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GBOU SPO STAVROPOL REGION

"KISLOVODSK MEDICAL COLLEGE"

ESSAY

TOPIC: INDIVIDUAL STYLE OF A TEACHER'S ACTIVITY AS THE MOST IMPORTANT CONDITION FOR FORMING THE EFFICIENCY OF PEDAGOGICAL WORK.

Completed by: Lecturer of Surgery

Obolenskaya L.V.

Kislovodsk 2015

1. Introduction
2. Styles of pedagogical communication.
3. Conclusion.
4. List of educational literature.

Introduction

The modern pedagogical process is a multifaceted phenomenon, reflecting the complexities and contradictions of social life. The problems that arise in this process are less and less amenable to solving in the usual ways. Experience and everyday knowledge are not enough, and it becomes necessary to turn to scientific and pedagogical knowledge.

But success in practice is impossible without the ability to comprehend own activities from a scientific standpoint. Today this truth is more relevant than ever. If the teacher does not want to lose his course in the ocean of various innovations, technologies, textbooks and other materials, which is spreading more and more, threatening to flood those who did not have time to acquire modern “watercraft”, he cannot do without science. Development of the problem of the formation of an individual style pedagogical activity teacher is one of the most attractive problems of scientific pedagogy.

Success in the education and upbringing of children is determined by many factors, each of which is quite significant, and the neglect of these factors inevitably leads to failure. Methods of education and upbringing, age characteristics of children, their level of development are undoubtedly important factors in the success of education. In addition to these, one of the important factors in child development is the teacher himself, who takes on the role of teacher and educator. In this study, we will discuss what concerns the personality of the teacher, his professional activity, requirements for him, and ways of professional self-improvement.
A professional teacher is the only person who devotes most of his time to teaching and raising children. Other adults, including the parents of the child, are busy with their professional problems and household chores and cannot devote much time to children. If teachers were not involved in the education and upbringing of children, then in a few generations society would cease its development. The new generation of people would simply not be prepared enough to sustain social, economic and cultural progress.

In a modern civilized society, a teacher is a figure that requires special attention, and where insufficiently professionally trained people take his place, children suffer first of all, and the losses that arise here are usually irreparable. This requires society to create such conditions that among teachers and educators there are people who are the most intellectually and morally prepared to work with children, and this is far from being possible for every person.

Consideration of the individual style of pedagogical activity is important for a number of reasons: first of all, it has methodological significance for the theory and practice of educating and teaching schoolchildren, the most rational construction and organization of the learning process, and allows a deeper understanding of the very problem of the teacher's individual style of activity. Today, one of the most important in the professional training of teachers is the problem of the formation of an individual style of pedagogical activity.

The object of the study is the structure of the personality and the pedagogical activity of the teacher. The subject of the study is the features of the manifestation and the process of formation of the individual style of the teacher's pedagogical activity. The purpose of our work is to characterize the features of the manifestation of the individual style of the teacher's pedagogical activity and to identify the features of the process of its formation. In accordance with the purpose of our work, we set ourselves the following tasks: to show the place of individual style in the structure of the teacher's personality; to identify the features of the manifestation of the individual style of leadership and pedagogical communication; highlight the main types of individual style of pedagogical activity; to identify the features of the process of formation and correction of the individual style of activity and communication of the teacher.

The concept of the teacher's individual style of activity and its functional components.

And teacher's individual style of activityL.N. Makarova in her scientific works defines it as an integral dynamic characteristic of individuality, which is a relatively stable open self-regulating system of interconnected individually-peculiar actions and determines the specifics of the interaction between a teacher and students in the process of pedagogical activity.

Integrity is connected with the fact that the teacher is considered as an individual, personality and subject of activity. Self-regulation means the determining role of the teacher's internal potentials, and openness means the inevitable influence of the environment educational institution. The sign of “relative stability” is manifested in the fact that the individual qualities, goals and conditions of pedagogical activity are characterized by a certain typical certainty and repetition by the teacher. Completeness and balance are attributive characteristics of the style of activity, otherwise it is impossible to single out style-forming features among the combination of various features of the teacher's pedagogical activity. Relativity is connected with the fact that the style can change, develop, be corrected.

And individual style of pedagogical activityis, on the one hand, the most important category of the teacher's professional and pedagogical culture, its integral part, and on the other hand, a dynamic final system of its specific manifestations, then the functions of professional and pedagogical culture should be realized in it. In addition, there are a number of specific functions, the consideration of which is necessary for a holistic perception of functional components.

Based on the foregoing, these functions include informative-epistemological, evaluative-prognostic, regulatory-correctional, professional-humanistic, organizational-communicative, educational-technological, personal-educational and creative-developing.

The informative-epistemological function ensures the mastery of knowledge and consists in the study and awareness by the teacher of their individual psychological characteristics, the level of professionalism, skills and abilities in a particular activity; in a holistic view of the teacher about modern pedagogical values ​​and their impact on the change in professional activity, about the ways of its development; in identifying one's focus on scientific or pedagogical activity; in the purposeful selection and systematization of knowledge about the subjects of the educational process at the university.

The evaluative and prognostic function is closely related to the informative and epistemological function and includes a practical analysis by the teacher of the effectiveness anddue to the ratio of self-assessment and expert assessment of their pedagogical activity, forecasting possible directions style changes using new techniques and methods of activity.

The regulatory and correctional function is associated with the teacher's desire for certain professional values, performs adaptive-compensatory-corrective actions and is aimed at reducing subjective and objective contradictions between internal and external factors that affect the development andindividual style of pedagogical activity;to maintain balance in the style-system; on the choice of possible options for the development of individual style.

V.A. Slastenin believes that the atmosphere of appeal to the human person should penetrate into all structures pedagogical process, ensuring its focus on the humanitarian development of students. Consequently, the professional-humanistic function andindividual style of pedagogical activitymust affirm the value of the student as a person, create conditions for the development of his abilities, form his professional and moral relations, such qualities as intelligence, independence, initiative, justice, etc.

humanistic orientation andindividual style of pedagogical activityassociated with the individual formation of students, the formation of their professional "I". The pedagogical process does not exist without an organizational and communicative function, without communication between students and trainees, without a constant exchange of information. This function implements the teacher's actions related to interaction with students and colleagues, expedient relationships, and also creates the necessary information flow in the process of development andindividual style of pedagogical activity. The higher the teacher's level of pedagogical culture, the more his style meets the requirements of professional ethics, the goals of joint activities, and the specific situation.

Educational and technological function andindividual style of pedagogical activityconsists in the conscious mastery of the system of knowledge, skills and abilities by the future specialist in the interests of the individual and society. The effective implementation of this function depends on the level of professional training of the teacher (special, didactic, technological); the level of readiness and motivation of students to master the profession; correspondence of individual psychological characteristics of teachers and students, etc.

Personal and educational function andindividual style of pedagogical activityassociated with the educational activities of a university teacher, and although recently the emphasis of pedagogical activity has shifted to educational and methodical work, it should be remembered that personality is not formed "in parts". A teacher of an educational institution influences the development of a future specialist by the power of his authority, erudition, professionalism, moral qualities, and the power of individuality.

Creative and developing function andindividual style of pedagogical activityThe teacher consists in the creative nature of pedagogical activity, aimed at understanding and transforming himself in the environment: the teacher cognizes himself and creates his own style, enriches himself and improves himself, creates conditions for creative self-realization in accordance with the changed internal and external conditions. The creative-developing function is one of the central lines of development andindividual style of pedagogical activity, it is she who allows the teacher to show their individuality and uniqueness. Creative uniqueness is the individual identity of the teacher, which is formed in the process of his own professional and creative activity. At the same time, a product of creativity is created - andteacher's individual styleand the teacher develops.

It is necessary to note the following feature of the functional components andindividual style of pedagogical activity: since we consider andindividual styleteacher in both positive and negative aspects, therefore, the functions we are studying may either not be implemented in the individual style of a particular teacher, or be implemented partially. Development andindividual style of pedagogical activityinherently contains the possibility different options. Neither its process nor its results are unidirectional, leading to the same end state; plasticity, the ability to change is preserved, although to varying degrees, throughout the entire professional activity of the teacher. The imperfect individual style of the teacher's pedagogical activity is an external indicator of the low level of his professional and pedagogical culture, indicates the need to develop a system of measures aimed at creating conditions for the self-regulation of style in order to optimize it.

Classification of the individual style of pedagogical activity.

The individual style of the teacher's activity is formed over more than one year of professional activity. Each teacher should strive for his own individual style. To do this, he must first of all know the features of his type of nervous system.

In people of the artistic type, the first signal system predominates.Most often, teachers belonging to this type use visualization and figurativeness in their activities. The second thinking type includes people with a second signaling system.Teachers of this type tend to analyze: they better remember the meaning, and not specific facts.

Middle class peoplecombine artistic and mental types. The difference in types to a large extent determines the individual in the activities of the teacher.

Styles of pedagogical activity are primarily differentiated into three general view: authoritarian; democratic; permissive liberal. We give their description according to A.K. Markova .

Democratic style.The student is considered as an equal partner in communication, a colleague in the joint search for knowledge. The teacher involves students in decision making. It takes into account their opinions, encourages independence of judgment, takes into account not only academic performance, but also the personal qualities of students. Methods of influence are motivation for action, advice, request. In teachers with this leadership style, students often experience states of calm satisfaction, high self-esteem. Teachers pay more attention to their professional skills. Such teachers are characterized by great professional stability, satisfaction with their profession.

authoritarian style.The student is considered as an object of pedagogical influence, and not an equal partner. The teacher alone decides, makes decisions, establishes strict control over the fulfillment of the requirements presented to them, uses his rights without taking into account the situation and opinions of students, does not justify his actions to them. As a result, they lose their activity or carry it out only with the leading role of the teacher, they discover low self-esteem and aggressiveness. With this style of leadership, the strength of students is aimed at psychological self-defense, and not at the assimilation of knowledge and their own development. The main methods of influence of such a teacher are the order, learning. It is characterized by low satisfaction with the profession and professional instability. Teachers with this leadership style pay the main attention to the methodological culture, they often lead in the teaching staff.

Liberal style.The teacher avoids decision-making, transferring the initiative to students and colleagues. The organization and control of educational and cognitive activity of students is carried out without a system, shows indecision, hesitation. The audience has an unstable microclimate, hidden conflicts.

Each of these styles, revealing the attitude towards the interaction partner, determines its character: from subordination, following - to partnership - and up to the absence of directed influence. They also suggest the dominance of either monologic or dialogic forms of communication.

Each teacher chooses one of these styles himself, but individuality in teaching lies in the imposition of the teacher's own methodological, practical, theoretical developments, his temperament and character on one of these three basic styles of pedagogical activity. The difference between the professionalism of a teacher is the ability to revise the tactics in his teaching and learning, the determination to make adjustments to his individual teaching style.

Styles of pedagogical communication.

In communication called learning,There are two sides: the teacher and the student. In this process, the teacher plays a leading role - he not only transfers knowledge, but also organizes their assimilation by students, gives him patterns of thinking, morality and behavior, attitudes towards the subject being studied, etc. The effectiveness of the leadership processat the same time, it directly depends on the position of the teacher and the individual style of his activity.

A more detailed differentiation of styles in terms of the nature of involvement in the activities of a communication teacher was proposed by V. A. Kan-Kalik.

These styles include:

1. the style of the teacher's enthusiasm for joint creative activity with students, which is an expression of the teacher's attitude to his work, to his profession;
2. a style of friendly disposition, which serves as a general background and a prerequisite for successful interaction between the teacher and the audience. Friendliness should be pedagogically expedient, not contradict the general system of interaction between a teacher and children;
3. communication style - distance, which is an expression of an authoritarian style that favorably affects external indicators discipline, organization of students, can lead to personal changes - conformism, frustration, inadequate self-esteem, lowering the level of claims, etc.;
4. communication style - elimination and flirting. Both styles testify to the professional imperfection of the teacher.

A.K. Markov and A.Ya. Nikonov offered an activity idea of ​​the styles of pedagogical activity, depending on its nature. The authors based the distinction of style in the work of a teacher on the following grounds:

Dynamic characteristics of style (flexibility, stability, switchability, etc.);

Efficiency (the level of knowledge and learning skills of students, as well as the interest of students in the subject).

Based on this, a number of individual styles have been identified:

1. emotional improvised style;
2. emotional-methodical style;
3. reasoning-improvised style;
4. reasoning-methodical style.

The style of pedagogical activity is its integrated characteristic, reflecting the style of management, style of communication, style of behavior and cognitive style of the teacher, which is most fully expressed in four types of work style of the teacher, described in the work of A.Ya. Nikonova and A.K. Markova .

Very relevant for the disclosure of the problem of individual style is the question of the relationship between official and informal, organized and unorganized, business and personal beginnings in the leadership structure. In labor psychology, this issue is considered as one of the components of the theoretical foundation for solving applied problems: the study of the structure and dynamics of professional significant properties personality.

The forms, methods and style of communication, as well as the system of sanctions that the teacher uses, can determine what is called the style of leadership.

The optimality of a decision made under the influence of normative information depends not only on its content, clarity and comprehensibility, but also on the presence of certain motivating elements in the information. K.D. Ushinsky emphasized that no instruction, method, not warmed by the “warmth of persuasion” of the teacher, will work and remain “dead paper”. This “warmth of persuasion” is the motivating element in the structure of the norm, which helps a person to make the optimal decision that comes from the “carrier” of the norm, in this case, from the teacher.

Practice shows that often the same method of influence used by different teachers gives an unequal effect, and not because it does not correspond to the situation, but because it is alien to the personality of the teacher.

This match between communication style and personality is often lacking in many aspiring teachers. Recall the movie "Let's Live Until Monday". Young teacher of English language first builds relationships with children on the basis of friendly disposition. This style corresponds to her personality and is accepted by schoolchildren with pleasure as organically arising from the individuality of the teacher. But here comes the episode with the ill-fated crow, and the teacher in desperation decides to drastically rebuild the entire system of relationships with children. And what? Schoolchildren (high school students) unanimously reject new style teacher behavior. And not only because it is formal in itself, does not contribute to sincerity in relationships, but also because it does not correspond to the individuality of the teacher.

Forming an individual style of communication, the teacher, first of all, must identify the features of his psychophysical apparatus as a component of creative individuality, through which his personality is “translated” to children. And then pay attention to the correspondence (inconsistency) of their communicative processes with the individual typological characteristics of children.

Imagine the following situation: a choleric teacher enters the class, distinguished by mobility, the desire for frequent changes of impressions, responsiveness and sociability, quickly responding to everything. Causes Petrov to answer homework. But Petrov is a phlegmatic, that is, a slow person, he needs time to get himself together. But the teacher is a choleric! He begins to get nervous, misunderstanding arises precisely on the basis of the discrepancy between individual styles of activity and communication. The teacher must be aware of these possible contradictions and consistently overcome them.

The versatility, multidimensionality of pedagogical communication, covering all areas of pedagogical activity, implies its various manifestations in various areas of pedagogical work. So, it is quite obvious that the communication of the teacher in the classroom and in his free time will be different. This is not about a fundamental difference in communication styles, but about some shades due to the characteristics of the activity, while maintaining the established style of relationships. Therefore, covering all spheres of pedagogical activity, communication requires constant adjustment on the part of the teacher in different situations. It is necessary to carefully study and form your own individual style of communication, using for this the entire set of means indicated earlier. In this case, the necessary communication experience will be accumulated in a wide variety of areas, communication skills will be strengthened, and the communicative culture of the teacher as a whole will be improved.

Concluding the conversation about the styles of professional and pedagogical communication, I would like to note that in every established pedagogical team, in addition to the individual style of communication of the teacher, there is a common style of communication between teachers and children. Writer Sergei Lvov in his essay "The Scream" writes: "I often have to speak at schools. I almost always know in advance how communication with the audience will turn out - relaxed, joyful, creative or tense, painful. The most important sign is whether loud shouts of teachers are heard in the lobby and corridors or all wishes, comments, demands are expressed in calm voices. The loudness of teachers' voices is an unmistakable indicator of a school's level."

Forming and defining the school-wide psychological atmosphere, the general style of communication significantly affects the individual communication styles of teachers. In this regard, we can talk not just about the technology of communication, but about its moral atmosphere. And how important it is that a climate of politeness and tact, exactingness and delicacy reign in the team!

A correctly found style of pedagogical communication, both general and individual, contributes to the solution of a whole range of tasks: firstly, the pedagogical influence becomes adequate to the personality of the teacher, communication with the audience becomes pleasant, organic for the teacher himself; secondly, the procedure for establishing relationships is greatly facilitated; thirdly, the effectiveness of such an important function of pedagogical communication as the transfer of information is increasing, and all this happens against the background of the emotional well-being of the teacher and students at all stages of communication.

Conclusion

Style is a fusion of the individual and the typical, that is, what is inherent in the teacher as a representative of the teaching of a certain era. Typical is some common features that are common to many creative teachers and are part of the individual. Typical and individual accompany each other, mutually condition each other.

Style is a set of distinctive qualities of a teacher as a person and a professional. At the same time, the best teachers constitute a group community. Typological qualities are found in their group portrait. The style of pedagogical activity arises where the teacher has freedom of expression. The teacher, seeing the variety of ways to perform professional activities, can limit himself to one, which will make up his style of activity.

In conclusion, I would like to point out thata gifted, creative person is always an individuality. The formation of the individuality of the teacher contributes to the education of the creative personality of the child. Every adult who consciously chooses a teaching profession, by the time such a choice is made, has already formed as a person and is undoubtedly an individual. The more diverse personalities there are among teachers and educators, the more likely they are to teach and educate children with many different and at the same time useful individual qualities.

How to combine the considered general requirements for pedagogical activity, the presented set of pedagogical abilities that every teacher and educator should possess, with their desire for individuality?

Consider the main features of the individual style of pedagogical activity. It manifests itself: in temperament (time and speed of reaction, individual pace of work, emotional responsiveness); in the nature of reactions to certain pedagogical situations; in the choice of teaching methods; in the selection of means of education; in the style of pedagogical communication; in response to the actions and deeds of children; in demeanor; preference for certain types of rewards and punishments; in the use of means of psychological and pedagogical influence on children.

Speaking about the individual style of pedagogical activity, they usually mean that, choosing certain means of pedagogical influence and forms of behavior, the teacher takes into account his individual inclinations. Teachers with different personalities can choose the same tasks from a variety of educational and educational tasks, but they implement them in different ways.

In this regard, one remark should be made, which concerns the perception and dissemination of advanced pedagogical experience. Analyzing it, the teacher must remember that such an experience is almost always inseparable from the personality of its author and is a kind of combination of generally significant pedagogical findings and the individuality of the teacher. Therefore, attempts to directly copy the pedagogical experience of some teachers or educators by others, as a rule, are futile, and often give worse results. This is because the psychological individuality of the teacher is difficult to reproduce, and without it, the results inevitably turn out to be different. The way out of this situation is to highlight the main thing in the advanced pedagogical experience, consciously set and practically solve the problem of its creative individual processing. In other words, any pedagogical experience should not be literally copied; perceiving the main thing in it, the teacher should strive to always remain himself, that is, a bright pedagogical individuality. This will not only not reduce, but will significantly increase the effectiveness of teaching and educating children on the basis of borrowing advanced pedagogical experience..

The more diverse personalities there are among teachers and educators, the more likely they are to teach and educate children with many different and at the same time useful individual qualities.

Working in his own style, the teacher is less stressed and tired. Optimal individual style provides the greatest result with minimal time and effort.

To correct the psychological qualities of a teacher, special psychological methods are used, and in some cases, informing the teacher about the insufficient or too strong development of a certain quality in him, which makes it possible to stimulate him to self-educational work.

Mastering the basics of professional and pedagogical communication should take place at the individual creative level. All the distinguished components of professional and pedagogical communication are peculiarly and uniquely manifested in the activities of each teacher. That is why the most important task of the novice teacher is to find an individual style of communication, a search that must be carried out systematically.

Concluding the conversation about the styles of professional and pedagogical communication, I would like to note that in every existing pedagogical team, in addition to the individual style of communication of the teacher, there is a common style of communication between the team of teachers and children. General style communication of the team significantly affects the individual styles of communication of teachers.

It is important that a climate of politeness and tact, exactingness and delicacy reign in the team!

LIST OF USED LITERATURE:

1. Anikeeva N. P. "Psychological climate in the team." Moscow: 1989 94pp.

2. Batrakova S. I. "Fundamentals of professional and pedagogical communication." Yaroslavl: 1989 127p.

3. Gordeeva N.N. "Development of the personality of the future teacher in the process of pedagogical training" abstract for the degree of candidate of pedagogical sciences. Chelyabinsk 2002 46p.

4. Demidova I.F. "Pedagogical psychology" textbook Rostov-on-Don: publishing house: "Phoenix", 2003 224p.

5. Elkanov S. B. "Fundamentals of professional self-education of the future teacher." Moscow: 1989 143pp.

6. Zimnyaya I.A. " Pedagogical psychology" Tutorial for universities. Second publishing house, supplemented, corrected and revised. Moscow: LOGOS, 2004. 384pp.

7. Kagan M. S. “The world of communication: the problem of intersubjective relations”. Moscow: 1988 315p.

8. Kan-Kalik V.A. "To the teacher about pedagogical communication". The book for the teacher. Moscow: Enlightenment, 1987. 190p.

9. Klyueva O.P. "Pedagogical psychology" textbook for students of higher pedagogical educational institutions. Moscow: Vladoss - press, 2003. 400pp.

10. Kuzmina N.V. "Formation of pedagogical abilities". Leningrad: Leningrad State University, 1961. 252pp.

11. Lvova Yu.L. "Teacher's Creative Lab". Moscow: 1985 158p.

12. Makarenko A.S. "Some Conclusions from Pedagogical Experience". Moscow: Education, 1964. 116p.

13. Markova A.K. "Psychology of teacher's work". The book for the teacher. Moscow: Education, 1993. 192p.

14. Mishchenko D. I. "Introduction to the teaching profession."

Novosibirsk: 1991 248pp.

15. Nemov R.S. "Psychology". Textbook for students of higher pedagogical educational institutions: In three books– 4 edition. Moscow: VLADOS Humanitarian Publishing Center, 2003. 608pp.

16. Nikitina N.N. “Introduction to pedagogical activity. Theory and practice". Textbook for students. Moscow: Academy, 2004. 224p.

17. Petrova N.I. "Some features of the teacher's individual style of activity" Educational notes. Kazan Pedagogical Institute. 1996 314p.

18. Pidkasisty P.I., Portnov M.L. "The Art of Teaching: A Teacher's First Book". Second edition. Moscow: 1999 212p.

19. Podlasy I.P. "Pedagogy: 100 questions - 100 answers". Textbook for students. Moscow: VLADOS. 2001 368pp.

20. Robotova A.S. "Introduction to pedagogical activity". Textbook for students of higher pedagogical educational institutions. Moscow: Academy, 2000. 208p.

21. Simonov V.P. "Pedagogical practice at school". Teaching aid for teachers and students. Moscow: 2002 180p.

22. Stepanov V.G. "Psychology of difficult schoolchildren". Textbook for students of higher pedagogical educational institutions. Third edition revised and enlarged. Moscow: Publishing Center "Academy". 2001 336pp.

23. Stolyarenko L.D., Samygin S.I. "Psychology and Pedagogy in Questions and Answers". Tutorial. Rostov-on-Don: PHOENIX. 2000 576pp.

24. Sukhomlinsky V. A. “I give my heart to children.” Moscow: Young Guard. 1983 288p.

25. Kharlamov I.F. "Pedagogy". Textbook for students, fourth edition revised and enlarged. Moscow: Gardarika. 1999 519p.

General concept of the style of pedagogical activity

Features of pedagogical activity can be described with the help of a certain style of performance.

The general understanding of the term "style" includes the presence of a certain permanent system used methods and techniques in the implementation of activities. This system is characterized by stability, which manifests itself in a variety of conditions under which activities are performed. The style of activity is determined by the individual psychological characteristics of a person (type of temperament, character traits, level of development of professional abilities).

Definition

The style of activity in the pedagogical sense is a stable system of methods determined by typological features that develops in a person striving for the best implementation of this activity ... an individually peculiar system of psychological means that a person consciously or spontaneously resorts to in order to best balance his typologically determined individuality with objective external conditions of activity.

In the presented strict definition of the style of activity, the role of the individual originality of the combination of techniques and methods in the performance of activities is emphasized.

Structural components of the individual style of activity are:

• individual psychological characteristics of the subject of this activity, including individual typological, personal and behavioral;
• psychological features of the activity itself;
• characteristics of students (age, gender, status, level of knowledge, etc.).

The main areas of manifestation of the individual style of pedagogical activity are determined by:

• temperament (time and speed of reaction, individual pace of work, emotional responsiveness);
• the nature of the reaction to certain pedagogical situations, as well as to various actions and deeds of students;
• choice of teaching methods;
• choice of means of education;
• style of pedagogical communication;
• the use of means of psychological and pedagogical influence on students.

Classification of styles of pedagogical activity depending on its nature

The style of pedagogical activity can be classified on several grounds. Let us present a classification of activity styles according to the nature of the activity.

The following can serve as the basis for this classification:

In accordance with these grounds, we present in the table the individual styles of the teacher's pedagogical activity.

Table. Individual styles of pedagogical activity of the teacher

For a complete understanding of the differences between the styles presented in the table of styles from each other, each style is given its own characteristic below.

Characteristics of the teacher's individual styles of pedagogical activity

Emotionally improvisational individual style: orientation to the learning process. The teacher logically and interestingly builds acquaintance with new material, sometimes gets carried away, which leads to the loss of feedback from the students, the teacher does not interrupt and does not clarify whether the presentation of the new material is clear. When conducting a survey, he often addresses strong students, the survey is conducted at a fast pace, so weak students are not interviewed, the teacher often does not have the patience to wait for the end of the students' independent reasoning. This style is characterized by not quite adequate planning of the educational process; the teacher selects the most interesting material for study, and the important, but uninteresting material is left for independent development by schoolchildren. With this style of pedagogical activity, the stages of consolidating the educational material, as well as the control of students' knowledge, are not sufficiently represented.

Advantages: high efficiency, use of various teaching methods.

Disadvantages: the predominance of intuitive over reflexivity.

Emotionally methodical individual style: orientation in equal shares on the process and the result of training. The planning of the educational process is adequate, the phased development of all educational material is typical for both strong and weak students. Teachers with this style of pedagogical activity are distinguished by high efficiency, frequent changes in the types of work in the lesson, and the use of collective discussions. During the survey, the maximum coverage of students occurs, individual tasks are given. In the activity there is a constant consolidation of the material and control of learning outcomes.

Advantages: students are interested in the features of the subject, a variety of methods are used when working out the material.

Disadvantages: the predominance of intuitive over reflexivity, although reflexivity is higher than in the previous style.

Reasoning-improvisational individual style: the teacher equally focuses on the process and the result of training, adequately plans the educational process. Uses a small number of teaching methods, they are of the same type, the pace of work is medium or low, collective discussions are not practiced. During the survey, it gives all students the opportunity to formulate the answer in detail, speaks little himself, influences students indirectly (leading questions, requirements to clarify what was said). When explaining new material, the teacher highlights the main issues, logically presents them, emphasizing the basic structure and cause-and-effect relationships. Constantly consolidates, repeats and controls the result of training.

Disadvantages: the preponderance of reflexivity over intuitiveness, which allows you to analyze the result of your work, but limits the possibilities of spontaneous behavior in the classroom.

Reasoning-methodical individual style: focused on learning outcomes, adequately plans the educational process. He is conservative in the selection of means and methods of pedagogical activity, uses a small standard set of teaching methods, puts the reproduction of the studied material in the first place, practically does not use individual creative tasks and collective reasoning. The survey is conducted with the involvement of a large number of students, special attention is paid to weak students. Constantly uses consolidation, repetition and control of learning outcomes.

Dignity: a high degree of reflexivity, the most complete analysis of one's own activities.

Disadvantages: limiting spontaneous behavior in the classroom.

So, four types of individual styles of teacher's pedagogical activity were listed, the characteristics of which reflect the difference in the style of management, communication, behavior and cognitive style of the teacher.

The success of professional activities and the development of optimal methods and techniques for its implementation, namely, the productivity of the interaction of a teacher with students, is primarily due to the formation of the system of his professionally significant qualities.

The skill of a teacher, as the highest level of development of his professionalism, is the result of pedagogical experience and creative self-development. In order to achieve the heights of professional excellence, it is necessary to form in the process of pedagogical activity your own individual style of activity, which ensures its effectiveness.

N.N. Nikitina Nikitina N.N. Introduction to pedagogical activity: Theory and practice / N.N. Nikitina, N.V. Kislinskaya. - M.: Academy, 2004. - 288 p. considers pedagogical skills as an alloy of personal and business qualities and professional competence of a teacher, as a complex of personality traits that ensure a high level of self-organization of professional and pedagogical activity. The scientist combined the composition of these properties into groups (Fig. 1).

Figure 1 - The structure of the individual style of the teacher's activity

The teacher contributes to the disclosure of many aspects of the personality of students with his individuality, his example, which students often imitate in everything, contributes to the formation of a humane life position of the student, cultivating respect for human rights and personal freedoms.

In pedagogy, there are many criteria by which scientists distinguish the individual style of the teacher's activity. So, based on the research of Z.N. Vyatkina, we note an important aspect for us that the individual style of activity is not innate, it can be developed spontaneously during life and can be formed as a result of targeted training. In this case, the teacher should have a positive attitude towards their activities and the desire to improve their knowledge and skills.

Proceeding from this, the individual style of the teacher's activity consists of several components that are part of the structure of his activity: constructive, organizational, communicative and gnostic. These components are interconnected, depend on each other and form a single whole. This is a dynamic structure in which some components play a leading role, others - a subordinate one. The low level of development of all components cannot ensure effective pedagogical activity.

The predominance of one or another component in the activity of a teacher depends on the typological properties of the nervous system. Therefore, depending on the leading role of one of the components of Z.N. Vyatkina distinguishes three styles due to the typological properties of the nervous system:

1. Organizational and communicative. This style of activity is inherent in teachers of a strong mobile type of the nervous system. Its main features are: the creative and varied nature of the lesson, a penchant for improvisation; efficiency in solving various pedagogical problems directly during the lesson; great intensity of communication, its relaxed nature.

2. Structural and organizational. This style of activity is inherent in teachers of a strong inert type of nervous system. Its main features are: the stability of the system of requirements for the organization of students during the lesson (the stereotypical course of the lesson), a pronounced control over the quality of the tasks; monotonous disciplinary actions; standardized means of communication.

3. Constructive and communicative. This type of activity is characteristic of teachers of a weak type of nervous system. It is characterized by: increased responsibility in the preparation and conduct of classes; thoroughness in the selection of educational material; intense communication; even, calm, friendly tone of treatment with students (Fig. 2).

Figure 2 - Classification of ISD (according to the typology of Z.N. Vyatkina)

N.I. Petrova notes that the individual style of pedagogical activity is a question of which individually unique methods and techniques are most effective for teachers with different typological characteristics. And he defines the individual style as a specific system of methods of pedagogical activity, due to persistent personal qualities and developing with an active positive attitude of the individual to his activity. The researcher identifies two opposite individual styles of teacher activity: "inert" and "mobile" and the third, intermediate between them, style.

The classification is based on the basic properties of the nervous system. Moreover, the process of forming an individual style of activity for each group has its own characteristics. Teachers with a strong mobile nervous system develop an individual style of activity faster.

According to V.S. Merlin, - the style of the teacher's activity depends not only on the temperament, psychophysiological properties of the teacher's personality and is not fatally determined by them. A significant influence on the style of activity is exerted by the conditions of pedagogical activity, or the pedagogical environment ( historical period, features of the object of pedagogical activity, that is, the child).

V.A. Slastenin considers the formation of a teacher's individual work style in the process of his innovative training. Complex individual features teacher, in his opinion, can only partially meet the requirements of innovative pedagogical activity. Consequently, the teacher consciously or spontaneously mobilizes his target qualities for work and at the same time compensates or overcomes those that hinder success.

Based on the theory of integral individuality V.S. Merlin, the scientist defines the individual style of activity as an integral system of operations that ensures effective interaction between the teacher and students and is determined by the goals, objectives of innovative pedagogical activity, and the properties of different levels of the teacher's individuality. The author argues that the specificity of pedagogical activity requires the teacher to be aware of the individual style and its correction in changing conditions.

The basis for determining the individual style of activity of E.G. Kostyashkin put the components of the personality structure and proposed the following styles of pedagogical activity:

Intellectual, which is characterized by a penchant for scientific and analytical activities;

Emotional, which is characterized by high emotionality, a sensitive response to changes in the internal state of the trainees;

The organizer type includes individual properties of other types and is therefore the most versatile.

The literature is dominated by the classification of styles of pedagogical activity based on the forms of relations that arise between people involved in the sphere of this activity, which distinguishes three main styles of activity: authoritarian, democratic, conniving:

1) Directive style of professional activity (authoritarian). This style is based on an authoritarian approach to the learning process; he is feature information learning. The subject of the educational process is only the teacher. The student is considered as an object of pedagogical influence, and not an equal partner. The teacher alone decides, makes decisions, establishes strict control over the fulfillment of the requirements presented to them, uses his rights without taking into account the situation and the opinions of students, does not justify his actions to students.

2) collegial style of professional activity (democratic). This style is based on a functional management structure, when the teacher delegates responsibilities, transfers part of his functions to students. This style is inherent in using the explanatory and illustrative method of teaching and applying innovative forms. With its implementation, the number of subjects of the educational process increases. The student is considered as an equal partner in communication, a colleague in the joint search for knowledge. The teacher involves students in decision-making, takes into account their opinions, encourages independence of judgment, takes into account not only academic performance, but also the personal qualities of students.

3) The liberal style of professional activity is based on a democratic and humanitarian approach, on respect for the rights and freedoms of the educational process on the basis of tolerance and cooperation. The teacher moves away from decision-making, transferring the initiative to students and colleagues. This style is inherent in the problem type of learning. Here, all participants in the educational process are its subjects.

The main characteristics of the manifestation of these styles in pedagogical activity are presented in fig. 3.

Figure 3 - Features of the individual style of activity

The most complete actually activity-based idea of ​​the styles of pedagogical activity was proposed by A.K. Markova and A.Ya. Nikonova. In their opinion, the teacher's ISD should be considered as a stable combination: the motive of activity, expressed in the teacher's predominant orientation to certain aspects of the educational process; goals, manifested in the nature of activity planning; ways of its implementation; methods for evaluating the results of activities. They believe that ISD can be the subject of formation and self-formation, and the process of formation depends on the individual and personal characteristics of the teacher, his teaching experience, and the nature of the requirements for him.

The basis for distinguishing style is based on the following grounds: the content characteristics of the style (the teacher's predominant orientation on the process or result of his work, the deployment by the teacher of the indicative and control-evaluative stages in his work); dynamic characteristics of the style (flexibility, stability, switchability, etc.); performance (the level of knowledge and learning skills of schoolchildren, as well as the interest of students in the subject) (Fig. 4).

Among the most important content characteristics are the following:

The predominant orientation of the teacher: on the learning process, the process and learning outcomes, only on learning outcomes;

Adequacy-inadequacy of the planning of the educational process;

Efficiency-conservatism in the use of means and methods of pedagogical activity;

Reflexivity-intuitiveness.

Figure 4 - Characteristics of the teacher's individual style of activity

Similarly, dynamic characteristics are distinguished (Fig. 5).

Figure 5 - Dynamic characteristics of the individual style of pedagogical activity

On this basis, scientists distinguish four ISD of a teacher, two of which are polar: emotional-improvisational (EIS), and reasoning-methodical (RMS), and two are intermediate: emotional-methodical (EMS) and reasoning-improvisational (Fig. 6) .

Figure 6 - Classification of individual style of activity

(according to typology (by A.K. Markova)

They are characterized by such features:

1. Emotional improvisational style. EIS teachers are focused on the learning process. His activity is highly operational, he presents the material logically, interestingly, however, in the process of explaining, such a teacher may not have feedback from the students. During the survey, the teacher with EIS turns mainly to the class, to strong students, interrogates at a fast pace, does not let them talk much, does not wait until the guys formulate answers. A rich arsenal of methods used are combined with low methodicality, the material is not sufficiently fixed and controlled. EIS is more characterized by intuitiveness, inability to analyze the features and effectiveness of their activities in the classroom.

2. Emotionally methodical style. A teacher with EMS is characterized by an orientation towards the process and learning outcomes, adequate planning of the educational process, high efficiency, and the predominance of intuitiveness over reflexivity. In its activities, consolidation, repetition and control of students' knowledge are presented. Such a teacher is distinguished by high efficiency, he often changes the types of work in the lesson, practices collective discussion. Using a rich arsenal of methodological techniques in the processing of educational material, a teacher with EMS seeks to activate students with the features of the subject being taught.

3. Reasoning-improvisational style. A teacher with RIS is characterized by an orientation towards the procession of learning outcomes, adequate planning of the educational process, efficiency, a combination of intuitiveness and reflexivity. This style is less inventive in varying teaching methods, accompanied by a low pace of work, collective discussions. RIS teachers speak little in the lesson themselves, especially during the survey, preferring to influence students indirectly (through hints, clarifications, leading questions), giving the respondents the opportunity to formulate a statement.

4. Reasoning-methodical style. A teacher with RMS, focusing on learning outcomes and adequately planning the educational process, shows conservatism in the use of means and methods of pedagogical activity. High methodology (systematic consolidation, repetition of educational material, control of students' knowledge) is combined with a small, standard set of teaching methods used, a preference for the reproductive activity of students, and rare group discussions. During the interview, the teacher with RMS addresses a small number of students, giving everyone enough time to respond, paying special attention to weak students. The teacher of this style is characterized by reflexivity.

As an integral indicator, the styles of pedagogical activity are classified as flexible, positive and conservative.

A flexible style of pedagogical activity is characterized by variability and rationality of methods of activity, a stable combination of emotional and methodical components, which ensures high results of pedagogical activity. The teacher of this style focuses on the process and the result; uses a variety of forms of organization of educational activities of students in the process of activating their mental activity in class, organization communication activities and receiving feedback; has a high level of professional knowledge, skills and abilities, allowing to work out all the educational material and include the whole group in the work.

The personal characteristics of a flexible style teacher are poise, artistry, tolerance, adequate self-esteem, the formation of self-regulation mechanisms, the flexibility of behavior, the formation of communication skills, a high level of pedagogical communication, and much more. and subordinate to the organizing goal by the choice of methods and methods of activity. This is manifested in maintaining control, using self-regulation skills, in the teacher's ability to independently and successfully cope with the situation.

A style of pedagogical activity is called positive, characterized by a relative variability in the methods and techniques of pedagogical activity and an insufficiently stable combination of emotional and methodical components. Positive style teachers have a sufficient level of professional knowledge and skills to master the profession of a teacher, a motivational focus on professional growth, use general and traditional methods and techniques of pedagogical activity.

The personal characteristics of a teacher with a positive style of pedagogical activity include the manifestation of imbalance, an unmotivated change in mood under the influence of various factors, exaggeration or closeness in expressing natural feelings, an insufficiently expressed ability for self-regulation, instability of self-esteem, etc.

In tense situations, the teacher of a positive style of pedagogical activity retains a controlled choice of methods and methods of activity at the beginning of the situation, possibly uncontrolled, sometimes hysterical behavior of the teacher in the process of a tense situation and loss of control over it. This is expressed in the teacher's request for help to parents, head teacher, director, psychologist, etc.

Conservative style, characterized by the lack of variability in the methods and techniques of activity, the predominance of either emotional or methodical components. A teacher of a conservative style of pedagogical activity is not able to fully ensure the achievement of the necessary results of activity or provides them at a “high price” (violation of relationships, a decrease in the level of psychological comfort, a violation of mental and physical health, etc.). This is expressed in the lack of compensation for possible negative manifestations of the individual style of the teacher's pedagogical activity.

The personal characteristics of a teacher of this style are a high degree of sensitivity to criticism and resentment, a low level of self-regulation, imbalance, emotional instability, anxiety, etc. In tense situations, the teacher may lose the connection, thanks to which he was aware of the meaning of the choice of methods and techniques of activity, his behavior and original motive. Such behavior forces the head teacher, director, parents or other persons to intervene in the situation on their own initiative.

An individual style of pedagogical activity is manifested in: Nemov R.S. Psychology Part III. Psychology of pedagogical activity / R.S. Nemov. - M.: Vlados, 2003. - S. 445-457.

Temperament (time and speed of reaction, individual pace of work, emotional responsiveness);

The nature of reactions to certain pedagogical situations;

Choice of teaching methods;

Selection of means of education;

Style of pedagogical communication;

Responding to the actions and deeds of children;

manner of behavior;

Preference for certain types of rewards and punishments;

In the use of means of psychological and pedagogical influence on children.

Three main factors form the individual style of pedagogical activity: Nizhegorodova L.A. Features of the individual style of pedagogical activity in the conditions of innovative educational environment/ L.A. Nizhegorodova // Integration. - Chelyabinsk: CHIPiPKRO, 2012. - S. 32.

The individual psychological characteristics of the teacher, which form the style of pedagogical activity, include individual typological characteristics, personal and behavioral characteristics.

The features of pedagogical activity are understood as the conditions for the implementation of professional activities by the teacher, and the content of the discipline, course, educational material.

The features of students that are important for the style of pedagogical activity are determined by factors such as age, gender, status, level of knowledge, etc.

In pedagogical activity, these features are also correlated with the nature of interaction, with the nature of the organization of activities, subject-professional competence of the teacher and the nature of communication.

Thus, the individual style of pedagogical activity is a system of skills, methods, techniques, methods of solving problems in the process of work, characteristic of a given teacher. The complex of individual characteristics of a teacher can only partially satisfy professional requirements. Therefore, the teacher, consciously or spontaneously mobilizing his professional qualities, at the same time compensates or somehow overcomes those qualities that hinder success. As a result, an individual style of activity is created - a unique variant of the methods of work typical for a given teacher in typical conditions for him.

So, in situations with increased requirements for the pace and rhythm of activity, a teacher with a mobile type of nervous system successfully solves problems through the use of his quickness, the ability to easily speed up actions and move from one state to another.

Under the same objective conditions, the inert type of teacher uses completely different means. He can save himself from the need to quickly respond to signals through foresight, increased attention to preventive measures. In the process of pedagogical activity, he develops a tendency to be systematic, thorough in his work, he develops professional preparations in advance that strengthen his weaknesses, therefore, even in a time pressure situation, he maintains balance and confidence.

The style of pedagogical activity is an integrative characteristic of activity that reflects the management style, communication style, behavioral style and cognitive style of the teacher. The style of pedagogical activity arises where the teacher has freedom of expression. The teacher, seeing the variety of ways to perform professional activities, can limit himself to one, which will make up his style of activity.

That is, an effective individual style of pedagogical activity is such a style with which the teacher constantly finds the best combinations in the way of stimulating, reorienting and mobilizing students, flexibly resolving the pedagogical situation in achieving the final educational and educational goals. A certain algorithm of these combinations in the organization and regulation of the business behavior of teachers characterizes one or another individual style of pedagogical activity.

individual style pedagogical integral

In domestic psychology, individual styles have been studied in various types of activities: gaming, educational, labor, sports, artistic and creative, etc. Of particular interest in the context of our manual are studies of the individual style of pedagogical activity.

The style of pedagogical activity, reflecting its specificity, includes both the style of management, and the style of self-regulation, and the style of communication, and the cognitive style of its subject - the teacher. The style of pedagogical activity reveals the influence of at least three factors:

individual psychological characteristics of the subject of this activity - the teacher, including individual typological, personal, behavioral characteristics;

features of the activity itself;

characteristics of students (age, gender, status, level of knowledge, etc.).

In pedagogical activity, characterized by the fact that it is carried out in subjective-subjective interaction in specific educational situations of organization and management of the student's educational activities, these features correlate:

with the nature of the interaction;

with the nature of the organization of activities;

with the subject-professional competence of the teacher;

with the nature of communication.

The individual style of pedagogical activity is manifested in the following characteristics:

temperament (time and speed of reaction, individual pace of work, emotional response);

The nature of reactions to certain pedagogical situations;

choice of teaching methods;

selection of educational resources,

style of pedagogical communication;

response to actions, to the actions of students;

· manner of behavior;

preference for certain types of rewards and punishments;

· the use of means of psychological and pedagogical influence on students.

Speaking about the individual style of pedagogical activity, they usually mean that, choosing certain means of pedagogical influence and forms of behavior, the teacher takes into account his individual inclinations. Teachers with different personalities can choose the same tasks from a variety of educational and educational tasks, but they implement them in different ways.

The most complete picture of the styles of pedagogical activity is given by the works of domestic psychologists A.K. Markova, L.M. Mitina. They argue that the following grounds underlie the distinction of style in the teacher's work:

· dynamic characteristics of the style (flexibility, stability, switchability, etc.);

effectiveness (level of knowledge, skills, interest in learning among schoolchildren).

Based on these characteristics, A.K. Markova and A.I. Nikonova identified the following individual styles of pedagogical activity.

Emotional improvisational style. Teachers with this style are distinguished by a predominant focus on the learning process. The material presented in the lessons is logical, interesting, however, in the process of explaining, teachers often lack feedback from students. The survey covers mainly strong students. Lessons run at a fast pace. Teachers do not allow students to formulate the answer on their own. Teachers are characterized by insufficiently adequate planning of the educational process: as a rule, the most interesting educational material is worked out in their classes, and less interesting is given at home. Control over the activities of students by such teachers is insufficient. Teachers use a large arsenal of various teaching methods. They often practices collective discussions, stimulates spontaneous statements of students. Teachers are characterized by intuitiveness, which is expressed in the frequent inability to analyze the features and effectiveness of their activities in the classroom.

Emotional-methodical style. Teachers with this style focus on the process and learning outcomes. They are characterized by adequate planning of the educational process, high efficiency, and a certain predominance of intuitiveness over reflexivity. Such teachers gradually work out all the educational material, monitor the level of knowledge of students, use the consolidation and repetition of educational material, and control students' knowledge. Teachers are distinguished by high efficiency, the use of various types of work in the classroom, collective discussions. Using the same rich arsenal of methodological techniques in working out educational material as teachers with an emotional-improvisational style, teachers with an emotional-methodical style seek, first of all, to interest students in the subject itself.

Reasoning-improvisational style. Teachers with this style of teaching are characterized by an orientation towards the process and results of learning, adequate planning of the educational process. Such teachers show less ingenuity in the selection and variation of teaching methods, they are not always able to provide a high pace of work, and rarely practice collective discussions. Teachers (especially during the survey) prefer to influence students indirectly (through hints, clarifications, etc.), giving the respondents the opportunity to complete the answer in detail.

Reasoning-methodical style. Teachers with this style of teaching are mainly guided by the results of learning and adequate planning of the educational process, they are conservative in the use of means and methods of pedagogical activity. High methodicalness (systematic consolidation, repetition of educational material, control of students' knowledge) is combined with a standard set of teaching methods used, a preference for the reproductive activity of students, and rare group discussions. During the survey, such teachers address a small number of students, giving everyone enough time to respond, they pay special attention to "weak" students. Teachers are generally reflexive.

Numerous studies are presented in domestic psychology style of pedagogical communication. Most researchers describe the style of pedagogical communication through a system of communication operations that characterize:

Ease of establishing contacts with students;

the breadth of coverage of students by the attention of the teacher;

the frequency of changing activities;

speed of response to the mood of the class;

ability to cope with extreme situations in the classroom;

the focus of the teacher's activity either on the organization of the educational process, or on the organization of the attention of students;

The length of the stages of the lesson, their sequence (from more complex to easier, or vice versa);

the level of providing independence to students, the use of technical teaching aids;

· the ratio of controlling and evaluative influences.

G.S. Abramova identifies three styles of teacher-student relationships based on the teacher's orientation towards the use of socially significant norms in his behavior: situational, operational and value.

Situational style involves managing the child's behavior in a particular situation. The teacher encourages students to think, remember, be attentive, but does not show how to do this, the activities of students are not organized.

Operational style involves the ability of a teacher to teach children to build their activities, taking into account external conditions. The teacher reveals the methods of action, shows the possibilities of their generalization and application in different situations.

Value style relationships is built on the basis of revealing the commonality of the sense-forming mechanisms of different types of activity. The teacher justifies actions not only from the point of view of their objective structure, but also from the point of view of interdependence in terms of human activity in general.

A.A. Korotaev, T.S. Tambovtsev studied in detail the operational structure of the individual style of pedagogical communication. They distinguish three interrelated levels that are in hierarchical subordination:

organizational, evaluative and perceptual operations that determine the relationship between the teacher and students;

Emotional-communicative operations that determine the emotional content, communication and mood of those who communicate;

· phatic and fascination operations that determine the emotional tone, circle of communication and its distance.

A.G. Ismagilova analyzed the individual style of pedagogical communication of kindergarten teachers as a complex multicomponent and multilevel system of different elements of pedagogical communication. Hierarchical levels are distinguished:

goals of pedagogical communication (didactic, educational, organizational);

actions with the help of which the set goals are realized (stimulating, organizing, controlling, evaluating, correcting);

Operations through which actions are carried out.

The level of operations is represented by different characteristics. So, stimulating action are carried out through such operations as prompting to activity, attracting several children to the answer, prompting with a perspective, prompting with a positive assessment, prompting with a negative assessment. Organizing actions can be done through organization operations, information, explanation and questions. Controlling actions- this is control-announcing the correctness or incorrectness of the task, involving children in control, control-repetition of the answer, control-clarification of the answer. Assessment actions- this is the use of positive and negative emotional-evaluative judgments about the activities and behavior of children. Actions that correct the behavior of children, is a remark by indicating an undesirable action and a remark by naming only the name of a child who violates discipline. Action that corrects knowledge, - this is a correction of answers with the involvement of children and a hint with a leading question or highlighting the key word of the answer.

At each level, the same objective requirements of activity can be implemented in different ways, and the subject has the opportunity to choose the most appropriate way to implement the requirements in accordance with his individual characteristics, this leads to the development of an individual style of pedagogical communication.

As a result of many years of research A.G. Ismagilova identified four different individual styles of pedagogical communication. Let's consider them in more detail.

. Teachers who own it prefer to use corrective and organizing actions. Of the operations, they are characterized by inducement by a negative assessment, organization, information, questions, behavior correction and knowledge correction. And when choosing a goal, there is a priority of didactic and organizational goals. In the psychological literature, there is a division of all speech operations of pedagogical communication into two groups: direct, or imperative, and indirect, or optative. If we consider from this point of view the communication operations characteristic of this style, we can note that it is distinguished mainly by direct influences. In the classroom, these educators are characterized by the fact that they quickly respond to the behavior and actions of children, clearly regulate their activities, often giving them specific instructions, strictly monitor their implementation, and control the actions of children. These educators pay less attention to the activation of the children, and if they do, they often use a negative assessment. At the beginning of the lesson, they usually solve an organizational problem, put things in order in the group, and only then move on to learning. They strictly monitor discipline, during the lesson they do not disregard the violations of children, they often make comments to them. Timely and quickly respond to the answers of children, correct mistakes, help to find the necessary answer. An analysis of the implementation of communication goals shows that these educators more often set and solve didactic and organizational tasks, that is, they pay more attention to the organizational and business side of the pedagogical process, while ignoring the setting of educational goals. If we compare the features of this style with the known characteristics of the styles of pedagogical communication, we can say that it approaches authoritarian.

Psychological analysis shows that this style is mediated by a specific symptom complex of properties, among which the most pronounced are: strength, lability, mobility of the nervous system and a low level of subjective control.

Peculiarities of pedagogical communication peculiar to educators of this style can be explained as follows. Due to the high mobility and lability of nervous processes, the activity of these educators is characterized by a high pace, a quick change of various tasks, a quick reaction to the activities of children, which causes a certain tension among teachers. And the mental imbalance inherent in these individuals can increase tension, bringing it to nervousness, contributing to the rapid onset of fatigue. This, in turn, can lead to dissatisfaction. The low level of subjective control that characterizes educators of this style contributes to the fact that they pay little attention to the analysis of developing relationships with children, do not realize the imperativeness of their influences, do not sufficiently control the negative manifestations of the properties of the nervous system and temperament in communication, look for the reasons for their failures not in themselves, and in others, they try to explain them by a combination of circumstances.

Evaluative-supervisory style. At the operational level, it is characterized by a positive assessment motivation, control-repetition of the answer, actions in the implementation of the educational task - control-clarification of the answer, positive emotional-evaluative judgments. At the target level - the predominance of didactic goals. Teachers with this style mainly use indirect influences, which are aimed primarily at creating a positive emotional atmosphere through the use of incentives for activity with a positive assessment and frequent emotional and evaluative judgments about the behavior and activities of children. The positive emotional mood of the latter in the classroom creates a good psychological climate, which makes it possible for the educator to pay much less attention to the issues of discipline and organization of children. Much less often, they also use the solution of an organizational problem at the beginning of the lesson.

The second style is due to a different symptom complex of properties. In this symptom complex, the most pronounced are: the strength and inertia of the nervous system, mental balance and extraversion. Obviously, this style, like the first one, is significantly conditioned by the individual typological properties of the nervous system and temperament. Only, in contrast to the first style, it is determined by the inertness of the nervous processes and mental balance.

Educators with this style have a positive emotional atmosphere in the classroom, probably largely determined by their mental balance and extraversion, which ensure the absence of internal tension, activity in communication. The tendency towards developed subjective control, which characterizes such educators, indicates that they control their relationships with children, strive to ensure their emotional well-being.

Organizational-corrective style. At the operational level, this style is characterized by activation, motivation by a negative assessment, behavior correction. At the target level - educational goals. In the classroom, teachers with this style pay great attention to solving educational problems, using both stimulating and organizing, controlling, corrective actions. When solving a didactic problem, they also often resort to stimulation, but at the same time they strictly monitor discipline and often make comments to children. Paying much attention to stimulating the activity of the children, these educators prefer to use for this purpose mainly the operations of activation and motivation with a negative assessment.

The third style is determined by the following symptom complex of properties: mobility of nervous processes, mental imbalance, introversion, satisfaction with the profession, pedagogical attitudes. Here, personal qualities come to the fore (pedagogical attitudes, satisfaction with professional activities). The mobility of nervous processes, mental balance and introversion are much less represented in it. This gives grounds to assert that this style is due both to the typological properties of the nervous system and temperament, and personal qualities, and the determination of the latter is much more pronounced. Educators who master this style pay more attention than others to creating a positive emotional atmosphere in the classroom, using stimulating actions for this. This becomes possible, apparently, thanks to the positive pedagogical convictions formed in them. It is the latter that determine the priority of solving educational problems in the classroom along with didactic ones. The ability to use pedagogical tools in accordance with their pedagogical beliefs, a positive emotional atmosphere in the classroom contribute to high satisfaction with their professional activities.

Stimulating, controlling-corrective style. At the operational level, teachers with this style prefer to use motivation with a positive assessment, control-announcement, control with the involvement of children, correction of knowledge, and at the target level - organizational goals. The communication of these educators is characterized by the allocation and solution of an organizational task through stimulation and control, that is, before moving on to solving a didactic task, they put things in order in the group, set the children up for the lesson, using motivation with a positive assessment for this, and then, already in during the lesson, disciplinary remarks are used much less frequently. In progress didactic purpose teachers with this style often use controlling actions and pay much less attention to organizing actions.

The fourth style is mediated by the weakness of the nervous system, a high level of subjective control in the field of interpersonal relationships, and an overestimated self-esteem of professionally significant qualities. Apparently, this style, like the third style, occupies an intermediate position, while more gravitating towards the second style. In it, as in the second style, democratic tendencies are manifested to a greater extent, which are probably due to the weakness of the nervous system of educators. The appearance in the fourth style of more rigid ways of communication is obviously associated with the personal characteristics of educators, namely, with their inadequately overestimated self-esteem of professionally significant qualities. Overestimated self-esteem makes it difficult to adequately analyze the influences used, indicates a lack of awareness of the negative aspects in the organization of interaction with children, and thus hinders the improvement of the style in the direction of its greater democratization. Consequently, in this case, too, there is a decisive influence of personal characteristics on the formation of an individual style.

Thus, differences in styles are manifested in the nature of setting the goals of pedagogical communication, in the choice of actions, in the choice of operations. Features of the individual style of pedagogical communication are due to a certain symptom complex of individual multi-level properties of the teacher. At the same time, the influence of the properties of the nervous system and temperament is not rigid and unambiguous. Probably, natural inclinations play a big role at the initial stage of the formation of style. The determining role in the process of developing a style is played by the personal and socio-psychological characteristics of teachers, such as pedagogical convictions, self-assessment of professionally significant qualities. At a certain level of their development, it becomes possible to master the methods of pedagogical communication that are characteristic of opposite typologically conditioned styles.

In this way, studies of the individual style of pedagogical activity and pedagogical communication reflect the variety of ways in which pedagogical activity is carried out. The individual style of any person cannot be taken as a universal "ideal model". Imposing it “in order to exchange experience” can lead to the fact that the tasks of activity and communication become insoluble. One of the most important tasks is to help a person find a style that best suits his individual characteristics.

conclusions

An individual style of activity is a consistently used way to achieve typical tasks that allows people with different individual typological features of the nervous system, different structure of abilities to achieve equal efficiency when performing the same activity in different ways, while compensating for individual characteristics that impede success .

· The formation of an individual style of activity involves taking into account its internal conditions (individual-typical, personal characteristics of a person), as well as external conditions and requirements of activity.

· There is no “ideal” individual style of activity. It is important to help each person find the style of activity that best suits their individual characteristics.

Issues for discussion

1. What is meant by an individual style of activity?

2. What is the general structure of the individual style of activity proposed by E.A. Klimov?

3. How can you identify the grounds for the formation of an individual style of activity?

4. How is the individual style of activity considered in the scientific school of V.S. Merlin?

5. What is considered as the most important internal conditions for the implementation of an individual style of activity in the works of M.R. Schukin?

6. What are internal preconditions formation of an individual style of activity?

7. How do the style of pedagogical activity and pedagogical communication compare?

8. What types of individual style of pedagogical activity are identified by A.K. Markova and A.I. Nikonova?

9. What types of individual style of pedagogical communication are identified by A.G. Ismagilova?

10. What is the significance of an individual style of activity for a person's self-development?

Part 3. Psychological and pedagogical support of self-knowledge and self-development in the context of the life path

aim The psychological and pedagogical support of self-development and self-knowledge is the creation of such conditions that would contribute to the generation of a person’s desire not only to know himself, but also to determine the guidelines for the desired changes in his own personality.

Main principles psychological and pedagogical support:

recognition of the unconditional value of the inner world of each person, each individuality, the priority of needs, goals and values ​​of self-knowledge and self-development;

・following natural development a person when relying not only on age patterns, but also on personal achievements, in which the efforts that a person has made in order to move forward are fixed;

· Encouragement of a person to search for independent decisions, assistance in taking on the necessary measure of responsibility, creation of the necessary conditions for a person to make personal choices.

A prerequisite for the implementation of psychological and pedagogical support is to take into account age features self-knowledge and self-development.

When organizing psychological and pedagogical support children of enduring importance is the achievement of an initial trusting contact between the child and the adult who acts as a "guide" in the child's first journeys into his own inner world. To establish trust, an adult must understand the meaningful context of the child's life world very well. It is important to remember that if for a preschool child self is revealed in the process of communication, interaction, play, then the student learns himself, his abilities, comparing, comparing his own successes and achievements with the results of peers, primarily in the process of learning activities.

Understanding the desires and needs of the child, an adult should be there and run ahead a little in order to create development prospects for a growing person. As the domestic psychologist M.R. Bityanova, "...accompany the child on his life path- this is a movement with him, next to him, sometimes - a little ahead, if you need to explain possible ways. An adult carefully looks at and listens to his young companion, his desires, needs, fixes achievements and difficulties that arise, helps with advice and his own example to navigate the world around the Road, to understand and accept himself. But at the same time, he does not try to control, impose his own paths and guidelines. And only when the child is lost or asks for help, helps him to return to his path again. Neither the child nor his wise companion can significantly influence what is happening around the Road. An adult is also not able to show the child the path that must be followed. The choice of the Road is the right and duty of every person, but if at the crossroads and forks with a child there is someone who is able to facilitate the process of choice, to make it more conscious, it is a great success.”

Psychological and pedagogical support adults is aimed at updating self-knowledge and self-development in the course of personal and professional self-determination and formation. Support is provided through the provision of various types of support:

information support - providing information that helps to solve problems; assistance in situation analysis, feedback;

status support - an expression of approval, acceptance, support for self-esteem; providing information necessary for self-assessment;

instrumental support - providing practical assistance in achieving a goal or solving problems, overcoming a crisis;

emotional support - an expression of closeness, empathy, caring, understanding, a trusting style of personal communication;

diffuse support - friendly communication, joint creative activity and recreation, as well as creating a sense of solidarity with others; in a stressful situation - distraction from the stressor, etc.

Support is aimed at meeting the various needs of a person focused on self-knowledge and self-development: to be protected, recognized, belong to a community, have opportunities for self-realization, self-improvement. The mediating influence of support acts on various levels:

At the level of the cognitive sphere (assimilation of new points of view, an alternative context in the perception of life situations);

At the level of the affective sphere (creating a sense of security, safety);

At the level of the motivational sphere (the perception of external attention, care increases the internal motivation of a person);

· at the level of behavior (new ways of solving problems, providing alternative models of behavior, etc.);

on a personal level (support for self-esteem, providing emotional support, support for feelings of internal control, competence, having great importance to mobilize domestic resources in stressful situations);

at the physiological level (reduction of anxiety, stress relief).

When providing psychological support, a teacher-psychologist must adhere to the following principles:

problem-centeredness - commitment to the goal, tasks of the joint work of the teacher-psychologist and his client;

democratic character - lack of prejudice regarding the opinions of another person, willingness to learn, without showing a desire for superiority, authoritarian inclinations;

· delimitation of means and ends - certainty, consistency, firmness of moral, ethical standards; the desire to do something for the sake of the process itself, and not because it is a means to an end;

acceptance of oneself and others - the absence of an overwhelming need to teach, inform or control;

non-judgmental actions and personality;

the priority of the activity process over its formal result;

immediacy and naturalness - the absence of artificiality, the desire to produce an effect;

creativity - the ability to be creative, which is present in Everyday life as a natural way for a person to express himself;

freshness of perception - the ability to appreciate the most ordinary events in life, while feeling the novelty;

research creative position of the individual.

The theoretical and methodological foundations for organizing psychological and pedagogical support formulated above make it possible to create the most favorable conditions for stabilizing self-esteem in a developing person, for manifesting self-understanding, self-acceptance, for actualizing a sense of personal control and responsibility for one's own life.

1. Self-knowledge in childhood

A small child takes the first steps in the world of objects that has opened up before him, but the most important thing is that he gradually masters the space of his inner experiences, discovers his own " I».

Most psychologists deny the existence of the foundations of the image of oneself in infancy, the beginning of the formation of self-consciousness is associated with the age of early childhood (A. Vallon, R. Zazzo, R. Meili, P. Massen, J. Conger, J. Kagan, A. Houston, S. L. Rubinshtein, B. G. Ananiev, I. I. Chesnokova, V. S. Mukhina, etc.). Some scientists indicate even later dates for the appearance of the image " I» in a child, for example, preschool age when speech and thinking are formed (E.N. Akundinova), or adolescence when the formation of an abstract-logical type of thinking takes place (J. Piaget).

However, there are researchers who support the existence of elementary forms of self-awareness at the stage of infancy. Similar views are held by M. Lewis, J. Brooks-Gann. They single out as the initial stage the formation of the child's self-awareness from birth to three months, when the infant emotionally distinguishes himself from other people. D.V. Olshansky identifies a "zero" stage in the development of self-consciousness, which also takes place from birth to three months of age. At this time, the child distinguishes between his own external and internal sensations. V.M. Bekhterev suggested that the simplest self-consciousness precedes consciousness - distinct, clear representations of objects - and consists in the child's unclear feeling of his existence.

Depending on what factors in the development of self-consciousness are considered as the main ones, and also depending on the solution of the issue of the timing of the appearance of self-consciousness in ontogenesis, various concepts distinguish various stages in the formation of the foundations of a child's self-awareness.

So, from the standpoint of the theory of R. Meili, in which interpersonal interaction is considered the main factor in the development of self-consciousness, the first moments of self-awareness by a child belong to two years, and in the third year of life he has a desire to “show himself”, a sense of shame, attempts to affirm and show their power over others, etc. According to R. Zazzo, who studied mainly the physiological, biological prerequisites for self-consciousness through the analysis of self-feelings, self-experiences, well-being, there are two main prerequisites for the formation of an “image I» in a child: separation of his body from the objective world at the end of the first year of life and separation of his own actions from his body in the second year of life.

THEM. Sechenov carried out a psychophysiological analysis of the formation of the child's self-awareness. Self-consciousness was considered at the same time as a process based on a "complex reflex". The concepts were introduced: “personal sensory series” (self-perceptions, systemic feelings), as well as “series personal actions”, which include “objective series” (sensations coming from external objective objects), and “subjective series” (continuous sensations coming from the child’s own body). "Personal sensory series" and "series of personal actions" are the result of external influences. According to their inner content, they are reflexes, the end of which is always movement, and the necessary companion of the latter is muscular sensation. Through frequently repeated associated reflexes (through which I.M. Sechenov introduced the concept of memory), the child learns to group his movements, acquires the ability to delay them. This, in turn, leads the child to the ability to think, think, reason. At the same time, the process of thinking is already a different level of reflex development, in which there is a beginning of a reflex, its continuation, but there is no end - movement. Self-consciousness, like consciousness, according to I.M. Sechenov, does not arise immediately, not from the moment the child is born, but as he masters his own body in the process of transforming ordinary actions into arbitrary actions. The formation of self-consciousness is associated primarily with the formation of the "body scheme", which is based on the kinesthetic self-perceptions of the child during the movement of the body. And as the organs of their body turn into a kind of “instruments” of the child’s activity, they are gradually realized, in the process of which ideas about them are formed. Thus, according to Sechenov, only the first two forms are intensively developing in childhood. I': 'I feel', 'I act'.

S.L. Rubinstein, formulating the positions of the activity approach, singled out the child's mastery of his own body, the emergence of voluntary movements, independent movement and self-service as the main stages in the formation of self-consciousness.

In modern domestic psychology, the genesis of the structure of children's self-consciousness is most intensively studied within the framework of the concept of the genesis of communication by M.I. Lisina and the concept of self-consciousness by V.S. Mukhina.

From the standpoint of the concept of M.I. Lisina, the formation of a child's self-awareness can be traced in the course of the development of communication with adults and peers and is considered as the formation of an affective-cognitive image of oneself. The features of the structure of the image of the child himself horizontally are noted. The existence of a central, nuclear formation is assumed, in which the child's knowledge of himself as a subject is presented in the most processed form. In this education, a general self-esteem is born, constantly exists and functions, which is associated with the child's holistic attitude towards himself as loved by others, important to them or, on the contrary, an insignificant being. In addition to the center, there is a "periphery" where concrete facts, private knowledge come in, which contribute to the formation of a specific self-esteem, expressing the child's attitude to the success or failure of his individual, private action.

Ministry of Education and Science of the Russian Federation

Northern (Arctic) Federal University

Department of Pedagogy and Psychology

TEST

By discipline Pedagogy

On the topic Individual style of pedagogical activity

Murasheva Anastasia Vladimirovna

Arkhangelsk 2013

INTRODUCTION

THE CONCEPT OF STYLE OF PEDAGOGICAL ACTIVITY. STYLE AS AN INTEGRAL PART OF PEDAGOGICAL ACTIVITY

TEACHING STYLE, PRINCIPLES, MAIN CHARACTERISTICS

1 Universal principles

INDIVIDUAL STYLE OF PEDAGOGICAL ACTIVITY

CONCLUSION

INTRODUCTION

Everyone has a peculiar style of teaching, a style of putting things in order in the lesson and a style of writing these orders. Few people think that teaching is a unique process of developing an individual leadership style for each teacher, working with students. The word "style" in a generalized concept is a way, way of life and actions based on certain patterns, especially if we are talking about the method that plays a significant role in this respect, the method that creates, has creative value. Thus, it is concluded that the style is inherent in every person, it can be identified by his actions, actions, manners, behavior and clothing, regardless of what activity he is engaged in. A. N. Sokolov defines style as a system in which all elements are united among themselves.

Style occupies a linking position between individuality and environment. Modern pedagogy teaches future teachers to be versatile, sociable, well-educated, and so on. This is all true, but in such a variety of requirements for teaching excellence, valuable individual approaches are lost. Educational plans, extracurricular activities, constant changes in the education system, overshadow the main thing - love for children, attentiveness, upbringing, learning, individual work with kids.

Topic control work sounds like this: "Individual style of pedagogical activity." This topic is relevant in modern times, because working on templates has not been effective for a long time. Educators are individuals just like their students, so they should not be afraid to develop their own teaching style. To do this, all the time you need to look for new approaches, develop new techniques, but the style, as business card, should always stay with the teacher. The purpose of the test: to form your own concept - an individual style of pedagogical activity.

In order to achieve the goal, it will be necessary to perform a number of tasks:

find out the general concept of the word "style", what meaning it has in teaching and what functions it contains;

determine the general characteristics of style, the basic principles of style;

determine the meaning and essence of the "individual style" of pedagogical activity;

consider the functions of the individual style of pedagogical activity;

draw conclusions and give a conclusion, which will formulate their own concept of an individual style of pedagogical activity.

1. THE CONCEPT OF THE STYLE OF PEDAGOGICAL ACTIVITY. STYLE AS AN INTEGRAL PART OF PEDAGOGICAL ACTIVITY

Before starting to teach, each teacher must realize why, for whom and how he does it. A real teacher should be able to evaluate his own successes, the successes of his students, while he should not stop there, but, on the contrary, should continue to fight for future successes.

For some reason, they believe that real teachers can be learned. However, they are not hatched or produced on production lines, not even at universities. A brilliant teacher is one who constantly improves himself. Sukhomlinsky V. A. wrote: “... you can be a good teacher only by being a good educator ... Without participating in educational work the whole pedagogical culture, all the knowledge of the teacher is dead baggage.

The way each of us speaks (whether in a lecture, in a regular school lesson or laboratory work in high school), is called style. The relationship of a teacher to a student can go through the subject (teacher - "professor"), through friendship (teacher - "friend") or through style (teacher - "artist"). The progress, the degree of assimilation of educational material will depend on which way the teacher goes to the student. All paths, of course, have the right to exist, but no one forbids their combination.

Each teacher is a living link between students and the content of the lessons. The learning style, as it were, puts filter glasses on students, through the lenses of which they look at what is useful to them. Teaching style can make them see the material as something interesting, useful, and life-changing, or just the opposite.

As for the relationship between a teacher and a student, it should be noted that they should be friendly, mutual, and benevolent. A teacher should love all his students constantly and unconditionally. He must help those who are lagging behind, encourage not only by word, but also by action. “It is impossible to learn to love children, not in any institution, not according to any textbooks, books, this ability develops in the process of a person's participation in public life, his relationships with other people. But by its nature, pedagogical work - everyday communication with children - deepens love for a person, faith in him. The vocation for pedagogical activity develops at school, in the process of this activity, ”V. A. Sukhomlinsky wrote about the vocation of a teacher, that they are not born teachers, but become thanks to work and constant work on themselves.

The teacher needs to adapt his style to the situation and the pace, and the timbre of the voice, and content. In each situation, you can play a certain role, because the role of the teacher in the educational process is diverse. The main thing to remember is that the teacher should teach only what he is competent in and what constitutes his moral essence.

“If a teacher has only love for the job, he will be a good teacher. If the teacher has only love for the student, like a father, a mother, he will better than that a teacher who has read all the books, but has no love for the work or for the students. If a teacher combines love for work and for students, he is a perfect teacher ”(L. Tolstoy)

2. TEACHING STYLE, PRINCIPLES, MAIN CHARACTERISTICS

1 Universal principles

The style of pedagogical activity is a stable system of methods, methods of activity, manners of behavior of the teacher, manifested in different conditions of its existence, professionally developed, but associated with his individuality. The style is determined by the specifics of the activity, the individual psychological characteristics of its subjects - the teacher (teacher) and students (pupils, students).

The universal principles contain the basic advice with which the teacher will organize effective educational work.

Targeting of teaching. The teacher must remember those whom he teaches. The teacher should listen to his students, be attentive, restrained. The teacher should always reciprocate the requests of the students, and not leave them unattended.

Lessons don't have to be boring. Boring or interesting - the choice is up to the teacher. The percentage of assimilation of the material will depend on how the teacher approaches the explanation of a particular material. Sukhomlinsky V. A. over the long years of his work, he studied the activities of teachers well and deeply and what impact unusual principles of teaching have on the educational process: “Teaching can become an interesting, exciting thing for children if it is illuminated by the bright light of thought, feelings, creativity , beauty, play that a teacher can give.

Teaching style is the responsibility of the teacher. Interesting teaching is not in itself - it must be carefully planned in advance.

We must not forget that in everyday life we ​​play many different roles: wife, husband, friend, parent, and so on. So it is in the life of a teacher. The teacher must play the role of a teacher, which would inspire students to play the role of students. 5. The style and manner of teaching define the boundaries within which learning takes place. It is necessary to take into account not only the topic of the lesson, age characteristics students, but also with the mood of the audience, its size, gender (sex) characteristics.

The ability to change your style. Without changes in pedagogical creativity, there can be no change in the assimilation of educational material. Great or at least good teachers are not born, they become in the process of constant work on oneself. If you try to adhere to these principles, then you can develop a good training system that will be combined, not template. To achieve something, you always need to start from the basics.

“You can teach as long as you yourself are learning” - K. D. Ushinsky.

2 Key characteristics of learning style

Teaching style features are easy to recognize. The difficulty lies elsewhere. The question is always what exactly should be imitated and what should be borrowed for oneself.

The teacher must take into account the peculiarities of the development and perception of the child, and correlating all these subtleties, the teacher needs to adjust his style of pedagogy. Children by nature are inquisitive, versatile, absorbing like sponges, who love everything bright and unusual.

That is why, given the characteristics of the teaching style, the teacher should use some techniques:

Sometimes surprise is effective in learning. Children are not interested in mediocrity, predictability. Everything that is new easily attracts attention and arouses interest.

Visibility is one of the "golden rules" of learning theory.

Each lesson should be unique, unrepeatable, incomparable.

The style of teaching should appeal to all the senses of the individual.

The learning style should be exciting, exciting.

The teacher is obliged to create all conditions for the embodiment and reincarnation of students.

If you try to follow all these tips, follow the principles, then success will already be half in your pocket.

3 Types of teaching styles

Emotionally improvisational. Focusing mainly on the learning process, the teacher is not adequate enough in relation to end results; for the lesson, he selects the most interesting material, less interesting (although important) often leaves for independent work students, focusing mainly on strong students. The activity of the teacher is highly operational: the types of work often change in the lesson, collective discussions are practiced. However, the rich arsenal of teaching methods used is combined with low methodicalness, the consolidation and repetition of educational material, and the control of students' knowledge are insufficiently represented. The teacher's activity is characterized by intuitiveness, increased sensitivity depending on the situation in the lesson, personal anxiety, flexibility and impulsiveness. In relation to students, such a teacher is sensitive and insightful.

Emotionally-methodical. Focusing on both the result and the process, he gradually works out all the educational material, not missing the consolidation, repetition and control of students' knowledge. The activity of the teacher is highly operational. The teacher seeks to activate students not with external entertainment, but with the features of the subject itself. The teacher is highly sensitive to changes in the situation in the lesson, personally anxious, but sensitive and perceptive towards students.

Reasoning - improvisational. The teacher is characterized by an orientation towards the process and learning outcomes, adequate planning, efficiency, a combination of intuition and reflection. The teacher is less inventive in varying teaching methods, he does not always adhere to a high pace of the lesson, and does not always use collective discussions. But the teacher himself says less, especially during the survey, preferring to influence the students indirectly, giving the respondent the opportunity to formulate the answer in detail. Teachers of this style are less sensitive to changes in the situation in the lesson, they do not demonstrate self-admiration, they are characterized by caution, traditionalism.

Reasoning-methodical. Focusing mainly on learning outcomes and adequately planning the educational process, the teacher shows conservatism in the use of means and methods of pedagogical activity. High methodicalness is combined with a small, standard set of teaching methods, a preference for the reproductive activity of students, and rare collective discussions. The teacher of this style is distinguished by reflexivity, low sensitivity to changes in situations in the lesson, and caution in his actions.

3. INDIVIDUAL STYLE OF THE TEACHER'S ACTIVITY. CONCEPT, ESSENCE, FUNCTIONS

1 The concept and essence of the individual style of pedagogical activity

individual style of pedagogical teaching

You can also talk about individual style in relation to communication, which is a special, relatively independent type of activity. In the activity of the teacher, the style of his communication with students at different stages of their age development plays an important role. In the psychological and pedagogical literature, based on the available research, the five most common styles of student leadership are identified, namely:

· autocratic (autocratic);

· democratic (reliance on the team and stimulation of student independence);

· ignoring (practical removal from the management of students' activities, the formal performance of their duties);

· inconsistent (situational system of relationships with students).

An individual style of pedagogical activity is a system of skills, methods, techniques, methods of solving problems in the process of work, characteristic of a given teacher. The complex of individual characteristics of a teacher can only partially satisfy professional requirements. Therefore, the teacher, consciously or spontaneously mobilizing his professional qualities, at the same time compensates or somehow overcomes those qualities that hinder success. As a result, an individual style of activity is created - a unique variant of the methods of work typical for a given teacher in typical conditions for him. An effective individual style of pedagogical activity is such a style with which the teacher constantly finds the best combinations in the way of stimulating, reorienting and mobilizing students, flexibly resolving the pedagogical situation in achieving the final educational and educational goals. A certain algorithm of these combinations in the organization and regulation of the business behavior of teachers characterizes one or another individual style.

A gifted, creative person is always an individual. The formation of the individuality of the teacher contributes to the education of the creative personality of the child. Every adult who consciously chooses a teaching profession, by the time such a choice is made, has already formed as a person and, undoubtedly, is an individual. The more diverse personalities there are among teachers and educators, the more likely they are to teach and educate children with many different and at the same time useful individual qualities.

An individual style is usually understood as a stable system of methods or techniques of activity. Depending on the individual characteristics of the nervous system, polar, individually stable methods of activity can develop, allowing people to achieve equally high results. At the same time, any individual style of activity can be formed only if the subject has a positive attitude towards it. Individual style acts simultaneously as a certain way of expressing the attitude of the individual to the activity actually carried out by her, and as a condition for the formation of an active-creative attitude towards her in the future.

You can also talk about individual style in relation to communication, which is a special, relatively independent type of activity. In the activity of the teacher, the style of his communication with students at different stages of their age development plays an important role. The style of pedagogical activity arises where the teacher has freedom of expression. The teacher, seeing the variety of ways to perform professional activities, can limit himself to one, which will make up his style of activity. The zone of uncertainty is subjective and is located where one teacher sees many pedagogical decisions, the other sees only one. A tendency to a high frequency of influences, fussiness in work is often associated with disorientation in the object of influences or with the inability to apply the knowledge of the psychology of individuals to the development of an individual system of influences.

An effective individual style of pedagogical activity is such a style with which the teacher constantly finds the best combinations in the way of stimulating, reorienting and mobilizing students, flexibly resolving the pedagogical situation in achieving the final educational and educational goals.

3.2Functions of the individual style of pedagogical activity

The following functions are distinguished in the style methodology:

) style is a manifestation of integrity, individuality;

) style is associated with a certain orientation and value system of the individual;

) style performs a compensatory function, helping the individual most effectively adapt to the requirements of the environment.

The main thing in pedagogical communication is the creation of a situation of success for the student. The teacher's main attention should be directed to constructive (so that the student can rely on the teacher's attitude towards himself), positive (with his positive attitude, the teacher teaches the student to think in terms of success) pedagogical assessment, which turns into an internal assessment by the student of his efforts and the results obtained. If the student develops a positive self-assessment of his learning abilities, then he will develop an interest in learning. To implement this direction in working with students, it is extremely necessary to have an individual approach to the child, the basis of which is the individual style of their own pedagogical activity formed by the teacher.

In order to educate the individual, knowledge and understanding of it is necessary. It is important that this study does not constitute, as usual, a shaft, a stream of events, education "in general" when individual personality in fact, it is lost and emerges only in the event of troubles. Students prefer teachers who are less likely to use disciplinary influences, whose behavior is flexible, adequate to the age and personality of the student and corresponds to the structure of the lesson.

The relationship of a teacher with students is one of the most important ways of educational influence on the emerging personality of a student. However, in the activities of the teacher, good relationships with students do not always develop. In many ways, this depends on the style of leadership or on the style of communication with them, on the individual style of pedagogical activity. In order to realize the conditions of pedagogical activity in its means, the teacher needs to have a flexible individual style. An important component of flexibility is cognitive style as stable individual psychological ways of receiving and processing information. He is characterized by a "sharp" eye and the mind of a teacher. Cognitive style includes:

a) vision of the veiled in the performed activity, including the latent signs of a particular situation;

b) vision for the future (notice what is not in demand today, but may be useful tomorrow, the day after tomorrow);

c) vision of the future (identifying the germs of the new, positive, i.e. what you can rely on in your pedagogical decisions). The positive or negative consequences of a teacher's professionalization are determined by his personality traits as a subject of pedagogical activity, the specifics of the object, the universality and content of pedagogical activity.

In general, this means the ability to build a strategy of perspective, in the course of striving for which one clings to another, as a result, time begins to work towards achieving the intended result. Then the teacher “manages to catch the system by the tail”: a scenario is created that predetermines the student’s behavior: reflexive control consists in creating external pedagogical conditions that become internal conditions that regulate the activity (behavioral, active) of the student.

The conditions of pedagogical activity turn into the means of its optimal implementation when they:

) create favorable incentives (external and internal) to actualize the creative potential of the student's personality;

) become a support for achieving pedagogical goals (this requires the inclusion of constructive thinking, it is this that helps to find something that you can rely on in your activity at this stage of its implementation);

) latent, hidden conditions of a particular situation become objective, "working" and really influencing the successful implementation of pedagogical activity, if the teacher can see around, if he has developed "lateral", creative thinking. Consequently, the psychologist can help the teacher learn to recognize such conditions, especially latent ones, and take them into account in specific pedagogical activities.

Good teachers should not be anonymous, faceless, but have their own manners and personal attitude to teaching and education. If the teacher could not develop an individual style in his professional activity, then he will not be able to take the author's position in the educational process and space.

CONCLUSION

A teacher is a role model, everyone should remember this. Therefore, it is very important how others see him. Style is one of the important components. It was possible to find out that style is the possession of one's voice, body, facial expressions, this is the degree of enthusiasm for the subject. Thus, it became clear that style is a manifestation of individuality, which is associated with the conditions in which the teacher finds himself.

Teaching style can be shaped throughout the career. Undoubtedly, each person has his own style, it turns out that the teacher has his own teaching system, in which one can note such moments that are unique to this teacher. In the control work, the principles, characteristics of styles, their types were considered. This is a kind of memo that every teacher should carry with him or at least periodically take out and look at some subparagraphs.

You can often meet a good teacher with wonderful knowledge, a desire to work, but at the same time, getting into his lesson, you can feel some kind of incompleteness, monotony, monotony. This is because the template is taken as the basis, but it is not polished or even supplemented. But you need to understand that the teacher is everything for the student. If the child is bored, if he refuses to delve into the essence of the lesson, then the teacher is to blame.

An individual teaching style is developed from the basics. Thanks to the individual style of teaching, the teacher constantly finds the best combinations in the way of stimulation, reorientation and mobilization of students, flexibly resolving the pedagogical situation in achieving the final educational and educational goals.

The purpose of the control work was: to form their own concept - the individual style of pedagogical activity. In my opinion, the individual style of teaching activity is a complex of individual characteristics of the teacher, such as appearance, behavior, communication style, and types of teaching styles that have most favorably developed during pedagogical activity. It is also an individual way of conducting training sessions, which is accompanied by extraordinary, unusual, interesting approaches. It is rare when you can consider the individual style of teaching in young, novice teachers, but there are exceptions. Basically, of course, these are teachers with experience who have more than one graduation of students “behind their backs”.

Schools should conduct trainings and additional classes for teachers, which will deal with problematic issues in this area, as well as examples of how to deal with them. The help of specialists is needed so that the teacher knows his strengths and weaknesses, knows what leadership style his own style is close to. The work of specialists, psychologists is needed in order to help fully reveal hidden opportunities teacher.

LIST OF USED SOURCES AND FURTHER LITERATURE

1. Kukushin V. S. Introduction to pedagogical activity. Publishing Center "MarT" Moscow - Rostov - on - Don, 2005

Sukhomlinsky V.A. About education. Publishing house of political literature, Moscow 1975

Winter IA Pedagogical psychology. Phoenix Publishing House, Rostov-on-Don, 1997.

Klyueva N.V. Pedagogical psychology. Moscow "Vlados - Press" 2003

5. Nemov R. S. General psychology. In volume 3. Publisher: Yurayt - Publishing House, 2012 -<#"justify">LINKS

Starikov V.V. Teaching style different types personalities of teachers. p.246

Kukushin V. S. Introduction to pedagogical activity. c.7

Kukushin V. S. Introduction to pedagogical activity. c.8

Kukushin V. S. Introduction to pedagogical activity. c.9

Kukushin V. S. Introduction to pedagogical activity. S. 136

Kukushin V. S. Introduction to pedagogical activity. C. 137

Sukhomlinsky V.A. About education. S. 16

Klyueva N.V. Pedagogical psychology. c.81

Sukhomlinsky V.A. About education. S. 78

Kukushin V. S. Introduction to pedagogical activity. C. 136 - 139

Kukushin V. S. Introduction to pedagogical activity. pp. 139-141.

Klyueva N.V. Pedagogical psychology. pp. 86 - 87

Klyueva N.V. Pedagogical psychology. p.83

Nemov R.S. General psychology. Volume 3, section 6, ch. 29

Klyueva N.V. Pedagogical psychology. c.82

Klyueva N.V. Pedagogical psychology. S. 83

Klyueva N.V. Pedagogical psychology. c.84

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