“Optimization of interaction between teachers and children” Consultation – workshop for teachers

Methods of pedagogical interaction

Introduction

Pedagogical interaction presupposes the mutual and fruitful development of the personality traits of the teacher and his students on the basis of equality in communication and partnership in joint activities. Pedagogical interaction and cooperation plays a developing role for each participant. On the one hand, the teacher helps children in their development (mental, moral, physical, emotional...), and on the other hand, children stimulate the development and improvement of the teacher, his professional, pedagogical and universal personality qualities.

The trend of transforming training and education into a subject-subject process was embodied in practice in the pedagogy of cooperation, the ideas of which were proclaimed by innovative teachers (S.A. Amonashvili, I.P. Volkov, E.N. Ilyin, V.F. Shatalov, etc. ).

The optimal option for the practice of cooperation in building pedagogical interaction, according to Sh.A. Amonashvili [1], an increase in the status and reference of the student is expected, not accompanied by a decrease in these indicators for the teacher. The teacher becomes an assistant in the student’s awareness of himself as an individual, in identifying, revealing his capabilities, developing self-awareness, and implementing personally significant and socially acceptable self-affirmation, self-determination, and self-realization. The necessity and naturalness of pedagogical interaction and cooperation were substantiated by L.S. Vygotsky in defining the child’s zone of proximal development: “What a child today can do in cooperation and under guidance, tomorrow he becomes able to do independently. By exploring what a child is able to do independently, we are exploring the development of yesterday. By exploring what a child can accomplish in cooperation, we determine the development of tomorrow.” It is important that cooperation between teacher and student is not at all a formal achievement of equality and not a mechanical addition of the contributions of participants in joint activities or “working side by side.” In fact, students cannot carry out joint activities to their full extent without the participation of the teacher. But still, he cannot do without children. Partnership involves not only participation, but also the exchange of certain values ​​in the process of joint activity, the true significance of which is determined by the purpose, content, form and results of the activity, provided that they are understood by all participants.

An analysis of psychological and pedagogical literature shows that in recent years, pedagogical interaction as a factor in the personal self-development of students and teachers, a condition for the actualization of human subjectivity, has been actively developed in the field of secondary schools. Analysis of the current situation in education, when a large amount of new pedagogical knowledge has been accumulated, reflecting the new pedagogical reality in the form of facts, ideas, concepts and laws of science of the new humanistic educational paradigm, with insufficient use of this knowledge in pedagogical activities, is a confirmation of the relevance of the study . For me, the relevance of this topic lies in getting to know the essence of pedagogical interaction, its organization and influence on education.

The purpose of the work is to study methods for organizing pedagogical interaction. Research objectives:

Analysis of literature on the selected topic.

Determining the essence and role of pedagogical interaction.

Studying methods and techniques of pedagogical interaction.

The concept of pedagogical interaction

Education is a two-way process. This means that the success of its implementation directly depends on the nature of the connections between two subjects of the educational process: the teacher and the student. Their connection in the process of education is carried out in the form of pedagogical interaction, which is understood as the direct or indirect influence of subjects (teachers and students) on each other and the result of which is real transformations in the cognitive, emotional-volitional and personal spheres.

Pedagogical interaction is defined as an interconnected process of exchange of influences between its participants, leading to the formation and development of cognitive activity and other socially significant personality qualities. Considering the essence of pedagogical interaction, D. A. Belukhin identifies the following components in it:

1) communication as a complex, multifaceted process of establishing and developing contacts between people, generated by the needs for joint activities, which include the exchange of information, the development of a unified strategy for interaction, perception and understanding of another person, and self-knowledge;

2) joint activity as an organized system of activity of interacting individuals, aimed at the expedient production of objects of material and spiritual culture.

In pedagogical interaction, multidimensional activity-based communication between teacher and student has the character of a kind of contractual relationship. This makes it possible to act adequately to the real situation, developing it in the right direction, identifying and taking into account the true interests of the individual, correlating them with the requirements that arise unplanned in the process of training and education.

A number of psychological and pedagogical studies provide a list of essential requirements for the professional activities of a teacher who organizes and carries out pedagogical interaction:

1) dialogical nature in the relationship between students and teacher;

2) the activity-creative nature of interaction;

3) focus on supporting individual personality development; 4) providing her with the necessary space for making independent decisions, creative choice of content and methods of teaching and behavior.

Thus, in order to achieve the goals of education, the teacher must comply with a number of conditions during pedagogical interaction:

a) constantly support the pupil’s desire to join the world of human culture, strengthen and expand his capabilities;

b) provide each individual with conditions for independent discoveries and acquisition of new experiences in creative life;

c) create communicative conditions to support students’ self-valued activity;

d) stimulate correct relationships in various communication systems: “society – group – individual”, “state – educational institutions – individual”, “team – microgroup – individual”, “teacher – group of pupils”, “teacher – pupil”, “personality” – group of personalities”, “personality – personality”;

e) contribute to the formation of the “I-concept” of the student’s personality; f) stimulate productive communication with the student in various areas of his active life.

Pedagogical interaction has two sides: functional-role and personal.

The functional-role side of the interaction between a teacher and a student is determined by the objective conditions of the pedagogical process, in which the teacher plays a certain role: organizes and directs the activities of students, controls their results. In this case, students perceive the teacher not as a person, but only as an official, controlling person.

The personal side of pedagogical interaction is associated with the fact that the teacher, interacting with students, conveys to them his individuality, realizing his own need and ability to be an individual and, in turn, forming a corresponding need and ability in students. Because of this, the personal side of pedagogical interaction most affects the motivational and value sphere of students. However, practice shows that only teachers who have a high level of development of a motivational and value-based attitude towards teaching work work with such an attitude.

The optimal option is pedagogical interaction, in which functional-role and personal interaction are carried out in combination. This combination ensures the transfer to students of not only general social, but also the personal, individual experience of the teacher, thereby stimulating the process of formation of the student’s personality.

The nature and level of pedagogical interaction are largely determined by the teacher’s attitude towards students, which is determined by their standard ideas, values ​​and needs and evokes in them a corresponding emotional attitude. It is customary to distinguish the following main styles of pedagogical attitude.

1. Actively positive. This style is characterized by the fact that the teacher shows an emotionally positive orientation towards children, which is adequately realized in behavior and speech statements. Such teachers value the positive qualities of students most highly because they are convinced that every student has strengths that, given the right conditions, can be revealed and developed. By giving individual characteristics to their students, they note positive growth and qualitative changes.

2. Situational. A teacher who adheres to this style is characterized by emotional instability. He is subject to the influence of specific situations that affect his behavior; he can be quick-tempered and inconsistent. He is characterized by alternating friendliness and hostility towards students. Such a teacher does not have strong objective views on the student’s personality and the possibilities of its development. The grades he gives to students are inconsistent or vague.

3. Passive-positive. The teacher is characterized by a general positive orientation in his behavior and speech statements, but he is also characterized by a certain isolation, dryness, categoricalness and pedantry. He speaks to students in a predominantly formal tone and consciously seeks to create and emphasize distance between them and himself.

4. Active-negative. The teacher's relationship with students is characterized by a clearly expressed emotional-negative orientation, which manifests itself in harshness and irritability. Such a teacher gives a low grade to his students and emphasizes their shortcomings. Praise as a method of education is not typical for him; whenever a child fails, he becomes indignant and punishes the student; often makes comments.

5. Passive-negative. The teacher does not so clearly show a negative attitude towards children; more often he is emotionally lethargic, indifferent, and aloof in communication with students. As a rule, he does not show indignation at their behavior, but is pointedly indifferent to both the successes and failures of the students.

Strategies and techniques of pedagogical interaction

The first step in implementing the technology of pedagogical interaction is awareness of its essence, goals, principles and content, which is implemented in various forms of educational activities. The next step is the selection of methods by which you can achieve the result. The teacher is required to have professional knowledge of an arsenal of methods, techniques, and means of education necessary to solve pedagogical problems.

The choice of methods is determined by the content of education, the entire pedagogical system, as well as such natural facts as the achieved level of development of the children's team, the age and typological characteristics of children, and the characteristics of the relationship between the teacher and students.

The use of methods lends itself to preliminary planning only when the teacher has to solve the problem that has arisen and answer the question: “What to do next?” But more often than not, a direct reaction to a specific situation, a solution to a momentarily arising problem, is necessary. After all, the educational process is a kind of chain of interdependent and interdependent pedagogical situations.

The teacher’s behavior in the current situation depends on the purpose of education, on his position, and on professional knowledge of a range of methods and techniques, as well as algorithms for solving pedagogical problems. Based on the practical work of the teacher, N.E. Shchurkova considers three groups of methods:

— Methods by which the consciousness of students is influenced, their views (ideas, concepts) are formed, and information is quickly exchanged in the pedagogical system between its members.

— Methods by which the behavior of pupils is influenced, their activities are organized, and their positive motives are stimulated.

— Methods by which assistance is provided in self-analysis and self-esteem of students.

Methods are closely related to methodological techniques. The techniques are private in nature and do not have an independent pedagogical task. For example, dividing a class into microgroups (by random selection, by interests, by leaders, etc.) is a methodological technique that can be subordinated to various tasks: to teach collective planning, to reveal individual characteristics, etc. The relationship between methods and techniques is fluid, the same The same techniques can be used in various methods.

I.A. Zazyun identifies a number of techniques that should be used by teachers when communicating with students:

• Showing attention and respect.
• Pedagogical tact.
• Interest.
• Kindness.
• Care.
• Support.
• Positive attitude.
• The teacher’s belief that the student has abilities and positive qualities.

In the course of solving psychological and pedagogical problems, methods of pedagogical interaction are based on the implementation of requirements. Pedagogical requirements are divided into: direct immediate (they cause a specific action of the student, which is determined by the requirement itself);

indirect direct (lead to a certain activity of the child brought up through psychological factors caused by him: for example, interest, other experiences of the children themselves);

indirect (stimulate the action of the person being brought up through the influence of third parties).

Characteristic features of the requirements:

deep respect for the student’s personality and trust in him;

reasonableness, preparedness of the requirement, it must presuppose the existence of real conditions for its implementation;

any clear, reasonable requirement of the teacher must be fulfilled and completed;

pedagogical requirements must be strictly mandatory for everyone, uniform on the part of all educators.

In Russian psychology, a “ladder” of requirements has been developed, in which the simplest are, as it were, the basis that supports more general ones, which in turn integrate into higher-order requirements.

1. The primary requirement is extremely specific instructions. Its function is to call for a specific action.

2. Initial requirement. Functionally, it is aimed at consolidating certain behaviors and transforming them into habits.

3. Requirement-rule. Function is the formation of customs and traditions of behavior.

4. Requirements - moral standards. The function is to form moral norms and turn them into habits.

5. Requirements - moral principles (moral code). Their function is to express moral principles and develop ideals.

The importance of direct immediate demands is that they not only cause certain, specific actions, but also lay the foundations for the initial psychological and pedagogical interaction between the teacher and the student.

The gradual development of the relationship between the teacher and the student leads to the possibility of implementing indirect requirements in which the goal of education is not clearly expressed. However, the effectiveness of such requirements may be even higher than the effectiveness of direct requirements.

There are several main forms of indirect requirements.

1. Indirect requirements of the incentive plan:

requirement-advice;

requirement-approval;

demand-request;

requirement is an expression of trust;

conditional requirement.

2. Indirect demands of the prohibitive plan, blocking negative behavior:

requirement-hint;

demand-condemnation;

demand is an expression of distrust;

demand-threat;

punishment.

Often in practice, direct and indirect requirements are used as components of complex requirements. In this case, for example, such options as:

- a requirement with the same content is presented simultaneously in different forms, each of which enhances its effect (a so-called combined requirement is formed);

- the use of a consistent combination of several different requirements, interconnected and, as it were, continuing each other. The types of requirements discussed above are direct.

Indirect demands are a more complex type of demands made on an individual through a group of other subjects of influence. Such requirements are divided into stimulating and prohibitive.

Indirect demands create the basis for the formation of strong relationships in a team of students and have a strong influence on the development of the character of both those to whom the demand is addressed and those from whom it comes. However, this type of requirements should not be used at the very beginning of work with students, but only at a certain stage of development of the team, when the teacher has solid knowledge about the students, has achieved elementary culture in their relations, and has formed demands on each other.

Conclusion

This work examined the leading problems, the essence and conditions of pedagogical interaction, its role in raising children, as well as how to properly organize pedagogical interaction and what techniques can be used.

Having carried out a theoretical analysis of this problem, revealing the goal and objectives, we can conclude that the problem of pedagogical interaction is leading in the field of pedagogy, because living conditions are changing. A new look at the relationship to the child’s personality requires changes in the organization of pedagogical interaction with him. Indeed, pedagogical interaction carries out an educational function. There is complete unity of views among teachers on this issue. Pedagogical interaction and cooperation play a developing role for each participant. On the one hand, the teacher helps children in their development (mental, moral, emotional, physical, etc.), and on the other hand, children stimulate the development and self-improvement of the teacher in his professional, pedagogical and universal personality qualities. However, it should be recognized that the role of the organizer of pedagogical interaction differs significantly from the role of the dictator of the educational process and requires a certain social attitude and the development of an individual style.

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Article:

Pedagogical activities aimed at the comprehensive development of the child’s personality will be more effective if they are built in accordance with the nature, culture of the child and the teacher.
In the course of pedagogical activity, a special communication arises between the teacher and the child, in which the participants find their own view of the world. The task of pedagogical activity in the context of a dialogue between the cultures of the teacher and the child is twofold: on the one hand, to strengthen and develop the child’s ways of thinking, position, and picture of the world; on the other hand, organize interaction with another culture (an adult).

The leading role of the teacher (adult), organizing the process of raising and educating a child, is quite fully defined in the studies of A.V. Zaporozhets, P.Ya. Galperina, L.A. Wenger et al. S.L. Rubinstein repeatedly emphasized that the pedagogical process shapes the child’s personality to the extent that the teacher guides his activity and does not replace it. Similar conclusions are contained in the works of V.S. Merlina, J. Strelyau, A.B. Nikolaeva, A.V. Petrovsky, R. Burns and others.

The most general task of pedagogical activity in the educational process is to create conditions for the harmonious development of the individual, to prepare the younger generation for work and other forms of participation in the life of society. It is solved by organizing a personally developing environment, managing various activities of students and building correct interaction with the child.

In pedagogical science, there are two types of interaction between teacher and child: subject-object and subject-subject.

1. Subject-object relations. In pedagogical activity, the role of the subject is the teacher, and the role of the object is the student (child).

The teacher as a subject of pedagogical activity is characterized by goal setting, activity, pedagogical self-awareness, adequacy of self-esteem and level of aspirations, etc. In this situation, the child acts as a performer of the requirements and tasks set by the teacher. With reasonable subject-object interaction, the positive qualities of children are formed and consolidated: diligence, discipline, responsibility; The child accumulates experience in acquiring knowledge, masters the system, the orderliness of actions. However, as long as the child is the object of the pedagogical process, i.e., the motivation for activity constantly comes from the teacher, the child’s cognitive development will not be effective. A situation where there is no need to show initiative and limited independence often creates negative aspects of the personality. The teacher “sees” his students in a very one-sided way, mainly from the point of view of compliance/non-compliance with the norms of behavior and the rules of the organized activity.

2. Subject-subject relationships contribute to the development in children of the ability to cooperate, initiative, creativity, and the ability to constructively resolve conflicts.

The most complex work of thought processes and imagination is activated, knowledge is activated, the necessary methods are selected, and various skills are tested. All activities acquire personal significance for the child, valuable manifestations of activity and independence are formed, which, with a sustainable strengthening of the subject position, can become his personal qualities. During subject-subject interaction, the teacher understands his students more personally; such interaction is called personality-oriented. A personality-oriented teacher maximizes the development of the child’s ability to realize his “I” in connections with other people and the world in its diversity, to comprehend his actions, to foresee their consequences, both for others and for himself. Pedagogical activity in this kind of interaction is dialogical in nature. M. Bakhtin believes that a child only in dialogue, entering into interaction with another subject, gets to know himself, through comparison with another, through a comparison of his choice and his own choice.

The nature of the interaction between the teacher and the child determines the style of pedagogical activity. In domestic science, the works of I. V. Strakhov, N. D. Levitov, E. A. Klimov, V. E. Chudnovsky, V. I. Morosanov and others are devoted to the study of this problem.

A.K. Markov differentiates democratic, authoritarian and liberal styles of pedagogical activity and describes them as follows.

With a democratic style of pedagogical activity, the child is considered as an equal partner in communication and cognitive activity. The teacher involves children in decision-making, takes into account their opinions, encourages independent judgment, and takes into account not only academic performance, but also personal qualities. Methods of influence are encouragement to action, advice, request. Teachers with a democratic style of interaction are characterized by greater professional stability and satisfaction with their profession.

With an authoritarian style, the child is viewed as an object of pedagogical influence, and not an equal partner. The teacher makes decisions alone, establishes strict control over the fulfillment of the requirements placed on him, uses his rights without taking into account the situation and opinion of the child, and does not justify his actions to him. As a result, children lose activity or carry it out only when the teacher plays a leading role, and exhibit low self-esteem and aggressiveness. The main methods of influence of this style are orders and teachings. Teachers are characterized by low satisfaction with their profession and professional instability.

With a liberal style, the teacher moves away from making decisions, transferring the initiative to children and colleagues. Organizes and controls the activities of children without a system, shows indecision and hesitation.

Each of these styles, identifying the attitude towards the interaction partner, determines its character: from subordination, following - to partnership and to the absence of directed influence. It is important that each of these styles presupposes the dominance of either monologue or dialogic forms of communication.

Modern forms of interaction between participants in the educational process.

author: Larina Tatyana Aleksandrovna

Deputy Director of MAOU Secondary School No. 144 Krasnoyarsk

Modern forms of interaction between participants in the educational process.

Modern forms of interaction between participants

educational process.

Currently, with the rapid development of information and communication technologies, the content of all areas of general education is being modernized. This is reflected in the Federal State Educational Standard, which states that the interaction of all participants in the educational process is the most important component of the successful functioning of education. The interaction of participants in the educational process is based on principles such as voluntariness, cooperation, respect for each other’s interests, compliance with laws and regulations.

The educational process as an interaction is a multifaceted collaboration of all parties: children - teachers - parents, acting in the position of subjects. The interaction of participants in the educational process is characterized by activity, awareness, purposefulness and consistency of mutual actions, the mutual influence of people on each other, suggesting their mutual dependence on common goals, interests, joint activities and mutually oriented reactions.

In the educational system, there is an interaction between certain subjects and objects. The pedagogical subjects are the school management, the teaching staff, parents, and the patronage community.

The objects of education are the student body, certain groups of schoolchildren engaged in one or another type of activity, as well as individual schoolchildren.

The mutual activity of teacher and student in the pedagogical process is most fully reflected by the term “pedagogical interaction”.

What is pedagogical interaction?

Pedagogical interaction is a process that occurs between a teacher and a student during educational work and is aimed at developing the child’s personality.

Pedagogical interaction is one of the key concepts of pedagogy and the scientific principle underlying education.

Pedagogical interaction is a complex process consisting of many components - didactic, educational and socio-pedagogical interactions.

Pedagogical interaction is conditioned and indirectly by educational activities, the goals of training and education. During pedagogical interaction, various connections between all participants in the educational process appear. In the process of pedagogical interaction, information connections manifested in the exchange between teacher and student, organizational and activity connections, and communication connections are especially common. The connections between management and self-government in the pedagogical process are also important.

Currently, the following approaches to organizing pedagogical interaction

:

— active

, which forms in students a variety of methods and types of activities, in which they themselves are active participants in the educational process;

— personally oriented

, providing students with the development of individual abilities, self-knowledge, and mastery of methods of self-regulation of behavior.

The interaction of a teacher with students is one of the most important ways of educational influence of adults. The teacher must be prepared to organize and maintain relationships with students. However, in practice, relationships are not always optimal. This largely depends on the style of pedagogical communication of the teacher and the implementation of the basic principles of educational processes

. Let's call them:

1. The value of an individual is revealed in its spiritual content of the inner world and the acceptance of its own image. The realization of inner freedom is ensured by trust as a component of a person’s thinking and culture of communication.
2. For the formation and development of personality, a subject-development environment is necessary, among the principles of its organization there is the category of openness to the world of people, the world of art, and the world of nature. Openness is the most important ethical category that explains many depths of unconscious processes. This is a measure of a person’s freedom and consent in relation to himself and others.
3. The organizer of the developmental environment is the teacher, in relation to whom the student also feels trust or distrust, and, therefore, will be open or closed to interact with him.
4. A positive psychological atmosphere is one of the conditions for effective education and development of a person’s personality. Trust is one of the signs of a favorable atmosphere, as it ensures friendly criticism, free expression of one’s own opinion, lack of pressure, recognition of rights, satisfaction with belonging to a team, and high emotional involvement.
5. The principle of integrity presupposes the unity of social, moral and general cultural development of the individual.

In the process of interaction, interpersonal relationships are formed, manifested and implemented; experience is acquired, knowledge is accumulated, practical skills are developed, spiritual needs, views and beliefs, moral and aesthetic feelings are formed. Structural components

interactions are:

— emotional

– shows the ability to understand experiences and empathize in the process of interpersonal relationships, express solidarity and agreement, and find a compromise;

— evaluative-reflective

– determines the ability for self-observation in the system of relations, for assessing the quality of interaction and awareness of the necessary changes;

— operational-activity

– reflects the ability to work together: defining a goal, creating a project, program and action plan in the problematic field of education;

— value-semantic

– characterized by recognition of parents’ experience in raising children, awareness of the value of joint activities, understanding of one’s place and role in various forms of interaction;

— need-motivational

– determines the needs for mutually open, equal and free actions to each other, for constructive resolution of contradictions;

— intellectual-cognitive

– manifests itself in the ability to study interaction, acquire the necessary knowledge about the peculiarities of the formation and development of relationships.

Levels of pedagogical interaction

In the theory of interaction, of great importance, according to T.M. Paliy, have factors, conditions and principles of its success for the subsequent transition from the level of communication to the level of cooperation and partnership. Researchers identify risk factors that reduce the effectiveness of interaction. These are an authoritarian style of communication, mistrust, low pedagogical culture, inability to correctly assess educational opportunities, lack of desire to systematically engage in education, overestimation of opportunities, a subjective approach to assessing the quality of education, inconsistency of social requirements with specific tasks of interaction.

Taking these factors into account allows for an effective transition to a higher level of interaction.

Levels of pedagogical interaction

Initial (first) level

– communication is based on the principles of tact, respect for each other’s rights and freedoms, recognizing the priority of parents in the education and upbringing of children; correct assessment of the reliability of information obtained during the family research process; understanding the subjectivity of teachers’ point of view.

Second level

– increasing pedagogical culture and pedagogical self-education based on the principles of diversity of forms of collective, group and individual work based on differentiated and individual approaches, relying on the positive experience of family education for further improvement of pedagogical skills; unity of pedagogical education and self-education.

It is advisable to highlight the types of interaction in the educational process from the point of view of its subjects: teacher - student, parent - child, teacher - parent, teacher - colleague, head of educational institution - teacher, interaction of the teacher with the team of students.

Forms of interaction between participants in the educational process

Teacher - student

The teacher and the child are the two most important figures in the holistic pedagogical process. And success in the process of training and education largely depends on the kind of relationship that develops between them. Forms of interaction can be positive and negative.

Let's consider positive forms of interaction.

Dialogue

is characterized by a high level of empathy of the teacher, the ability to accept the child for who he really is, the flexibility of the teacher’s thinking, the ability to adequately evaluate himself, and the teacher’s lack of stereotypes in the perception of students.

Cooperation

involves joint determination of educational goals and planning of the educational process, joint distribution of forces and resources based on the capabilities of the teacher and students, contact, goodwill, mobility, social activity, politeness, and emotional stability of the teacher.

Guardianship,

as a form of interaction, includes the teacher’s concern for students, social activity, a high level of empathy and the teacher’s ability to come to the rescue.

The Federal State Educational Standard requires a change in the relationship between the teacher and students and the establishment of collaboration. Relationships based on cooperation are currently relevant and allow solving the following interrelated tasks:

— creating relationships of trust;

— ensuring cooperation of decisions between participants in the holistic pedagogical process;

— actualization of motivational resources of teaching;

— development of the teacher’s personal attitudes that are adequate to humanistic teaching;

— assistance to teachers and students in personal development.

The personal attitudes of the teacher play an important role. K. Rogers identifies the following as the main ones:

- the teacher’s “openness” to his own thoughts, feelings, experiences, as well as the ability to openly express them in interpersonal communication with students;

— expression of the teacher’s inner confidence in the capabilities of each student;

- the teacher’s vision of the student, assessment of his reactions, actions, actions from the point of view of the child himself, this is the so-called “empathic understanding”.

Psychological support as a form of relationship

In a modern educational institution, the basis of pedagogical interactions along the teacher-student line is psychological support, the main forms of which are aimed at achieving educational results.

Psychological prevention

– this is the promotion of the full socio-psychological, personal, professional development of the child; prevention of possible personal and interpersonal problems of ill-being and socio-psychological conflicts, including the development of recommendations on the part of the teacher to improve the socio-psychological conditions of self-realization, taking into account the socio-economic, cultural-ethnic and other conditions of the child’s life.

Psychological counseling

– this is the provision of assistance to the child by the teacher in self-knowledge, adequate self-esteem, adaptation to real life conditions, the formation of a value-motivational sphere, overcoming crisis situations and achieving emotional stability. All of the above should contribute to continuous personal and psychological growth in self-development.

Psychological correction

– this is the active psychological influence of the teacher on the student’s personality in order to eliminate various deviations in his personal, psychological development in specific socio-psychological conditions of life.

Psychological and pedagogical training technologies

.

Social-psychological training

: business communication training, perceptual training, sensitivity training, family relationships training.

Intellectual trainings

: training for the development of attention and observation, training for flexibility of thinking, training for increasing memory capacity and developing its characteristics, training for the development of creative thinking (creativity).

Organizational trainings

: training for building team (class) cohesion, decision-making training, training for student behavior in extreme situations, training for conflict-free communication in the classroom, training for improving the efficiency and joint activities of students in the classroom.

Self-regulation training

: psychological trainings, auto-trainings, relaxation trainings and biofeedback trainings.

Personal growth trainings

students: dynamic orientation training (psychodrama), social perception training, humanistic orientation training (Gestalt), role training, self-regulation training for the emotional-volitional sphere of students.

Teacher - parent

The conditions of current education have proclaimed parents as subjects of the educational process. This means that parents are also responsible for the quality of their children’s education. Interaction with parents is the main key point in building the educational work of an educational organization. The leading role in organizing cooperation between school and family is assigned to teachers. The interaction between family and school should be based on the principles of mutual trust and respect, support and assistance, patience and tolerance towards each other. In the work of teachers with parents, a significant place is given to psychological and pedagogical education. The accumulation of psychological and pedagogical knowledge of parents should be closely related to the development of their pedagogical thinking, practical skills in the field of education. It is necessary that the information be of a preventive nature, based on practical expediency, and demonstrate experience and specific facts. This determines the selection of content, as well as forms of interaction between participants in the educational process.

The interaction of teachers with parents of schoolchildren is realized through various forms. There are traditional and non-traditional forms.

Traditional forms

are divided into the following groups:

- collective - parent meetings (both group and general meetings are held with all parents of students);

— group (consultations, conferences);

— individual (individual consultations, conversations);

— visual (moving folders, stands, screens, exhibitions, photos, open days).

Non-traditional forms

Information and analytical forms are aimed at identifying the interests and requests of parents, establishing emotional contact between teachers, parents and children. This also includes surveys, tests, questionnaires.

Leisure forms include joint leisure activities, holidays, and exhibitions. They are designed to establish warm, informal, trusting relationships, emotional contact between teachers and parents, between parents and children. Leisure activities allow you to create emotional comfort in the group/class.

Cognitive forms include familiarizing parents with the age and psychological characteristics of students, developing practical parenting skills in them. The main role belongs to meetings in non-traditional form and group consultations.

Visual information forms are conditionally divided into two subgroups: informational and educational and informational.

The purpose of the information and orientation form is to familiarize parents with the institution, the features of its work, and teachers. These include: publication of a newspaper for parents, computer presentation of text, drawings, diagrams, libraries for parents on the main problems of family pedagogy.

The objectives of the information and educational form are close to the objectives of the cognitive forms and are aimed at enriching parents’ knowledge about the features of development, training and education. These include: conferences, seminars, master classes.

Let us divide the designated forms of interaction between teachers and parents into two large groups – innovative and traditional forms.

Traditional forms of interaction: parent meeting; work with the parent committee; organization of competitions; consultations; conversations; joint celebrations; home visit.

Innovative forms of interaction: parent universities; conferences; trainings; parent rings; question and answer hour; debate-reflection on problems; open days; parent clubs, collective creative activities; business game; network interaction.

Interaction in an educational institution between a teacher and a parent includes the following functions:

- informational - the teacher provides the most reliable and complete information about the stages of child development;

- educational and developmental - interaction between the teacher and parents is aimed at nurturing and developing the correct attitude of parents towards the child, which will ultimately lead to increased academic performance and improved psychological development of the child;

- formative - the teacher, with the help of pedagogical techniques, forms in parents the idea of ​​the child as a subject of educational activity;

— protective and health-improving – forms the correct idea of ​​parents about a schoolchild, aimed at preserving the health of students;

— controlling – with the help of interaction, the teacher can control the level of development of parents’ awareness in relation to their children;

- everyday - parents’ correct understanding of their functions in relation to the child leads to improvement of everyday relationships in the family, increasing understanding between parents and children.

Administration - teachers

Forms of interaction between the administration of an educational organization and teachers can be represented in the form of two interconnected groups:

— group forms of methodological work: pedagogical councils, seminars, workshops, consultations, creative micro-groups, open screenings, work on common methodological topics, business games.

— individual forms of methodological work (self-education, individual consultations, interviews, internships, mentoring, etc.)

Let's look at some of them:

Pedagogical Council,

as the highest management body of the entire educational process, it poses and solves specific problems of the institution.

Of the various forms of methodological work in school, such a form as consulting teachers

. Consultations can be individual or group; consultations on the main areas of work of the entire team, on current problems of pedagogy.

Seminars and workshops

remain the most effective form of methodological work. The main goal of workshops is to improve the skills of teachers, so they are usually led by teachers who have experience working on this issue.

Open display.

Each teacher has his own teaching experience and teaching skills. The manager organizing an open display can set several goals: promotion of experience; training teachers in methods and techniques of working in the classroom.

Business game

increases interest, causes high activity, improves the ability to solve real pedagogical problems.

"Round table" -

one of the forms of interaction between teachers. When discussing any issues of education and training, circular pedagogical forms of placing participants make it possible to make the team self-governing, put all participants in an equal position, and ensure interaction and openness.

Educational organizations often introduce an interesting form of work that unites employees - a pedagogical newspaper.

Goal: to show the development of creative capabilities of teachers, children and parents.

One of the most important strategic directions for the modernization of Russian education is the introduction of information and communication technologies into the holistic pedagogical process, providing conditions for the formation of a new type of education that meets the needs of development and self-development of the individual in a new socio-cultural situation. It can be:

An electronic diary
is
one of the options for working with parents and all other participants in the educational process. It provides the necessary, complete, reliable information about the activities of the school by creating an information system. And this unites all participants in the educational process. The electronic diary system allows parents to monitor the educational process with the institution where their child is studying. Interactive communication is an excellent opportunity for parents to communicate directly with the administration of the school institution. It is enough to subscribe to the SMS newsletter, and parents will receive the latest news about events at school in a timely manner.

A blog
is
a type of website where web pages are sorted by date, with the oldest publications (posts) at the top. It bears the imprint of the author’s personality; it is not impersonal.

Subject teacher's blog

may contain: lesson plan or materials, short notes, assignments for students, useful links, additional information for students, educational videos, useful and interesting gadgets, feedback form, etc.

You can create a class blog

, invite parents and students as co-authors, post information about events that are being held; extracurricular plans; educational materials; information for parents; class photos and videos, etc.

Online community blog.

Online communities are an exchange of experience and knowledge, a collection of educational materials, useful links and online work. This could include a blog of a subject association or professional community. Such blogs are created with the aim of uniting teachers of subject sections. They may contain information for subject teachers, announcements of competitions and their results, news in their subject area, educational materials and links to interesting blogs.

Blog project.

This is a very interesting blog dedicated to the study of a topic, which can be defined both as a “blog - an educational project” and as a “blog dedicated to a specific topic.” The blog contains questionnaires, tasks, dictionaries. The students’ work is organized and thought out: there is a project methodological passport and an assessment table.

Blog – school newspaper.

A convenient form for creating, using and editing a school newspaper. A wide field of activity for students: allows you to conduct various surveys, organize discussions, competitions, demonstrate photographs, videos.

One of the modern forms of development of pedagogical interaction is social networks.

More and more teachers interact with children and parents using social networks. Organizational goals achieved with the help of social networks include the organization of educational and extracurricular activities of students. To achieve these goals, “groups” are created on the social networks “VKontakte” or “public page”, where you can exchange the necessary information online, gain access to homework, electronic textbooks or reference books. The main differences between them are that in a “group” all members of the community can express their opinions on this or that matter, post photos, videos, audio materials, and the “public page” acts as a kind of “bulletin board”, and the opportunity Only the creator of this page can edit or comment on the information contained in it.

The choice of one or another interactive form depends directly on the style of pedagogical communication chosen by the teacher.

The complexity of these forms of organizing activities lies in the fact that, while solving organizational issues, the teacher simultaneously realizes methodological goals. The methodological goals of the teacher, as a rule, are to transform teaching technologies, forms and methods of educational activities. By introducing social networks into his professional arsenal, the teacher changes the attitude of the students themselves towards them. They become not only a means of communication and entertainment, but also a means of education. Let's determine the advantages of social networks as a learning platform:

— a familiar environment for students;

— Wiki technology allows all network participants to create online educational content;

— possibility of collaboration;

— presence of a forum, wall, chat;

— each participant can create his own blog;

— the activity of participants can be tracked through the friends’ feed;

— convenient to use for project implementation;

- can be used as a portfolio.

Thus, a new educational space appears, which is also a familiar environment for the modern child and is not perceived by him as hostile. And also new forms of interaction, more familiar to the modern generation, are appearing.

Literature

1. Arakelova, T.L., Bezrodnykh, T.V. Theory and practice of pedagogical interactions in the modern education system: collective monograph / Ed. E.V. Korotaeva. - Novosibirsk: CRNS, 2010.

2.Abramova L.A. Moral relations between the participants of the pedagogical

process: Lectures and practical classes. Cheboksary, 1997.

1. Belyakova E.G. Meaning formation in pedagogical interaction:

Monograph. Tyumen, 2008.

4.Borisova, L.G., Dakhin, A.N. Monitoring school conflicts: causes, analysis, conclusions / Borisova L.G., Dakhin A.N.; Moscow, 2010. - Research Institute of School Technologies, magazine “Pedagogical Technologies” No. 1, 2010.

5. Vennetskaya O., Tanacheva V. Problems and practice of social partnership in

conditions for the introduction of the Federal State Educational Standard. M.: Publishing house "Creative Center Sphere". 2014

1. Volokitina Yu. N., Baranova O. I. Innovative forms of interaction between primary school teachers and parents. Scientific and methodological electronic journal "Concept". – 2017
2. Zebzeeva V.A. The interaction of family and public education in

the current stage of development of school education. M., 2009.

8. Ershova A. P., Bukatov V. M. Directing a lesson, communication and teacher behavior. M., 2010.

9.Kodzhaspirova G.M. Pedagogy: Textbook for educational students

vocational education institutions. M., 2004

10.Kodzhaspirova G.M., Kodzhaspirov A.Yu. Dictionary of pedagogy. M.: Rostov n/D.,

2005.

11.Kartseva, L.V. Psychology and pedagogy of social work with families: Textbook / L.V. Kartseva. - M.: Dashkov and K, 2013.

12. Kovalev G. A. Three paradigms in psychology - three strategies of psychological influence. St. Petersburg Peter, 2001

1. Panyushkin V.P. Forms of educational cooperation and levels of regulation

interconnected educational activities // Innovative training: strategy

and practice. – M.: Pedagogy, 1994.

14.Polat E.S. New pedagogical and information technologies in the education system / E.S. Polat. – M.: Academy, 2000

15. Lisina M. I. Formation of a child’s personality in communication. St. Petersburg: Peter, 2009

16. Rean A.A., Kolominsky Ya.L. Social educational psychology. St. Petersburg, 2006.

1. Mitina L.M. Psychological diagnostics of a teacher’s communication abilities: Textbook. Kemerovo, 1996.
2. Postalyuk N.Yu. Pedagogy of cooperation: the path to success. – Kazan, 1992.
3. Yubozov N.N. On the three-component structure of interpersonal interaction // Psychology of interpersonal cognition. M.: Pedagogy, 1981

Modern forms of interaction between participants in the educational process.

“Optimization of interaction between teachers and children” Consultation – workshop for teachers

Author:

Bundakova Larisa Alexandrovna

Manager

MBDOU No. 63 "Katyusha" Surgut

Nowadays, the field of preschool education is rapidly developing: new kindergartens are being built, the educational subject-spatial environment is being improved, and new programs and projects are being implemented. But, as many years ago, children remain the most important object of development and education in kindergarten. It is for them, for their development, that improvements and changes are made. And the most important person in kindergarten for children remains their teacher, on whom the comfort of the child’s stay in the group, the quality of the knowledge received, etc. depend.

“In recent years, due to the passion for early education of preschoolers, attempts have appeared to intellectualize the game, i.e. turn all the child’s games into didactic activities” (A.S. Spivakovskaya)[1]

This in turn affects the social-emotional development of the child. Children come to kindergartens with good cognitive development, but with communication disorders. They cannot interact adequately with children and teachers

How to optimize the interaction between teacher and child?

Play is of great importance in the development of a child. It is in it that he demonstrates his attitude to what he saw, heard, and experienced. A child’s play can provide a lot of information to an attentive teacher.

For example, the behavior of excitable children in play is characterized by impulsiveness, conflict, and inability to reach an agreement and adhere to the rules of the game. Or you can see a child sitting on the sidelines from the general games. When working with such a child, it is important to follow the principle of gradualism, step-by-step. Therefore, it is important to include various types of games in everyday life, in particular games with rules.

As noted by psychologist G. A. Shirokova, the assimilation of social and emotional experience occurs through child-adult interaction. The role of an adult is to be able to notice shortcomings, analyze them, and help the child cope with them. And effective help can only be provided by being in direct interaction with the child. [2]

Consultation – workshop for teachers

“Formation of positive communication skills in preschoolers with adults and peers”

Goal: increasing the pedagogical and psychological competence of teachers in the matter of developing positive communication skills in preschoolers.

The culture of communication between people is based on the observance of certain rules, these rules are called etiquette.

For a teacher, knowledge and adherence to the rules of etiquette are one of the mandatory elements of his professional culture. In addition to the fact that good manners and culture are an indicator of a teacher’s personal culture, it is also his responsibility - in the process of educational work, he must pass on the acquired knowledge and skills to his students.

Of course, teachers are not the only ones responsible for children’s communication skills. This is mostly a parent's problem.

Let's talk about how, exactly, in kindergarten we can develop positive communication skills in preschoolers.

In many ways, a child’s behavior depends on the social situation in which he grows up. In other words, a child’s mood and actions are greatly influenced by the psychological climate in which he lives and communicates.

To create conditions for positive communication and active interaction, you need to:

- address children by name, excluding surnames, much less nicknames.

- treat your own statements very carefully, since the same meaning of a phrase can be expressed in different verbal forms.

— clearly know the age characteristics of children. After all, the content and form of requirements for a five-year-old child and a young child should be radically different.

- affection and caring attitude. And at the age of 5, in addition to establishing emotional contact , children also need a serious attitude towards their mental searches. Each child in the group should have confidence that an adult considers him good, smart, and that he is an example for other children.

A good technique is to compare the child’s actions with the behavior of some fairy-tale character. This will help the child understand whether he did so well.

To form socially acceptable forms of behavior and assimilate the moral norms of society, you can use the following tactics of interaction between the teacher and children:

- discuss more often the consequences of the actions of a child or adult on the feelings of another person;

- offer games and situations in which you need to cooperate and help each other;

— explain how best to act in a given situation together and how to help each other.

- exclude notations for those children who do not want to behave in this way in one case or another;

— encourage children’s desire to negotiate;

- involve children in cases of moral healing of a child;

— Consistently ignore instances of negative behavior, paying attention to a child who behaves well.

- encourage various forms of role-playing games and provide children with gaming materials.

Work with preschoolers on rules of behavior should be carried out in 2 areas:

1. Development of ideas about moral standards of behavior
2. Accumulation of practical experience of social behavior in accordance with moral standards.

An analysis of the work of preschool institutions showed that, after all, the first direction predominates in our work. And if certain forms of behavior are learned only as automatically fixed knowledge without an emotional attitude or moral motivation, then they do not contribute to the education of moral behavior.

Nurturing a culture of communication is closely related to the development of collectivism skills in children.

Your phrases are helpers:

• Tolya played with the car and gave it to Vova. Well done! (said in front of everyone)
• Played well, didn't bother anyone
• Offer Lina a toy and let her play with you.
• Invite Artyom and Misha and watch the book together:
• Sit next to me, and I will tell you an interesting fairy tale for Sasha, Marina and you.

It is very important to help children establish contacts with each other without shouting or quarreling.

What do we do when children fight among themselves? (we punish, we figure out who is right and who is wrong).

What do we do when we notice that a child is greedy (we say then don’t bring a toy; don’t give it to him, don’t play with him). How to develop positive communication skills in a child?

The puppet theater will help you in working through these problems.

You can play out skits with the guys. And you don’t have to make everyone sit down (when you start doing this, the children will come to you anyway).

Problem situations that require adequate, positive resolution:

Or any problematic situation that may occur to the group.

Role-playing games.

• Imagine that you are Kolobok. What will you say or do to prevent the fox from eating you (learn to negotiate)
• Imagine that you are Doctor Aibolit. How will you treat animals (compassion)
• Imagine that you are Emelya. Now you've caught a pike. Show me how you caught it. What will you ask her?
• Imagine that you are a Russian hero. What will you say to the enemies who attacked your friends? What do you say to the people you protect?

These, in general, not the most complex interaction tactics are especially relevant in the work of educators if there are children with disabilities in the group, as well as children with behavioral disorders. Because favorable conditions for raising humane feelings and relationships in preschoolers are emotional comfort for each child, understanding and support, positive relationships between children. Only in this case does the pupils understand the role of the rules.

Thus, to optimize the interaction between the teacher and children, it is necessary to create conditions for games that require coordinated actions, mutual assistance, and the ability to resolve conflicts in adequate and effective ways.

Bibliography.

1. Aralova M.A. Directory of a preschool educational institution psychologist. – M: TC: Sfera, 2010. -272 p.
2. Shirokova G.A. Handbook of a preschool psychologist / “Reference Books” series. – Rostov n/d: “Phoenix”, 2004. – 384 p.

We invite teachers of preschool education in the Tyumen region, Yamal-Nenets Autonomous Okrug and Khanty-Mansi Autonomous Okrug-Yugra to publish their teaching materials: - Pedagogical experience, original programs, teaching aids, presentations for classes, electronic games; — Personally developed notes and scenarios of educational activities, projects, master classes (including videos), forms of work with families and teachers.

Why is it profitable to publish with us?

1. “Kindergartens of the Tyumen Region” is an officially registered specialized media outlet at the federal level. 2. The activities of the editorial office are supported by the Department of Education and Science of the Tyumen Region 3. We issue a “Certificate of Publication” in the media. 4. The document has a unique number, is entered in the register, has the original seal of the editorial office of the online publication and signature. 5. “Certificate of publication” in the media is sent to the author in both paper and electronic versions.

Details >>>

Sample “Certificate of publication of author’s methodological material in the media.”pdf

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