalik.

The most fruitful communication is based on enthusiasm for joint activities. It presupposes commonwealth, joint interest, co-creation. The main thing for this style is the unity of the teacher's high level of competence and his moral attitudes.

The style of pedagogical communication based on friendly disposition is also effective. It manifests itself in a sincere interest in the personality of the pupil, in the team, in the desire to understand the motives of the child's activities and behavior, in the openness of contacts. This style stimulates enthusiasm for joint creative activity, fruitful relationships between the teacher and pupils, but with this style, the measure, “the expediency of friendliness”, is important.

In the selected styles of communication, the interaction "teacher-student" is considered as a two-way subject-subject interaction, involving the activity of both parties. In the educational process, these humanistically oriented styles create a situation of comfort, contribute to the development and manifestation of individuality.

In the system of relationships between teachers and students in training and education, the communication-distance style is widespread. Beginning teachers often use this style to assert themselves in a student environment. The distance must exist, it is necessary, since the teacher and pupils occupy different social positions. The more natural for the pupil the leading role of the teacher, the more organic and natural for him the distance in relations with the teacher. It is very important for a teacher to master the art of distance. A. S. Makarenko pointed out the importance of this moment, emphasizing how important it is to avoid familiarity in communication.

There are also negative communication styles. These include: a) communication-intimidation, which is based on strict regulation of activities, on unquestioning obedience, fear, diktat, orientation of children to what cannot be done; with this style there can be no joint enthusiasm for activities, there can be no co-creation; b) communication-flirting, based on the desire to please the pupils, to gain authority (but it will be cheap, false); young teachers choose this style of communication due to lack of professional experience, experience of communicative culture; c) communication-superiority is characterized by the desire of the teacher to rise above the pupils; he is absorbed in himself, he does not feel the students, he is little interested in his relations with them, he is removed from the children.

Negative styles of communication are focused on subject-object relations, that is, they are dominated by the position of the teacher, who considers pupils as an object of influence.

Styles of pedagogical communication find their expression in the styles of pedagogical leadership.

The style of pedagogical leadership is manifested in the positions of the teacher and pupils, in the prevailing ways of interacting with the individual and the team, in the ratio of disciplinary and organizational influences, direct and feedback, in assessments, tone, form of address.

The most common classification of leadership styles, including authoritarian, democratic and liberal styles.

With an authoritarian leadership style, the teacher takes care of everything. The goals of the activity, the methods of its implementation are single-handedly set by the teacher. He does not explain his actions, does not comment, shows excessive demands, is categorical in his judgments, does not accept objections, and disdainfully treats the opinions and initiative of students. The teacher constantly shows his superiority, he lacks empathy, sympathy. Pupils find themselves in the position of being led, in the position of objects of pedagogical influence.

The official, commanding, bossy tone of address prevails, the form of address is an indication, a lesson, an order, an instruction, a shout. Communication is based on disciplinary influences and submission.

This style can be expressed by the words "Do as I say and do not argue."

This style hinders the development of personality, suppresses activity, fetters initiative, generates inadequate self-esteem; in relationships, he erects, according to G. I. Shchukina, an impenetrable wall, semantic and emotional barriers between the teacher and students.

In a democratic leadership style, communication and activity are built on creative collaboration. Cooperative activity motivated by the teacher, he listens to the opinion of the students, supports the right of the pupil to his position, encourages activity, initiative, discusses the idea, methods and course of activity. Organizing influences prevail. This style is characterized by a positive-emotional atmosphere of interaction, benevolence, trust, exactingness and respect, taking into account the individuality of the individual. The main form of address is advice, recommendation, request.

This style of leadership can be expressed in the words: “Together we conceived, together we plan, organize, sum up.”

This style disposes students to the teacher, promotes their development and self-development, causes a desire for joint activities, encourages independence, stimulates self-government, high adequate self-esteem and, most importantly, contributes to the formation of trusting, humanistic relationships.

With a liberal style of leadership, there is no system in the organization of 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 an individual, is content with minimal achievements. The tone of the appeal is dictated by the desire to avoid difficult situations, largely depends on the mood of the teacher, the form of appeal is exhortation, persuasion.

This style leads to familiarity or alienation; it does not contribute to the development of activity, does not encourage initiative, independence of pupils. With this leadership style, there is no purposeful teacher-student interaction.

This style can be expressed by the words: "As everything goes, so let it go."

Note that in its pure form, one or another style of leadership is rare.

Democratic style is the most preferred. However, elements of an authoritarian leadership style may also be present in the activities of a teacher, for example, when organizing a complex type of activity, when establishing order and discipline. Elements of the liberal style of leadership are acceptable in the organization of creative activity, when the position of non-interference is appropriate, providing the pupil with independence.

Thus, the teacher's leadership style is characterized by flexibility, variability, depends on the specific conditions, on who he is dealing with - with younger schoolchildren or high school students, what are their individual characteristics, what is the nature of the activity.

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