This article is devoted to styles of pedagogical communication. It will reveal the essence of the interaction between teachers and students, as well as list its main types.
There is a lot of methodological literature on this topic, but some of the information published in the textbooks is outdated. The reason for this is the new state educational standard, as well as the latest version of the Law on Education, which approved some provisions that were not previously considered.
Relevance of the problem
Styles of pedagogical communication is one of the most important topics of modern literature on education. It is this interaction between the student and the teacher that is the implementation in practice of all the knowledge that is given in the teaching aids. It is exactly how the training is carried out, in what atmosphere it takes place, to a large extent determines the success of the entire process.
Pedagogical communication can be defined as follows: it is a system of methods, principles and actions aimed atachievement of educational goals and objectives. It is safe to say that there are no two identical teachers with completely identical manners of interacting with students, just as there cannot be people with matching characters.
However, there are some common features found in many teachers. Based on them, the classifications that exist at the present time were created. Therefore, the concept of the style of pedagogical communication can be formulated as follows: it is an individual set of principles, methods, actions, techniques that the teacher uses.
Different points of view
Styles of pedagogical communication is a topic that has been developed by scientists for decades. Western specialists were the first to talk about this issue, while in the Soviet Union it was practically not considered. In our country, for a long time, the only way of interaction between a teacher and a student was the principle of subject-object relations. That is, the teacher was perceived as a boss, a leader whose authority is not questioned, and whose words must be executed without discussion.
The foreign scientist K. Edwards was the first to speak about the styles of pedagogical communication with children. He built his classification on the personal characteristics of teachers. The styles of pedagogical communication according to Edwards are briefly discussed below.
Communication is self-sacrifice. There are a certain number of teachers who build relationships with their students, trying to understand the personality traits, individual characteristics, desires of each of them. Healso seeks to solve the problems that children have in the learning process. In his work, such a mentor tries to make the educational process as comfortable as possible for each child. As you can see, the individual style of pedagogical communication is based primarily on the study of the psychological component of interpersonal interaction
Academic style. A teacher who adheres to this method of building relationships between him and his wards is guided in his work primarily by those provisions, recommendations and rules that are given in the pedagogical and methodological literature. He almost never deviates from these norms and, as a rule, has a negative attitude towards colleagues who have a different point of view on this issue. Usually, only beginning teachers behave in this way. Their life and teaching experience does not allow them to realize that the rules that seem ideal can not always be really applied. In addition, they are still under the impression of passing teaching practice in higher or secondary vocational schools, when any deviation from the lesson outline written in advance is often perceived by methodologists as a mistake. As a rule, more experienced teachers do not use this style, because in the course of their work they often develop their own techniques
Creativity. This style of professional and pedagogical communication presupposes knowledge of specialized literature. Howevera teacher who adheres to this manner of communicating with students does not get hung up on the unquestioning fulfillment of all the canons, but prefers to act according to the current situation. At the same time, he relies mainly on his own conclusions made on the basis of logical thinking
This style of pedagogical communication is the most perfect of the presented Edwards classification. Such a conclusion can be drawn on the basis of the following provisions: firstly, a teacher who builds interaction with students on the basis of logical conclusions and, at the same time, relies on the experience of his predecessors, constantly improves his work, since the experience that he accumulates over time contributes to this. Secondly, such communication with wards does not exclude the establishment of warm, friendly relations, where the interests of both parties will be taken into account, as happens with teachers who adhere to the first style.
However, the formation of such an approach to their professional activities requires significant experience and knowledge in the field of pedagogy. Therefore, it can be argued that this style is a rarity among young representatives of the teaching profession.
It all depends on the mood
In the domestic pedagogical thought, many scientists de alt with this issue, among which the works of Berezovin, V. A. Kan-Kalik, Ya. L. Kolominsky and others stand out.
According to one of the points of view, it is necessary to determine the style of pedagogical communication of a teacher depending on his attitudeto your students. Here we are talking about the degree of friendliness of the teacher and his desire to resolve all conflicts peacefully.
According to this principle, all styles of interaction between schoolchildren and mentors can be divided into the following varieties:
Sustainable positive style. A teacher who, in communicating with students, is friendly, benevolent, strives to resolve any conflict without infringing on the rights of the child, without offending his feelings. This does not mean that such a teacher never makes comments and does not give unsatisfactory marks. But all his actions are predictable and students do not feel offended, because working with such a teacher, they get used to the idea that any misconduct or prank can cause a negative reaction from their mentor. It is worth noting that only one who consciously came to work in a school can become such a teacher. Such a person, when choosing a profession, was guided primarily not by the financial side of the issue, but by a natural inclination for this activity. He, of course, must have the following qualities: love for children, the ability to empathize, be fair, have the necessary professional knowledge and skills in the field of his subject, and so on
Unpredictable style. A teacher who adheres to this tactic can be characterized by the words "monkey with a grenade." His demands and attitudes towards students are completely subordinated to his momentary mood. Such teachers, as a rule, have favorites from among schoolchildren,which they overestimate the marks, the reason for this may be a banal sympathy for the personality of the student
Usually, students negatively perceive this style of communication of the teacher. Teaching activities of this kind lead to the fact that children feel extremely uncomfortable in the classroom, experience a sense of insecurity and uncertainty about the future. An example can be given that illustrates such communication with students. The teacher does not give students homework and says that the next lesson will be a repetition of the topics covered. Instead, he suddenly discovers that according to the plan it is necessary to carry out control work, he does this. What reaction might students have in this situation? Of course, apart from negative emotions, such behavior of the teacher cannot cause anything. As a rule, such communication with students is the result of an irresponsible attitude to their activities, and also speaks of gaps in their own upbringing and pedagogical knowledge.
There are also examples of negative pedagogical style. Let's say a negative attitude towards students. Sometimes there really are teachers who do not like their profession, are not satisfied with their place of work and do not hesitate to take out their personal failures on children. For example, in the 1990s, many school teachers openly declared that they were late for classes, that they were unfriendly and unfriendly with students because they were being delayed in their wages. Of course, teachers who find themselves in a difficult life situation can evoke sympathy and understanding, but such an attitude towards schoolchildren on their partunacceptable regardless of the circumstances.
Fateful mistake
The second type of negative communication between teachers and students is the so-called familiarity. In other words, the teacher flirts with his wards, using all possible ways in order to gain popularity. An example of such behavior can be a character from the famous Soviet movie "Republic of ShKID". This hero, being a teacher of literature, completely stepped aside from his professional duties, devoting lessons to singing comic songs. According to the plot of the film, such an attitude to their activities caused the well-deserved wrath of the leadership. As a result, the negligent teacher was expelled from school in disgrace.
The popularity acquired by educators in this way is visible and over time will easily turn into contempt on the part of students, as well as a frivolous attitude towards both the subject and the teacher. Most often, such mistakes are made by young teachers, trying to raise their authority among the wards. Therefore, teachers in the subject of pedagogy often warn their students about the dangers of making such mistakes.
In this classification, the style presented under the first number, namely stable positive, is the most preferable in building relationships between teacher and students.
The teacher's main weapon
There is another classification of styles of pedagogical communication and its characteristics, which is based on personal qualities used by the teacher in order to deserveauthority among students. According to this criterion, the following types of interaction between students and teachers are distinguished:
A teacher passionate about his subject. Probably, every parent dreams that his child will be taught mathematics by a person who not only knows this science very well, but also can emotionally and interestingly talk about how to solve a particular problem, while citing non-standard ways to find solutions. Having before their eyes an example of such dedication to work, students will undoubtedly receive a useful lesson, they will understand how to treat their work. In addition, in pedagogy there is such a thing as infection. This word in this science means the transfer of interest from one person to another through positive emotions. Thus, many eminent scientists admit that they became interested in a certain branch of knowledge thanks to their school teachers, who were true fans of their work
A teacher who was able to achieve recognition from the students with his personal qualities, authority. This option, for all its external positivity, is much less preferable than the first. Schoolchildren from an early age should learn to appreciate in a person not only the external manifestations of character, but also the inner content, which can be expressed in the teacher's devotion to his work
Traditional approach
This article has already said a lot about the styles of pedagogical activity and styles of pedagogical communication, but it is worth mentioning the verycommon classification. According to this system, teaching interaction with students can be divided into the following types:
Authoritarian style of pedagogical communication. With this manner of interacting with children, the teacher usually does not provide any feedback with them in the sense of taking into account their wishes, possibilities, and so on. Education is conducted from the position of "The teacher is the boss, the student is the subordinate." Many modern manuals on pedagogy reject the possibility of the existence of such a style in a modern general education school. However, this point of view is not always correct. The authoritarian style is quite appropriate in elementary school, when children have not yet fully developed their emotional-volitional sphere, their learning skills and motivation to acquire knowledge have not yet been fully formulated. In such a situation, the teacher has no other choice but to take control of the entire learning process. The same can be said about the pedagogical style of communication of a teacher in a preschool institution. This does not mean at all that the teacher should put numerous negative marks, often scold his wards, and so on. The authoritarian style assumes only a not so high percentage of independence of schoolchildren as at the senior levels of education. As for the methods and principles of teaching, with this style, reproductive types of information transfer are usually used. That is, students are given ready-made material that they want to learn. Deviation from the intended rules is usually not welcome
Democratic style. It is with such communication that the so-called subject-subject relations are realized. That is, the pedagogical process takes place in constant interaction. The teacher reacts to the personal characteristics of each student, tries to take into account the wishes, acts depending on the situation in the lesson. Instead of suggestions traditional for the authoritarian style, methods of influence such as persuasion, infection with emotions, and so on are more often used here. It is with a democratic form of communication that it is easiest to carry out the so-called problem-based learning, that is, a type of knowledge transfer in which the material is not given to students in a finished form
Features of democratic style
Children need to set the goals and objectives of their activities, find the necessary literature, reflect and take into account all the mistakes. At the end of the process, students need to assess themselves, that is, correlate goals and objectives with the results obtained. Such education requires sufficiently formed learning skills from children, as well as a high level of discipline. Therefore, only some elements of it are possible in elementary school.
Considering the main styles of pedagogical communication, it is worth saying that their democratic variety can be fully used only at the middle stage of the comprehensive school program.
The transition from authoritarian to democratic style should not be done abruptly. It should happen gradually and smoothly. With suchimplementation of the change in the attitude of teachers towards children, the latter cannot have a feeling of discomfort and uncertainty about the future. On the contrary, this change will be almost imperceptible, flowing in accordance with the age characteristics of the students. It is much less common to observe a liberal style of pedagogical communication. This form of teacher-student interaction can be called the simple word "connivance".
Liberal Style Characteristics
The teacher gives students the opportunity to choose their educational path, but at the same time does not support them in the learning process. As a rule, this happens when the teacher overestimates the possibilities of children, and also when he simply neglects his official duties.
However, liberal style elements are possible in some learning activities. For example, in the implementation of school self-government, in the work of the headman, and so on. As a rule, at such events, children are given the freedom to solve some issues without the participation of mentors.
Mixed type
The traditional classification of pedagogical communication styles is based on pedagogical leadership styles and has common terms with political science: liberal, democratic, and so on.
A person with only one type of temperament is extremely rare. teachers with a pure style of communication, that is, belonging to only one of the groups, is also an infrequent phenomenon. Usually teachers build their interaction with students,applying various elements of several styles. However, one of these varieties tends to predominate.
Therefore, it is still possible to talk about the classification of styles of pedagogical communication. Types and forms (which are essentially the same thing) of communication with children are often confused with the concept discussed in this article. Therefore, it is necessary to point out the differences. Types should be understood as forms of work. Usually they are divided into dialogic and monologue communication, that is, teaching that takes place in interaction with schoolchildren without such. Diagnosis of the teacher's style of pedagogical communication can be carried out taking into account one of the presented classifications.
Conclusion
This article discusses the issue of styles of pedagogical communication. Its structure and functions can be described as follows. Pedagogical communication is a type of activity aimed at transferring knowledge and instilling certain personal qualities (education). It consists of two components: internal communication is the teacher's work in preparing for classes, reflection and work on one's own mistakes, and external communication is just the style of pedagogical communication. Communication between a teacher and children is determined by its variety.
