Model professional activity psychologist can serve a certain guideline, but it is assumed that eachspecialist of individual style of activity.

Style (lat. stylus , Greek stylos – wand) originates from a peculiar manner of writing with a pointed rod made of bone, metal or wood, which was used to write on wax tablets or birch bark. Hence the analogy: a way of doing something, a different set of peculiar techniques, a manner of behaving, speaking, dressing, etc.

Activity style - this is an interconnected set of individual characteristics, methods and nature of the implementation of certain activities, as a rule, involving interaction with people and acting as a dynamic stereotype

The individual style of activity is due to the specifics of the activity itself, individual psychological and personality traits its subject (I V. Strakhov, N. D. Merlin, E. A. Klimov, etc.)

In the structure of the individual style of activity, Evgeny Alexandrovich Klimov distinguishes two components:

Those. the individual style of activity is determined by the natural, innate characteristics of a person and the life-long personality qualities that arose during the interaction of a person with the subject and social environment. Effective individual style Provides the best results with the least amount of time and effort. The main argument in favor of the individual ways of carrying out pedagogical activity found by the teacher will be the personal and mental development of his students. It is the development of one's own style, taking into account, first of all, the properties of one's own personality, as well as the specific requirements of the activity, that leads to the fact that the teacher is less stressed and tired. Since the personal properties of the teacher are a flexible structure, the individual style of activity can change.

Pedagogical activity, like any other, is characterized by a certain style, which is provided both by the specifics of the activity itself and by the individual psychological characteristics of its subject.

Individual style pedagogical activity manifests itself:

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

the nature of reactions to certain pedagogical situations;

choice of teaching methods;

choosing the means of education,

style of pedagogical communication;

response to the actions and actions of children;

manner of behavior;

preference for certain types of rewards and punishments;

the use of means of psychological and pedagogical influence on children

The most complete idea of ​​the styles of pedagogical activity was proposed by A. K. Markova, A. Ya. Nikonova. The essential characteristics are the basis for distinguishing between styles of activity: soder zhatelnye indicators, dynamic and productive.

the primary orientation of the teacher: a) on the learning process, b) on the process and learning outcomes, c) on learning outcomes;

adequacy - inadequacy of planning the educational process;

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

reflexivity - intuition.

Dynamic characteristics determine:

flexibility - traditional;

impulsiveness - caution;

stability - instability in relation to a changing situation;

stable emotionally positive attitude towards students - unstable emotional attitude;

Availability personal anxiety- lack of personal anxiety;

in an unfavorable situation, the focus of reflection on oneself - focus on circumstances - focus on others.

Effective characteristics :

homogeneity - heterogeneity of the level of knowledge of students;

stability - instability of students' learning skills;

high - low level of interest in the subject being studied.

Based on these characteristics, each of the styles implies a certain nature of interaction, the dominance of either a monologic or dialogic form of communication, a certain organization of activity.

Today, in the conditions of socio-economic and spiritual transformations in the life of our society, attention is increasingly paid to the development of a person's individuality, his originality and uniqueness. An active, creative personality, capable of making competent decisions and implementing them in their activities, becomes more in demand. Such a person can only be brought up by a professional teacher who is competitive, able to work creatively, possessing the skills of planning and forecasting pedagogical activity and self-improvement in it.

In this regard, the questions of the formation of the most optimal and effective ways and techniques for the implementation of pedagogical activity, ensuring its high effectiveness, which implies the formation of his individual style. A correctly found style, which determines the severity of the individuality of the teacher, contributes to democracy, the effectiveness of pedagogical influence on students, productive communication of the participants in this process, and the maximum disclosure of the individual potential of each student.

The purpose of this work is a brief description of the main styles of pedagogical activity based on the analysis of educational and scientific literature in psychology and pedagogy in higher education. We will pay special attention to such aspects of the style of pedagogical activity as the style of communication and attitudes of the teacher.

Style of pedagogical activity. The concept of the style of pedagogical activity

Pedagogical activity, like any other, is characterized by a certain style. The style of activity is a stable system of methods and techniques that manifests itself in different conditions of its existence. It is determined by the specifics of the activity itself, the individual psychological characteristics of its subjects.

Style of pedagogical activity, reflecting its specificity, includes 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 impact of at least three factors:

1. individual psychological characteristics of the subject of this activity - the teacher, including individual typological, personal, behavioral characteristics;
2. features of the activity itself;
3. characteristics of students (age, gender, status, level of knowledge).

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 also correlate:

1. with the nature of the interaction;
2. with the nature of the organization of activities;
3. subject-professional competence of the teacher;
4. the nature of communication.

According to V.A. Kai-Kaliku, the style of communication is understood as individual typological features of the socio-psychological interaction between the teacher and students.

The individual style of pedagogical activity is manifested:

1. in temperament (time and speed of reaction, individual pace of work, emotional responsiveness);
2. the nature of reactions to certain pedagogical situations;
3. choice of teaching methods;
4. choosing the means of education,
5. style of pedagogical communication;
6. response to actions, to the actions of students;
7. manner of behavior;
8. preference for certain types of rewards and punishments;
9. the use of means of psychological and pedagogical influence on students.

S.I. Arkhangelsky considers three groups of characteristics of the individual style of pedagogical activity:

1. informative,
2. dynamic

Among the most important content characteristics, scientists indicate such as:

1. predominant orientation of the teacher: on the learning process, the process and learning outcomes, only on learning outcomes;
2. adequacy - inadequacy of planning the educational process;
3. efficiency - conservatism in the use of means and methods of pedagogical activity;
4. reflexivity - intuition.

Dynamic characteristics are distinguished similarly.

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.

Style of pedagogical activity. Types of styles of pedagogical activity

A.K. Markov and L.M. Mitin. They argue that the following grounds underlie the distinction of style in the teacher's work:

1. content characteristics of style (teacher's orientation to the process or result of his work, assessment of the stages of his work);
2. dynamic characteristics of the style (flexibility, stability, switchability, etc.);
3. performance (level of knowledge, skills, interest in learning among schoolchildren).

Based on this, individual styles were identified.

For example, emotional improvisational style

Teachers of 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 with an emotional-improvisational style of teaching often lack feedback from students. The survey covers predominantly strong students. Seminars run at a fast pace. Teachers with an emotional-improvisational teaching style do not allow students to formulate an answer on their own. They (teachers) are characterized by insufficiently adequate planning of the educational process: as a rule, the most interesting educational material is worked out at their seminars, and less interesting is given at home. Control over the activities of students by such teachers is insufficient. Teachers with an emotional-improvisational style of teaching use a large arsenal of various teaching methods. They often practice collective discussions, stimulate spontaneous statements of students. Teachers with an emotional-improvisational style of teaching are characterized by intuitiveness, which is expressed in the frequent inability to analyze the features and effectiveness of their activities in the lesson.

Another teaching style is emotionally methodical

Teachers with an emotionally methodical teaching style are guided by 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 with an emotional-methodical style of teaching are distinguished by high efficiency, the use of a variety of different types work in the classroom, group 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.

next style - reasoning - improvisational

Teachers with a reasoning-improvisational style of teaching are characterized by an orientation towards the process and learning outcomes, 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 with a reasoning-improvisational style (especially during a survey) prefer to influence students indirectly (through hints, clarifications, etc.), giving the respondents the opportunity to formulate a detailed answer.

And finally reasoning-methodical style

Teachers with a reasoning-methodical 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. For teachers with a reasoning-methodical style of teaching, reflexivity is generally characteristic.

Style of pedagogical activity. Communication style of teachers

Each person communicates by means and methods typical for him. The set of relatively stable and characteristic for a given personality techniques and methods of organizing communication is called an individual style of communication, which, in turn, is determined by personality and character traits. The style of pedagogical communication embodies the social and ethical attitudes of society and the university teacher as his representative in a specific pedagogical activity. The style of communication is closely related to the style of activity. This reflects the level of pedagogical orientation of the personality of the teacher, his orientation towards pedagogical (and not just scientific) activity, and, finally, individual-typical characteristics.

It should be noted that a variety of studies on the problems of pedagogy higher education they convince that a young person, having entered a university, does not immediately become a student according to his psychological characteristics: there are diverse adaptation processes implemented through socio-psychological mechanisms. It is here that it is extremely important to begin to form the correct system of relations between first-year students and the teaching staff.

Traditionally, there are three main styles of pedagogical communication; authoritarian, free-liberal and democratic.

For authoritarian The style is characterized by a functional-business approach to the student, when the teacher proceeds from an average idea of ​​the student and abstract requirements for him. In his assessments, he is stereotypical and subjective. Often underestimates the positive value of such qualities as independence, initiative, prefers to characterize his students as undisciplined, lazy, irresponsible. Although in general this style of pedagogical communication deserves a negative assessment, some tasks (especially at the initial stages of formation student group) can be resolved with an authoritarian style.

Free liberal style communication is characterized by connivance, familiarity and anarchy. Special studies and pedagogical practice convincingly show that this is the most “harmful” and destructive style for the cause. It gives rise to the uncertainty of students' expectations, causes tension and anxiety in them.

The most effective way to solve pedagogical problems allows democratic style in which the teacher takes into account the individual characteristics of students, their personal experience, the specifics of their needs and capabilities. A teacher who masters this style consciously sets tasks for students, does not show negative attitudes, is objective in assessments, versatile and proactive in contacts. In fact, this style of communication can be described as personal. It can only be developed by a person who has a high level of professional self-awareness, capable of constant analysis of his behavior and adequate self-esteem.

A particular teacher can hardly be unambiguously assigned to any one of the listed types. Even if there is a clear dominance of one of the styles, the same teacher in different pedagogical situations, in relation to different students or when interacting with other teachers, can demonstrate elements of different styles. And this fact is the key to great opportunities to work on your style, especially when it comes to a young teacher.

But even if we take the main line of behavior of the teacher in communicating with students, i.e., his main and stable style, then he necessarily has a pronounced individual character, which does not completely coincide with any of the above. The task of developing one's own individual style, not only in pedagogical communication, but also in all other types of pedagogical activity, is one of the most important for any professional teacher. The optimal individual style is a style that allows you to make the most of the strengths of the teacher and, if possible, compensate for the weaknesses of his temperament, character, abilities and personality as a whole.

Style of pedagogical activity. Conclusion

The style of activity is an interconnected set of individual characteristics, methods and nature of the implementation of a certain activity, as a rule, involving interaction with people and acting as a dynamic stereotype.

A.K. Markova notes four of the most characteristic style teacher activities:

1. emotional and improvisational;
2. emotional-methodical;
3. reasoning-improvisational;
4. reasoning-methodical.

A.K. Markov and A.Ya. Nikonov distinguishes three groups of characteristics of the individual style of pedagogical activity:

1. informative,
2. dynamic
3. performance characteristics.

The success of developing an individual style largely determines the success of the teacher's professional development, his job satisfaction, the growth of his skills, and the objective effectiveness of his activities.

The style of pedagogical activity is closely related to the style of communication. Communication style is a set of relatively stable and characteristic for a given individual techniques and methods of organizing communication.

The most important factor determining the effectiveness of pedagogical communication is the type of teacher's attitude.

Style of pedagogical activity. References

1. Aleksandrov G.I. Development of a system for improving the pedagogical skills of a university teacher. - M., 1977.
2. Arkhangelsky S.I. The educational process in higher education, its natural foundations and methods. - M., 1980.
3. Benediktov B.A. Psychology of training and education in higher education. - Minsk, 1986.
4. Grigoryan L.A., Martsikovskaya T.D. Pedagogy and psychology: Proc. allowance. – M.: Gardariki, 2004.
5. Kan-Kalik V.A. teacher about pedagogical communication. M., 1987.
6. Markova A.K. Psychology of teacher's work. M., 1993; Mitina L.M. The teacher as a person and professional. M., 1994.
7. Petrovsky A.V. Fundamentals of Pedagogy and Psychology high school: Proc. allowance for students of courses and faculties for advanced training of university teachers. - M.: Publishing house of Moscow State University, 1986.
8. Smirnov S.D. Pedagogy and psychology of higher education: from activity to personality: Proc. allowance for students of facts in-t advanced training of university teachers and graduate students. – M.: Aspect press, 1995.

Take the quiz to test your knowledge:

1. How many factors in the style of pedagogical activity:

a) 4
b) 3
c) 2
d) 6

2. S.I. Arkhangelsky considers three groups of characteristics of the individual style of pedagogical activity. Choose three correct answers:
a) performance characteristics

b) preferential
c) dynamic
d) meaningful

3. The most complete actual activity idea of ​​the styles of pedagogical activity is given by:

a) Ernst Kapp and Janusz Korczak
b) A.K. Markov and L.M. Mitin
c) Itelson Lev Borisovich

4. Dynamic characteristics of style. Choose three correct answers:

a) flexibility
b) sustainability
c) interest
d) switchability

5. What style is characterized by a functional-business approach to a student, when the teacher proceeds from an average idea of ​​the student and abstract requirements for him:

6. Teachers with an emotional-improvisational style of teaching are characterized by:

a) concentration
b) emotionality
c) intuitive

7. Teachers with a reasoning-methodical style of teaching are characterized by:

a) independence
b) training
c) reflexivity

8. Traditionally, how many main styles are distinguished in pedagogical communication:

a) 2
b) 5
c) 4
d) 3

9. A teacher who knows which style consciously sets tasks for students, does not show negative attitudes, is objective in assessments, versatile and proactive in contacts:

a) democratic
b) free-liberal
c) authoritarian

10. This is a stable system of methods, techniques, manifested in different conditions of its existence:

a) communication style
b) activity style
c) individual style

In this section, we consider the problem of the individual style of the teacher's professional activity. The choice of this or that style, its formation, is determined by many factors, such as individual, individual psychological and socio-psychological characteristics of the teacher and student, the educational situation, etc. With proper and professional use, almost every style of activity has its positive aspects.

A system of skills, methods, techniques, ways of solving the problems of a particular activity, characteristic of a given person, ensuring its more or less successful implementation.

Individual style of activity- a unique version of the methods of work typical for a given person in typical conditions for him.

In domestic psychology, studies of individual style prevail, depending on the basic properties nervous system human (E.A. Klimov, V.S. Merlin, K.M. Gurevich, etc.).

Considering the problem of the individual style of activity, E.A. Klimov gives a "broad" and "narrow" interpretation of it.

On the "broad" individual style is understood as a system of distinctive features of a person's activity, due to the characteristics of his personality. In a narrow sense» an individual style of activity is a stable system, determined by the typological characteristics of a person, developing in him as striving for the best implementation of a certain activity.

In this way, individual style- an individually unique system of psychological means that a person consciously or spontaneously resorts to in order to best balance his (typologically determined) individuality with objective ones, external conditions activities .

In the general structure of E.A. Klimov proposed to allocate a "core" and an "extension" to it. The core of an individual style is made up of features, methods of activity that are involuntarily or without noticeable subjective efforts (as if spontaneously) provoked in a given objective environment on the basis of a person's complex of typological properties of the nervous system. These features determine the first adaptive effect and thus significantly determine the direction of further balancing with the environment. But they do not provide all the necessary adaptive effect, and to the extent necessary, an “addition to the core” arises, suggesting the features of activity that are developed during some more or less long searches (conscious or spontaneous).

The "core" of an individual style of activity constitute two categories:

• 1) features conducive to success in a given environment;
• 2) features that counteract success.

Features that oppose the successful implementation of activities, sooner or later, spontaneously or consciously "acquire" compensatory mechanisms. For example, the lack of promptness due to inertia is compensated by foresight, more high level orientation activity. The resistance to the action of a monotonous situation, due to the mobility of the decrease, is compensated by the fact that a person artificially diversifies his activity, etc.

As other elements of the "attachment" to the core of the individual style, features may arise that contribute to the maximum use of the adaptive capabilities of the subject for the successful implementation, performance of activities (including professional ones). Accordingly, among the features that make up “an extension” to the core of an individual style, two categories can also be distinguished:

• 1) features that have compensatory value;
• 2) features associated with the maximum use of positive adaptive capabilities.

As E.A. Klimov, if an individual style is understood as the integral effect of a person’s interaction with the subject and social environment, then in each specific case it is necessary to be able to quickly recognize where there is or where an individual style should be formed. For this it is important:

• define a specific system "subject - object" and determine the desired state to which it should come (in other words, indicate the goal of management);
• identify as many essential conditions as possible, on which the achievement of the desired result depends (i.e., indicate a certain group of input actions, both controlling and disturbing);
• to single out such control actions in relation to which any typological property or combination of properties is a counteracting factor in its biological meaning;
• highlight such features of activity in relation to which certain typological features are favorable or at least neutral (obviously not counteracting) factor.

After all this has been done, it remains to look for ways to control the formation of an individual style through the design necessary elements extensions to its core.

V.S. Merlin, in his research, showed that individual style of activity performs a system-forming function in the development of the integral individuality of a person. In this context, M.R. Shchukin formulated the idea of ​​style as a holistic formation, characterized by individual characteristics subject in the following areas of activity:

• in the system of internal conditions;
• in reflection by the subject of external conditions and requirements of activity;
• in the procedural and productive aspects.

The most important, defining aspect of style is the interaction of internal conditions. It (interaction) characterizes the self-regulation of activity and provides individual originality in its procedural and productive aspects and the reflection by the subject of external conditions and requirements of activity.

as the most important internal conditions in the activity of the subject are:

• features of a person's attitude to activity;
• features of self-consciousness, self-esteem;
• features of intellectual activity;
• experience components;
• emotional factor.

The age factor also influences the formation of an individual style of activity. Studies have shown that as the transition to subsequent age levels, the influence on the activity and behavior of neurodynamic properties decreases and the influence of personality properties increases.

Scientific ideas of V.S. Merlin were reflected in the development of the problem of mechanisms for adapting the subject's individual capabilities to the requirements of activity. In particular, based on empirical research The following mechanisms have been described:

• compensation(allow to replace insufficiently expressed qualities and features of activity with more pronounced ones);
• adaptation(allow the fullest use of favorable individual human capabilities);
• corrections(allow limiting the negative manifestations of activity and pulling up one or another of its characteristics to the required level).

As part of the research on the procedural side of the individual style of activity, individual differences in features were established:

• executive capabilities;
• control actions;
• the ratio of the indicative and executive components of activity;
• choice of situations and tasks;
• preparation for work;
• entry into work;
• workplace organization;
• distractions from work;
• negative manifestations of individual differences in activities.

According to S.A. Minyurova, as an essential individual style features the ratio of indicative (including control) and executive actions. It is shown that in some people the orienting activity is more developed and more isolated from executive actions (in persons with an inert and weak nervous system), while in others this activity is less developed and to a greater extent is carried out in connection with executive actions (in persons with a mobile and strong nervous system).

Individual style activity is a fairly stably used way for a person to achieve typical tasks, due to the typological properties of the nervous system, which differs from other possible ways in process, but not in effectiveness. The formation of an individual style depends on the personal and socio-psychological conditions of life.

Next, we turn to the description of the concept individual style of pedagogical activity. As noted by S.A. Minyurov, the style of pedagogical activity, 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. Style of pedagogical activity reveals the influence of three factors:

The first- individual psychological characteristics of the subject of this activity - the teacher, including individual typological, personal, behavioral characteristics.

Second- features of the activity itself.

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

In pedagogical activity, the features described above 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;
• demeanor;
• preference for certain types of rewards and punishments;
• the use of means of psychological and pedagogical influence on the subjects of the educational process.

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 domestic psychology, the concept of "style of pedagogical activity" is presented in the works of A.K. Markova, L.M. Mitina. Reasons for differences in teaching styles, according to scientists are:

• content characteristics of style (teacher's orientation to the process or result of his work, assessment of the stages of his work);
• dynamic characteristics of the style (flexibility, stability, switchability, etc.);
• performance (level of knowledge, skills, interest in learning among schoolchildren).

Based on these characteristics, A.K. Markova and A.Ya. 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 predominantly 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. The control of students' activities by such teachers is insufficient. Teachers use a large arsenal of various teaching methods. They often practice collective discussions, stimulate 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 strive primarily to interest students in the subject itself.

Reasoning and improvisational style. Teachers with this style of learning 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 prefer to influence students in an indirect way (through hints, clarifications, etc.), giving the respondent the opportunity to complete the answer in detail.

Reasoning-methodical style. Teachers 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.

A.K. Markov describes three teaching styles: democratic, authoritarian and liberal. We point out that the use of each of them can lead to disharmonious interaction.

Democratic style.“The student is regarded 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 their personal qualities. Methods of influence are motivation for action, advice, request.

In this regard, a number of questions arise.

• 1. What is the joint search for knowledge?
• 2. Is it right (correct) to consider a student as an “equal colleague” when a teacher and a student have different status, life experience, age differences, and, ultimately, different levels of education?

Nevertheless, even with a democratic style of pedagogical activity, relations will be disharmonious in cases where the behavior of the student (students) with whom the teacher interacts will not meet his expectations, in particular, when he will not express his opinions, will not want to participate in " joint decision-making, etc.

authoritarian style. Initially, he speaks about the disharmony of relations between the subjects of the educational process, based on the quote that is presented below. “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.

Nevertheless, it should be noted that for some students, due to their individual psychological characteristics, abilities, and learning ability in general, this style will be one of the main ones for their successful schooling. Moreover, for this category of students, this style of interaction will not be perceived negatively, respectively, they will evaluate relations with the teacher as constructive and harmonious.

Liberal style. It can also lead to disharmony in the relationship between the teacher and the student. “The teacher moves away from decision-making, transferring the initiative to students and colleagues. The organization and control of students is carried out without a system, shows indecision, hesitation. The class has an unstable microclimate, hidden conflicts.

The above description also lacks the position and attitude towards the teacher, his actions on the part of the students.

Numerous studies of the style of pedagogical communication are presented in domestic psychology. Most researchers describe 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;
• frequency of activity change;
• the speed of response to the mood of the class;
• ability to cope with extreme situations in the classroom;
• the focus of the activity of the teacher or the organization educational process, or to organize 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, based on the characteristics of the teacher's orientation of the student to the use of socially significant norms in his behavior, describes three styles of teacher-student relationships: 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 describe three interrelated levels that are in hierarchical subordination.

1. Organizational, evaluative and perceptual operations that

define the relationship between teacher and students.

2. Emotional and communicative operations that determine

emotional content, communication and mood of students.

3. Phatic and fascinating operations that determine the emotional tone, the circle of communication and its distance.

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

Organizationsho-corrective style. 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 classroom, educators (teachers) 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 or initiate their activity using a negative assessment. Timely and quickly respond to the answers of children, correct mistakes, help to find the necessary answer. Teachers pay more attention to the organizational and business side of the pedagogical process, while ignoring the setting of educational goals. 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.

Evaluative-controlling style. It is characterized by motivation with a positive assessment, control - repetition of the answer, actions in the implementation of the educational task - control - clarification of the answer, positive emotional and evaluative judgments. The predominance of didactic purposes. Teachers 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. Teachers (educators) of this style control their relationships with children, strive to ensure their emotional well-being.

Stimulating, controlling-corrective style. Teachers prefer to use motivation with a positive assessment, control - announcement, control with the involvement of children, correction of knowledge, at the target level - organizational goals. The priority for teachers is the definition and solution of the organizational problem through stimulation and control. In progress didactic purpose teachers with this style often use countering actions and pay much less attention to organizing actions.

Thus, it is legitimate to draw the following conclusion. The style of the teacher's activity indicates a variety of ways to carry out professional activities, each of which has its own "pluses" and "minuses" and depends both on the individual psychological characteristics of the subjects of the educational process, and on the pedagogical, educational situation in which the interaction between them unfolds.

In particular, by analyzing styles pedagogical interactions, described in the work of E.V. Korotaeva, we come to the conclusion that the disharmony of interpersonal relations is due to destructive and restrictive (limiting) styles of interaction between the subjects of the educational process. Whereas the harmony of interpersonal relations of the subjects of the educational process is facilitated by the restructive (supportive) and constructive (developing) styles of pedagogical interaction.

It should be noted that, in our opinion, when describing the styles of pedagogical activity and styles of pedagogical interactions in order to prevent possible conflicts, tensions in the “teacher-student” relationship, situations in which one or another style is more effective are not monitored. An important point is also that when considering them, the position and own attitude of the student to both the teacher and the style of his pedagogical activity, and to learning in general, are not taken into account. All of the above is characteristic of the "teacher-student" relationship system.

Let's turn to the analysis features of the relationship and attitudes of parents in relation to children, which, in our opinion, can also be attributed to the manifestation of an individual style of activity. Let us pay special attention to the described by E.G. Eidemiller types of pathological education: indulgent hyperprotection; dominant hyperprotection; increased moral responsibility; emotional rejection; harsh treatment; hypoprotection.

Indulgent hyperprotection. The child is in the center of attention of the family, which strives for the maximum satisfaction of his needs. Parents spoil their child. "Parents often unconsciously project their previously unsatisfied needs onto their children and look for ways to compensate for them through educational actions." The child has few responsibilities in the family. Even if there are any prohibitions, the child easily breaks them, knowing that no one will ask him for this. Parents doubt the effectiveness of punishments, rely on rewards. "This type of parenting promotes the development of demonstrative and hyperthymic personality traits in children and adolescents".

Dominant overprotection. The situation is similar to the one described above. The difference is that parents at the same time deprive the child of independence, putting numerous restrictions and prohibitions. “The requirements for the child in this case are very high, exorbitant, do not correspond to his capabilities and not only do not contribute to the full development of his personality, but, on the contrary, pose a risk of psycho-traumatization” .

Increased moral responsibility. The type of upbringing "is characterized by a combination of high demands on the child with reduced attention to his needs" .

Emotional rejection. A child or teenager is out of the zone of attention of parents, or they are approached extremely rarely when “something serious happens”. “The basis of emotional rejection is the conscious or often unconscious identification of the child’s parents with any negative aspects in own life. A child in this situation may feel like a hindrance in the life of parents who establish a great distance with him.

Cruel treatment. This type of upbringing involves emotional rejection, manifestation of physical and psychological violence, dissatisfaction with the actual needs of the child.

Hypoprotection (hypoprotection). Just as with emotional rejection, the child is out of the zone of attention of the parents, or they turn to him extremely rarely when something happens. Parents do not control their child. The child often suffers from spiritual needs, especially the need for emotional contact and communication with the parent. The child has a minimum number of responsibilities in the family.

Having described the problem of the individual style of activity of the teacher (educator), in the next paragraph we turn to the consideration of motivation and its role in the professional activity of the teacher.

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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 of pedagogical activity of a 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 training and education, age features children, their level of development are undoubtedly important factors in the success of education. In addition to those listed, one of important factors 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 activities, the requirements for him, and the 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 their scientific papers defines as integral dynamic response individuality, which is a relatively stable open self-regulating system of interrelated individual-peculiar actions and determines the specifics of the interaction between the 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 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; to choose from options development of individual style.

V.A. Slastenin believes that the atmosphere of addressing the human personality should penetrate into all structures of the pedagogical process, ensuring its orientation towards 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". 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 activityteacher consists in the creative nature of pedagogical activity, aimed at understanding and transforming oneself into 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 self-regulation of the 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 activity or carry it out only with the leading role of the teacher, they show 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. And 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 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 existing 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, characteristic of many creative teachers and being 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. However, the best teachers form 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 the teacher, special psychological methods, 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 a collective". 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 competition degree 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 248p.

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.

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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.

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General concept of the style of pedagogical activity

Features of pedagogical activity can be described using 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

To fully understand the differences between the styles presented in the table 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 predominance of reflexivity over intuitiveness, which allows you to analyze the result of your work, but limits the possibilities of spontaneous behavior in the lesson.

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.