Seminar-workshop “Federal State Educational Standards of Education: Methods of Effective Interaction with Children”

Pedagogical activities aimed at the comprehensive development of the child’s personality will be more effective if they are built in accordance with the nature, culture of the child and the teacher.

In the course of pedagogical activity, a special communication arises between the teacher and the child, in which the participants find their own view of the world. The task of pedagogical activity in the context of a dialogue between the cultures of the teacher and the child is twofold: on the one hand, to strengthen and develop the child’s ways of thinking, position, and picture of the world; on the other hand, organize interaction with another culture (an adult).

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

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

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

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

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

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

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

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

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

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

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

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

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

Features of interaction between teachers and students

“Creativity must be expressed

primarily not in the field of creating objects,

things, but in the sphere of human relations, then

have the ability to build them according to

highest humanistic ideals."

K.A. Albuhanova-Slavskaya.

The concept of interaction in the most general sense reflects the universal general form of movement, the influence of objects on each other.

A person is characterized by a desire to interact with various objects of the surrounding world. Through interaction, a person comprehends natural and social phenomena, patterns, processes, navigates the surrounding reality, determines the ways of his thinking and behavior, and the human need for communication, education, and personal development is associated with this understanding.

The concept of “pedagogical interaction” reflects only one of the characteristics of a broader philosophical understanding of the category “interaction” in the pedagogical process.

Interaction in the general sense refers to the process of mutual influence of both objects (pedagogical resources and means) on participants in education, and its subjects on each other.

The concept of “pedagogical interaction” covers only subjective interactions.

It should be noted that there is no single interpretation of the concept of “interaction” in the psychological and pedagogical literature. Although there is a general tendency that the theoretical basis of interaction in the educational process can be built on the ideas of transactional analysis, which explains the processes of mutual influence of people on each other.

Transactional analysis defines personality development using the concept of “social exchange.” The roots of this trend are in the psychoanalytic theory of Eric Berne and his follower of the 60s. Thomas Harris, who focused their attention on issues of analyzing mutual influence. According to the theory of transactional analysis, the personality of each person is determined by factors that can be called the state of “I”. A person can feel himself, evaluate reality and build his actions in the state of a “child”, “adult” and “parent”. “Child” is spontaneity and creativity, “adult” acts consistently and objectively, correlates his behavior with “logical reasoning”, “parent” corresponds in behavior to Freud’s “super-ego” - in accordance with the norms of behavior in society, habits, traditions , formed in the mind by values. All three principles develop in the individual gradually, in interaction with the social environment of the environment.

The theories of transaction analysis have different directions within them, but in all of them the common concept of “transaction” is exchange. Interaction between people is organized according to three types of communications:

1. – “complementary transactions”, in which communications occur as if at the same level.

2. – “crossing transactions”, during communications the states of the parties do not correspond to each other.

3. – “hidden transactions” - information in communications is transmitted in a hidden form.

Many teachers, supporters of this theory, believe that when organizing interaction it is necessary to strive to take on different roles - “child”, “parent”, “adult” and in communications take a worthy position in relation to others and to oneself. This position has a “metaphorical formulation” as “I” – “good”, “you” – “good”. This position of a healthy personality is the basic position that reflects its success. Often as a result of upbringing in childhood, this position is not typical for many people, including teachers. The absence of such a position leads to a loss of acceptance of the position of the other “You” - “good”, as a result of which trustful interaction is lost.

Based on the theory of transactional analysis, most modern researchers consider pedagogical interaction as a purposeful exchange and mutual enrichment of the meaning of activity, experience, emotions, attitudes, values, and various positions.

This exchange is subject-subjective in nature and involves mutual activity (SS).

The interaction of teachers and students in the school community simultaneously occurs in different systems: between schoolchildren (peers, older and younger), between teachers and students, between teachers, between teachers and administration, between teachers and parents. All systems are interconnected and mutually influence each other, although each of them has its own characteristics and relative independence. But the guiding role is played by the interaction between teachers and students.

The style of interaction between them is projected onto all other interaction systems in the school community.

The interaction between teachers and students can be considered as a special type of interconnections and relationships in school; as a source of development for teachers and children, growth of creativity and activity; as a mechanism for the development of school staff; as a way of implementing continuity in the team, the educational process.

The priority goal of interaction between educators and students is personal mutual enrichment, the development of moral relations, and the educational capabilities of the team.

In the structure of interaction, the connection of three components is usually distinguished: cognitive, emotional, behavioral-volitional (N.N. Obozov).

The cognitive (gnostic, informational) component can be defined as the subject’s awareness of an object or subjects of each other, which is characterized by the activity of subjects receiving and processing information. In the interaction between teachers and schoolchildren, this is a process of perception and understanding.

The emotional component characterizes the state of the individual, her experiences, satisfaction or dissatisfaction with herself, her actions and relationships.

The behavioral component includes the results of activities and actions, facial expressions, gestures, speech, that is, what people can observe in each other.

The main manifestations of these components of interaction are considered to be: mutual knowledge, mutual understanding, relationships, interactions, mutual influence.

Mutual cognition involves the perception of another person, which can occur both consciously and unconsciously and contribute to the formation of an image of a partner in interaction.

Mutual understanding between people lies in the fact that not one, but both subjects can mutually understand each other and coordinate their actions. Mutual understanding between people is characterized in psychological and pedagogical literature in several aspects:

- the similarity of the subjective judgments of the interacting parties about each other and the correspondence of these judgments to their objective characteristics;

— understanding each other’s individual characteristics, motives of behavior in various situations;

- coincidence, similarity or consonance of worldviews and value orientations;

— mutual self-assessment of capabilities and abilities;

- acceptance of roles performed in relation to each other (N.N. Obozov, B.P. Parygin).

An essential characteristic of mutual understanding is its adequacy, understood as the accuracy and objectivity of the reflection of the partner’s personality. The adequacy of mutual understanding between teachers and students depends on a number of factors: the time of acquaintance, the attitude towards interaction, the duration and intensity of communication, the individual characteristics of both parties, the psychological atmosphere in the team and group, and ways of organizing joint activities. The internal mechanism of mutual understanding is identification, a subjective idea of ​​the identity of one’s own properties with those of a partner. This forms the basis of sympathy, complicity, empathy, sympathy, consistency.

The level of mutual understanding between teachers and students depends on what goals unite them and how these goals are perceived by the subjects of interaction.

Relationships can be viewed as the mutual readiness of both parties for a certain type of experience and action. Interactions can be characterized by formal and informal relationships, business and personal, positive and negative.

When establishing relationships between teachers and students, interpersonal attractiveness plays an important role.

Relationships are closely related to the behavior of the participants in the interaction, since a person’s attitude towards the people around him is manifested not only in emotions and feelings, but also in actions.

Mutual actions are expressed in assistance, inaction, and opposition to the actions and activities of the partner.

Assistance can be provided in the form of duplication, backup, assistance, support, or replacement of the actions of another.

In the school community, the mutual actions of teachers and students are manifested in joint activities, which are built on allied partnerships and involve assistance and interaction.

Mutual influence depends on the nature of the relationship between teachers and students; if positive relationships are established between them, then they more easily come to agreement and influence each other.

In the process of relationship V.Ya. Boyko identifies two situations. In the first, the interacting parties influence each other with personal qualities, that is, an exchange of habits, character traits, values, and attitudes can occur. In the second situation, the partner influences the other with the manner of his behavior, and after the other person assimilates the characteristics of the first and brings his own, the opposite influence occurs.

All characteristics of interaction are interconnected and interdependent. The better partners know and understand each other, the more opportunities they have for developing personal and business relationships, in order to come to an agreement, agree on joint actions, as a result of which their influence on each other increases.

The combination and development of components - characteristics are determined and regulated by the integration of various influences: the psychological climate in the team, the type and nature of the activity, goal setting, and the individual characteristics of the interacting parties.

Such interactive characteristics of interaction between teachers and students as collaboration and compatibility allow us to understand its essence.

Collaboration characterizes joint activity in terms of its success: quantity, quality, speed.

It is expressed in optimal coordination of partners’ actions based on mutual assistance.

Conflict and subjectivity experienced by partners are an indicator of low teamwork among people. Lack of consistency manifests itself in verbal communication and behavior in general.

Compatibility is characterized by the maximum possible satisfaction of partners with each other. For compatibility, the leading component is the emotional component of interaction.

The interaction between teachers and students is the basis for successfully achieving educational goals. The development of interaction between them can be judged by the enrichment of the content of their joint activities and communication, methods and forms of interaction, expansion of external and internal connections, and implementation of continuity.

The most effective type of interaction for the development of a student’s personality is the collaborative type of interaction. It is characterized by objective knowledge, reliance on each other’s best sides, adequacy of their assessments and self-esteem, humane, friendly and trusting, democratic relationships; the activity of both parties, jointly realized and accepted actions on each other, in other words, a high level of development of all its components.

The main features of cooperation are:

- focus (striving for a common goal);

— motivation (active attitude towards joint activities);

— integrity (interconnectedness of participants in the activity);

— structure (clear distribution of functions, duties, responsibilities);

— consistency (consent of actions of participants in the activity, low level of conflict);

— organization (planned activity);

— effectiveness (ability to achieve results).

The ability to cooperate is developed in various interaction situations.

Cooperation between teachers and students, members of the school team, is a joint determination of activity goals, joint planning of upcoming work, joint distribution of forces, means, subject of activity in time in accordance with the capabilities of each participant, joint analysis and evaluation of activity results, ???? new goals and objectives. Cooperation does not allow for meaninglessness; ineffective work. With cooperation, conflicts and contradictions are possible, but they are resolved on the basis of a common desire to achieve a goal, do not infringe on the common desire to achieve goals, and do not infringe on the interests of the interacting parties. Pupils develop an attitude towards themselves and other people as creators of common benefit, as like-minded people and comrades in common care.

Dialogue is a form of productive interaction between teacher and student. He called for solving the following educational tasks:

- creation of a (V.A. Sukhomlinsky) in relationships;

— deep knowledge of the pupil, understanding of his inner world, personal experience;

— a subtle influence on the student, in which the teacher does not decide anything for him, but, as it were, “accompanies” the student in his spiritual activity, giving recognition, warmth, and emotional support;

- providing assistance to the student in self-development - in awareness, understanding of oneself, in clarifying or establishing a personal position, in understanding “oneself in the world” and “the world in oneself.”

Dialogue presupposes equality of partners’ positions, respectful, positive attitude of the interacting parties towards each other; characterized by a predominance of cognitive or emotional components in its structure.

Such interaction helps to “feel the partner”, mentally take his position, and come to an agreement. Accepting your partner for who he is, respecting and trusting him, and exchanging opinions allows you to come to an agreement.

Teachers and students participate in various dialogues in everyday life. The lack of skill in conducting productive dialogue leads to hostility in relationships, misunderstandings, disputes, and conflicts; on the contrary, the ability to conduct dialogue creates favorable conditions for cooperation between children and adults.

In the psychological and pedagogical literature, other forms of interaction between teachers and students are known, such as guardianship, suppression, indifference (indifference), confrontation, conflict, etc.

We highlight only those forms of interaction between teachers and students that create favorable conditions for the moral development of a person.

Cooperation and dialogic interaction between teachers and students in the school community is possible when organizing their joint activities, which becomes an effective factor in education if:

— a positive attitude of teachers and children towards joint work has been formulated, they are aware of its goals and find personal meaning in it;

— joint planning, organization and summing up of activities, pedagogically appropriate distribution of roles and functions of educators and students in this process are carried out;

— situations are created for participants to freely choose types and methods of activity;

— the position and style of work of the teacher contributes to the self-realization and self-expression of participants in the activity.

Basic concepts of the topic.

Interaction, pedagogical interaction, mutual knowledge, mutual understanding, mutual influence, collaboration, compatibility, transaction, dialogue, cooperation.

Self-test questions.

1. Why is the concept of “pedagogical interaction” one of the main ones in pedagogy?

2. Give a brief description of the main components of pedagogical interaction.

3. What does it mean to understand a child? Give reasons for your answer.

4. Why do collaborative and dialogic interactions lead to successful parenting? What are the main ways to organize such interaction at school?

Assignments for independent work.

1. The rules for interaction between children and adults in an educational institution can be formalized in such school “documents” as the “Code of Conduct”, “Declaration of Cooperation”, “Rules for Collective Work of Children”, etc. What rules do you think these “documents” should include? Develop the option you like.

2. When organizing educational activities (competitions, shows, etc.) in children's groups, rivalry often arises between children. How to overcome it and orient children towards cooperation?

3. Make a list of personal qualities that, in your opinion, are necessary for a teacher to effectively organize pedagogical interaction with children in learning, and another list of qualities that are necessary for a teacher of a children's group. Compare lists. Is there a difference between them? What do they have in common? Why?

4. Develop a scenario for a game workshop for school students on one of the topics on dialogic communication (for example, the development of empathy, reflection).

Possible topics for essays and term papers.

1. Cooperation between children and adults in the educational process.

2. Dialogue interaction with high school students.

3. Mutual understanding between the teacher and students is the basis of education.

4. Communicative competence of a modern teacher.

5. Pedagogical conflict and ways to overcome it.

6. Nurturing the student’s communicative culture.

Literature.

1. Bayborodova L.V. Interaction between teachers and students in the school community. – Yaroslavl, 1991.

2. Bern E. Games that people play. – M., 1992.

3. Dobrovich A.B. To the teacher about psychology and psychohygiene of communication. – M., 1989.

4. Kan-Kalik V.A. To the teacher about pedagogical communication. – M., 1986.

5. Kondratyeva S.V. Teacher - student. – M., 1984

6. Kurganov S.Yu. Child and adult in educational dialogue. – M., 1989

7. Malkovskaya T.N. Teacher - student. – M.: Knowledge. – 1977.

8. Lenzinsky V.M., Kulnichev S.V. Learning to manage ourselves and our children. – M., 1995.

9. Rybakova M.M. Conflict and interaction in the pedagogical process. – M., 1991.

10. Rydanova I.I. Fundamentals of communication pedagogy. – M., 1998.

11. Joint activities /Ed. A.P. Zhuravleva. – M., 1998.

12. Harris T. I'm good, you're good. – M., 1993.

13. Yusupov I.M. Psychology of mutual understanding. – Kazan, 1991.

Rules for effective interaction with children

Rules for effective interaction with children.

It is no secret that children entering the orphanage, for the most part, are distrustful of adults at the beginning of their stay. And the reasons can be different: from situational to the consequences of improper upbringing in the family. To prevent and overcome the emotional problems and anxieties of a newly arrived child, it is important to establish harmonious, emotionally close relationships between the child and teachers.

To create a full-fledged, trusting relationship with a child, an adult must be able to communicate effectively with him.

I would like to dwell in more detail on some of the rules for effective interaction between an adult and a child.

1. Positive attitude.

Any interaction should begin with yourself, especially if it involves the desire to change the behavior of another person. What happened cannot be changed; we can only prevent possible behavior disorders in the future. To make your interaction with your child most effective, spend some time on your own mood, ask yourself the question: “How do I feel?” If you are overwhelmed by anger, confusion, anger or other negative feelings, then first of all you should calm down and bring yourself into balance. To do this, you can take a few deep breaths and exhales, shift your attention, focus on images of peace and balance, or do anything else that allows you to melt away negative feelings. Ask yourself what you want to achieve - punish, respond to your anger, express your attitude, or create conditions for changing the child's behavior? It is necessary to evaluate the realism and feasibility of the proposed goal, as well as its understandability, accessibility, and attractiveness for the child.

2. Trusting interaction.

It is necessary to spend a lot of time and effort establishing trusting contact with the child. The ancient sages said that you can only cross the bridge you come to.

Contact between a child and an adult is like a bridge that connects two sides of a stormy stream. No bridge - no connection, no path from adult to child and vice versa.

When interacting, the child behaves in accordance with the laws of living nature. His level of openness is directly related to his sense of security. Imagine that you come across a wounded hedgehog. Actively trying to help him, you stumble upon thorns until the hedgehog feels warmth, peace, security and turns around on his own. Before this, no help is possible. The child will remain silent, snap, lie, or exhibit other forms of defensive behavior until he feels that you are the right adult who will not violate his safety. Trust in the world, a situation, another person is a child’s basic need. Therefore, achieving trust is a top priority. Its solution is ensured by recognizing the unconditional value and uniqueness of another person, demonstrating acceptance of him, and caring about the fulfillment of his needs.

3. Identifying the causes.

We need to find the reasons for deviant behavior. Specific behavior is always a consequence of something. Even if the action had situational prerequisites and was not consciously motivated, one should turn to the origins. It may turn out that the cause of the behavior disorder is very significant, therefore, by eliminating only the consequences, we will not achieve anything. The path from end to beginning can suggest the direction of psychological support.

Typical causes of behavior disorder may include the following:

• The desire to attract attention. There are cases when a child with good abilities simply “gets bogged down in twos” in order to achieve homework done together with adults. And such methods of attracting attention as pulling pigtails and footrests are simply widely known.
• The desire for self-affirmation. Many of the actions of teenagers that make an unfavorable impression are dictated by the desire to find values ​​to which they could devote themselves.
• The desire to take revenge on parents or other adults for the insults, pain, and humiliation experienced.

4. Consistency in relationships.

It is unlikely that you will be able to achieve the desired result if you change your position or if your words and statements do not correspond to your actions. For example, you advise your child not to lose self-control in difficult situations, you say that nothing can be proven by fighting and arguing, but you yourself yell at the child and punish him. As a result, children begin to despise adults. It is especially dangerous if children and adolescents develop negativism: they do not want to listen to any adults, especially those who use the same words that they heard from hypocritical lips.

Of course, consistency does not mean that you must stubbornly “stand your ground” even if your point of view has changed. On the contrary, the reasons for the change in position should be explained. You will benefit from deepening the relationship if you admit that your initial opinion was wrong.

5. Setting a positive goal that takes into account the interests, rights and capabilities of the child.

For example, it makes no sense to try to achieve smooth movements, even efforts and even, calm behavior from a child with a choleric temperament. However, at the same time, one can set the task of increasing his voluntary behavior and developing volitional control

The formulation of the goal will be positive if it contains an indication of a positive result (“lead a healthy lifestyle” instead of “quit smoking”; “achieve positive academic performance” instead of “don’t get a bad grade.”).

6. Reliance on positive qualities and resources, restoration of a positive sense of self

.

A child who often violates behavior is criticized by adults, negative emotions fall on him, so he, as a rule, has a negative self-esteem: “I am bad.” It’s even worse if a negative life scenario is formed.

It is important to identify with your child his strengths (and, of course, they always exist!) and resources for positive changes. To do this, you can use positive feedback, sincere encouragement of the child’s attractive actions, feelings, thoughts and intentions. We need to help him focus on his positive qualities, feelings, thoughts, and find a positive meaning (for example, stubbornness may indicate perseverance; a fight may indicate a desire to defend justice; smoking may indicate a desire to be an adult).

7. Encouraging positive change.

Traditionally, our culture has tended to reward “excellence” in terms of a common, rather than individual, standard. Few people would think of being happy about receiving a C in the Russian language, but what if a solid C was received after endless D’s? Then we should celebrate!

8.Work to change behavior must necessarily be accompanied by the development and consolidation of an attractive alternative.

It is important that the child not only realizes the negativity of deviant actions, but also develops forms of alternative behavior. In some cases, the “positive” that arises, from the child’s point of view, allows one to achieve significant goals.

For example, a teenager smokes, uses obscene language, commits petty thefts, so as not to differ from the company in which he has found recognition. Naturally, refusing to communicate with peers is unlikely to seem attractive to a teenager. However, it may be attractive to include him in a circle of teenagers who have similar values ​​(attending a circle, section, moving to another class or school), where there will be no need to defend one’s belonging to the group at the cost of deviations.

So, to summarize:

General rules for effective communication:

• A person's name is the sweetest and most important sound for him in any language. It is important to use your name when greeting. Don’t just nod or say: “Hello!”, but “Hello, Polina!”

- Talk to your child in a friendly, respectful tone.

- Be firm and kind at the same time. Once you have chosen your course of action, you should not hesitate. Be friendly and don't act as a judge.

- Rejoice at your child’s success. Don't get annoyed at the moment of his temporary failures.

— The child should feel that he is being listened to carefully. It is necessary to exclude shouting and rude intonations from communication - create an atmosphere of joy, love and respect.

You can support through:

- individual words (“beautiful”, “neatly”, “forward”, “continue”);

- statements (“I’m proud of you”, “I like the way you work”);

- touch (pat on the shoulder, touch the arm, hug him);

- joint actions, physical participation (sit, stand next to him, gently lead him, play with him, listen to him);

- facial expressions (smile, nod, laugh).

In order to support your child, you must:

- build on the child’s strengths;

- avoid highlighting his mistakes;

- show that you are satisfied with the child;

- be able and willing to demonstrate love and respect for the child;

- be able to help the child break large tasks into smaller ones that he can cope with;

- be able to interact with a child.

Literature.

1. M. S. Gak. Synopsis of a seminar for teachers with elements of the training “Techniques for establishing positive relationships with parents and children. Development of communication skills.
2. Svirskaya L. Working with the family: optional instructions. - M. LINKA - PRESS, 2007.
3. Gladkova Yu. Teacher and family // Journal of Preschool Education No. 4, 2008.
4. Educational activities of a teacher: textbook. aid for students universities /I.A. Kolesnikova and others - M.: Academy, 2005.

State Budgetary Institution of the Republic of Belarus NORTH MC "FAMILY"

DEPARTMENT OF SOCIAL SHELTER FOR CHILDREN AND ADOLESCENTS IN TATYSHLINSKY DISTRICT OF THE RB

Speech at the pedagogical council

on the topic of:

“Rules for effective interaction with children”

Completed by: educational psychologist

Gindullina Z.A.

2018

CHILDHOOD GUIDE

Practical lesson for preschool teachers

“Interaction between preschool teacher and children”

Vavilovtseva Valentina Vladimirovna,

educational psychologist MBDOU No. 7,

Murmansk

Goal: development of the teacher’s communicative competence in communicating with children.

Tasks:

• Familiarity with position, distance and communication space.
• Developing the ability to analyze one’s own behavior, predict the behavior of others and their attitude towards themselves.
• Development of communication techniques and techniques for personality-oriented interaction with children in games.

Material: presentation for the lesson, handouts for the exercises, reminders for participants.

Time: 1 hour 30 minutes.

Progress of the lesson:

Presenter (introductory words): good afternoon, today we will discuss one of the topics of concern to teachers - methods of effective interaction with children.

Communicating effectively and having a positive attitude towards a child does not mean coddling, coddling, pampering children, it is the ability to accept the child’s point of view, be able to take the child’s position and understand him. Our lesson is aimed at developing a model of positive, person-oriented interaction with preschool children.

But first, I suggest you answer a few questions to determine what style of communication you prefer with your child.

1. Questionnaire “Diagnostics of the style of pedagogical communication of a preschool teacher”

Choose the answer that suits you best.

1. Do you think that a child should: a) share all his thoughts, feelings and experiences with you; b) tell you only what he wants; c) keep your thoughts and experiences to yourself.
2. If a child takes a toy, etc. from his peer (in his absence) without permission, then you: a) talk to him in confidence and give him the opportunity to make the right decision himself; b) let children figure out their problems themselves; c) notify all children about this and force them to return the toy with an apology.
3. An active, fussy, sometimes undisciplined child, today in class he was focused, careful and completed the task well. What will you do: a) praise and show his work to all the children; b) show interest, find out why it turned out well today; c) tell him: “This is how I would always do things.”
4. The child did not greet you when entering the room. You: a) make him say hello loudly in front of everyone; b) don’t pay attention to it; c) immediately begin to communicate with the child, without mentioning his mistake.
5. The children are studying quietly. You have a free minute, and you would prefer: a) calmly, without interfering, watch them play and communicate; b) help someone, give advice, make a comment; c) go about your business in the group.
6. Which point of view seems more correct to you: a) the child’s feelings and experiences are still superficial, pass quickly, and you should not pay special attention to them; b) the child’s emotions, his experiences are important factors with the help of which he can be effectively trained and educated; c) the child’s feelings are amazing, his experiences are significant, and they must be treated with care, with great tact.
7. Your starting position in working with children: a) the child is weak, unreasonable, inexperienced, and only an adult should and can teach and educate him; b) the child has many opportunities for self-development, but the adult’s cooperation should be aimed at maximizing the child’s activity; c) the child develops almost uncontrollably under the influence of heredity and family, and therefore the main concern is that he is healthy, fed and does not violate discipline.
8. How do you feel about the activity of the child himself: a) positively – without it, full development is impossible; b) negatively – it often interferes with purposeful and systematic training and education; c) positively, but only when the activity is agreed upon with the teacher.

1. The child did not want to complete the task under the pretext that he did it at home. Your actions: a) would say: “Well, don’t”; b) would be forced to do the work; c) would have been offered a different task.

10. Which position do you think is more correct:

a) the child should be grateful to adults for the work they do about him; b) if a child is not aware of caring for him, does not appreciate it, then that is his business: someday he will regret it; c) the teacher should be grateful to the children for their trust and love.

Processing key:

25-30 points – preference for a person-oriented model;

20-24 points – inclination towards the educational and disciplinary model;

10-19 points – free model.

1. Mini-lecture: “Models of pedagogical interaction”

Presenter: There are 3 models of interaction between a teacher and children. The sign by which these models can be distinguished is the contradiction between the goals and objectives set by the teacher and the goals and objectives that the children are pursuing at the moment. Depending on how this contradiction is resolved, models of interaction between the teacher and children are built.

1) Educational and disciplinary model.

Here the teacher is recognized as the main character. The child is assigned a passive role, he acts as an object of application of the teacher’s forces. The main contradiction is overcome through explicit or implicit coercion. The child must, regardless of his own desire, master the learning skills that are offered to him by the teacher. The following qualities are valued: diligence, discipline.

Leadership style: authoritarian. Its sign is the restriction of children's freedom.

Goal: to equip children with ZUN.

Method of communication: instruction, threat, prohibition, demand, punishment.

The position of the teacher: implement the program, satisfy the requirements of regulatory authorities.

2) Personally-oriented model.

The teacher and the child have equal rights. They both have a certain freedom in constructing their activities, a characteristic feature of which is the ability to make choices. The main contradiction is resolved not through coercion, but through cooperation. The following qualities are valued: the ability for self-realization, creative growth, initiative, and activity.

The relationship between a teacher and a child is built on the principle of mutual understanding and mutual acceptance. Both the teacher and the child have the right to individuality.

The principles on which relationships with children are built:

— managing the education and entire lives of children from the perspective of their interests;

— constant manifestation of faith in the possibilities and prospects for the development of each child;

— cooperation with children in the learning process;

— respect and support for the dignity of children;

- accepting children as they are in reality.

Leadership style: democratic.

Type of relationship: stable – positive.

Goal: to provide a sense of psychological security, trust in the world, the joy of existence, the formation of the beginnings of personality, the development of the individuality of each child.

Ways of communication: understanding, recognition, acceptance of the child.

3) Free model (liberal-permissive).

The main person is the child. The teacher is assigned a passive role. The teacher’s task is to adapt to the desires of children and create conditions for their spontaneous development. The main contradiction is overcome through coercion, but on the part of the child.

Leadership style: liberal.

Most often, this model takes place in family education: the child is an idol, all his slightest whims are satisfied.

The optimal model is a personality-oriented one, because it creates favorable conditions for the development of the child, while the educational and disciplinary model limits the freedom of children and reduces initiative.

This model is aimed at:

• Providing the child with a sense of psychological security, trust in the world, and joy of existence, which in turn creates mental health.
• Creating conditions for personal development (abilities, temperament, character, orientation - values ​​and belief system).
• Creating conditions for nurturing the child’s individuality (psychological characteristics, learning skills, life experience, productivity in activities).

Relationship style (the presenter writes it out on the board or attaches ready-made cards with magnets):

• Do not prohibit, but direct (if you have a lot of strength and energy, then direct it into the game).
• Not to force, but to convince.
• Not to command, but to organize.
• Do not limit, but provide freedom of choice.
• Accept the child as he is.

If we try to characterize this model briefly, we get the principle:

“Not next to and not above, but together.” But what does it mean? To answer this question, consider such concepts as “position”, “distance” and “communication space”.

1. Exercise “Position of communication”

Presenter: Now I suggest you divide into pairs. One of them stands on a chair, and the other sits on the floor. Start having a conversation, while recording what each of them sees. Then you need to change places and share feelings. Conduct reflection, pay attention to the fact that the best and most productive contact occurs when the interlocutors take an “eye to eye” position.

Participants: follow the instructions of the presenter.

Presenter: you will feel what the child sees when communicating with you, how he sees you. Perhaps after this you will no longer be surprised by how many children depict people - in the form of “cephalopods”: with long legs that go endlessly upside down, long arms with the obligatory fingers on them, without a neck, with “points” of the mouth, nose and eyes, with "tuft" of hair. This is their “honest” drawing from life. By the way, now it will be easier for you to imagine how trees appear to children, how they see the kindergarten site.

Host: Next, let the “sculpture” change somewhat: shake hands with each other, do not bend over or rise, and remain in this position…. After a while, your hand will get tired - you will want to raise it, and your partner will want to lower his hand. Most likely, it will end with both of you, without meaning to, feeling mutual irritation.

Now free your hand and try to gently stroke the “baby.” Do you want to continue? Have you had enough for a long time? Ask your partner how he feels, whether his feelings correspond to the feelings that you wanted to express towards him. Better yet, switch places with him and repeat the experiment. Then you will have the opportunity to experience such “caress” for yourself.

Presenter (concludes): so, it turns out that people in the position described above see their surroundings and each other in completely different ways. At the same time, it is almost impossible to convey your true feelings: they are distorted. Obviously, normal communication is impossible: I want to “free myself” quickly and take a break from each other.

The best contact is established when the interlocutors not only can see each other’s eyes, but also when they occupy equal positions psychologically: neither considers himself more significant, important, smart than the other.

Presenter: We have only looked at what it means to be “not above”, but “on an equal footing”. But this does not mean “together”. In order for you to be able to say with confidence that you are following a person-centered model, an analysis of the chosen distance and space of communication with children is required. Now I suggest you practice choosing the optimal distance for communication.

1. Exercise “Communication distance”.

Host: you need to start a dialogue sitting opposite each other, and then you need to move away from each other at a distance of at least four meters and continue the conversation.

Participants (after the exercise): reflect, share feelings.

Presenter: leads to the conclusion that if the physical distance is great, then contact between the participants can be difficult and hardly possible. The communication distance should be precisely such as to ensure contact and freedom for its participants at the same time. What communication distance do you prefer? Where is it more convenient for you to sit and talk with your boss? With work colleagues? With friends? Where do you sit when they want to “put you in your place”, pull you up to your average level of communication?

Participants' responses.

Presenter: how many children are in your group, perhaps so many communication distances. And it is the teacher who chooses the appropriate distance of communication with the child for a particular situation. At the same time, you must take care of yourself. The teacher must take care that not only the children, but also himself feel comfortable.

However, genuine contact is impossible if everyone, interacting and communicating with others, is in their own, and not in a common “space”. Let us now take a closer look at the concept of “Communication Space”.

1. Exercise “Space of communication”.

Host: Please turn your backs to each other and start a conversation. Then share your feelings about whether the conversation was productive. And now, carefully examining the “space” that appears before your eyes, continue the conversation. It’s not so easy, however, if you have different “pictures” in front of you. But with children, we are in different “positions” - remember? We always see different “pictures”.

Presenter and participants (discuss the results of the exercise): how to find a common “space” in which children and adults can be together? The teacher should take care of this. After all, the child does not know the subtleties of these differences. It would be wrong to force a child to “move” into the “space” of an adult. For example, the teacher says: “Get ready for class. Everyone sit down!” In doing so, it can even achieve an external effect. But this does not mean at all that each of the children is actually present where the adult wants to see him. Mentally he could be anywhere. Can you always be and act on someone’s instructions “from above” and immediately break away from your thoughts or activities? Doesn't this instruction annoy you? How do you feel when you start the task you are forced to switch to? Contact is impossible, right? It’s a different matter if you yourself have planned a transition to another activity or are already aware of its necessity. Or you are given time to not abruptly, but gradually move to another “space” that is still foreign to you and get comfortable in it.

Presenter (summarizes): in order for meaningful communication to turn out, in order to provide the child with a sense of psychological security, a sense of trust in the world, it is necessary to interact with the child not “next to” and not “above”, but together. An unconditional, positive attitude towards the child is very important.

Methods of communication are determined by:

• Understanding the child as he is (the ability to look at the world from two points of view - from one’s own and the child’s, to be aware of the child’s driving motives);
• Recognition of who he is (an unconditionally positive attitude towards the child, regardless of whether the child pleases the adult or upsets him, a vision of his uniqueness);
• Recognition of what he is (the child’s right to vote in solving life problems - educational, everyday, everyday).

Presenter: Now I offer you 2 exercises, by doing which you will try to identify the important components, without which it will not be possible to communicate effectively with a child.

1. Exercise “Self-knowledge”.

Presenter: distributes pieces of paper with written letters that make up the word “self-knowledge”. The letters that make up the word “self-knowledge” are distributed among the participants. From these the group will have to make up new words. At the beginning of the exercise, the leader asks everyone how many words, in his opinion, can be made from this set of letters. After listening to the group's opinions, you can ask: when you named the number of possible words, did you rely on how many you could come up with, or did you take into account that there might be options from other group members? Participants: build all possible words from human letters, putting them in a row.

The presenter asks questions:

— Did everyone participate in composing the words?

— How was the composition of the words organized?

— Were there any “outliers”?

— What feelings did the participants who were little involved in the exercise experience?

— What form did the words take: rearrangement, persuasion, requests, joint decision, etc.?

Participants : discuss, draw conclusions.

The presenter brings to the conclusion: it is necessary to see everyone, accept everyone, take into account the opinion of every person. It is easy to notice and identify an active, proactive child, but difficult to identify a calm, passive, timid one.

Illustrated method of communication: RECOGNITION.

1. Exercise "Hands".

Presenter : asks to join the palms of the hands at chest level, and then press the right palm onto the left (from the experience of conducting this exercise, it is known that the left hand begins to unconsciously offer resistance, although such instructions or demonstration of such actions are not given by the presenter).

Participants: discuss whether the exercise was easy to complete and possible difficulties.

Presenter: in response to aggression, we subconsciously begin to resist, i.e. aggression begets aggression. If a teacher is unfriendly towards children, they will sense it and unconsciously take protective measures.

The illustrated method of communication in this exercise is ACCEPTANCE.

The presenter concludes ( and distributes instructions to participants on creating a situation of success (Appendix 1)): psychological support is a way of expressing acceptance. During his stay in an educational institution, a child is given a huge number of negative assessments in portions. He has no other information about himself, no other resources that would help him cope with his experiences, so the child can develop a stable attitude towards himself as a loser. Even a positive assessment should be appropriate. The teacher’s skill will manifest itself not in always only praising the child, but in feeling when this praise and support is especially necessary for the child.

1. Exercise “Wise Listener”.

Presenter: Do you think we know how to listen and hear each other?

Participants: answer.

Presenter (after answers, distributes memos to participants with the rules and techniques of active listening (Appendix 2) ): it is very important when communicating with children (and with adults) to adhere to the rules of active listening. I now offer you an exercise in which you will try to practice active listening techniques.

Participants: sit in a circle. Each participant receives a card with a statement, which he reads loudly to his neighbor on the left. The neighbor on the left answers him using active listening techniques. If one of the participants finds it difficult to answer, the group helps him.

At the end of the exercise, a free-form discussion takes place between the participants. Participants who wish can speak about their experiences as both a speaker and a listener.

Sample cards for the “Wise Listener” exercise are in Appendix 3.

1. Exercise “Effective communication with a parent is...”

Presenter: At the end of our practical lesson, I would like to invite you to list the criteria for effective communication with children, using the first letters of the word “communication”.

For example:

“O” is the teacher’s charm,

“B” – unconditional acceptance of the child as he is, etc.

Participants : write down criteria, selecting the beginning of each word with the required letter that they remember or will be useful, generalize the knowledge gained, acquired skills. If necessary, the leader helps. The criteria are written out in a column on the board.

1. Feedback: “SUITCASE, BASKET, MEAT GRINDER”

Presenter: attaches three sheets of paper to the board, on one of which a huge suitcase is drawn, on the second - a trash can, and on the third - a meat grinder. Hands out 3 pieces of paper (stickers) to participants: yellow, green and blue.

On a yellow piece of paper, which was then glued to the poster with the image of a suitcase, it is necessary to draw the important point that the participant learned from working in the lesson, is ready to take with him and use in his activities. On the green piece of paper is what turned out to be unnecessary, useless and what can be sent to the “trash can”, i.e. attach to the second poster. The blue piece of paper is something that turned out to be interesting, but is not yet ready to use in your work. Thus, what still needed to be thought out, finalized, “tweaked” was sent to the “meat grinder” sheet.

The leaves are written anonymously and, when ready, are glued by the participants themselves.

List of used literature:

1. Alekseeva E. E. Psychological problems of preschool children. How to help a child? Educational and methodological manual. – St. Petersburg: “Speech”; M.: “Sfera”, 2009. – 283 p.
2. Monina G. B., Lyutova-Roberts E. K. Communication training (teachers, psychologists, parents). – St. Petersburg: Publishing House “Rech”, 2007. – 224 p.
3. Fopel K. Pause energy. Psychological games and exercises. Practical guide. – M.: “Genesis”, 2011. – 140 p.
4. Frolova N. D. Increasing the professional competence of teachers as the most important condition for effective cooperation between a preschool educational institution and the family [Electronic resource] https://open lesson.rf/articles/581281

Annex 1

Memo “Creating a situation of success”

From a pedagogical point of view, a situation of success is a purposeful, organized combination of conditions under which it is possible to achieve significant results in the activities of both an individual and the team as a whole.

The main purpose of a teacher’s activity is to create a situation of success for each student. Here it is important to separate the concepts of “success” and “success situation”. A situation is a combination of conditions that ensure success, and success itself is the result of such a situation. The situation is something that the teacher is able to organize: the experience of joy and success is something more subjective, hidden to a large extent from the outside view. The teacher’s task is to give each of his students the opportunity to experience the joy of achievement, realize their capabilities, and believe in themselves.

Technological operations for creating situations of success:

• Removing fear - helps to overcome self-doubt, timidity, fear of the task itself and the assessments of others. “We try and search everything, this is the only way something can work out.” “People learn from their mistakes and find other solutions.” “The test is quite easy, we went over this material.”
• Advancing a successful result helps the teacher express his firm conviction that his student will definitely cope with the task. This, in turn, instills in the child confidence in his own strengths and capabilities. “You will definitely succeed.” “I don’t even doubt the successful outcome.”
• Hidden instruction of the child in the methods and forms of performing activities helps the child avoid defeat, achieved through hints and wishes. “Perhaps the best place to start is with...”. “When doing your work, don’t forget about...”.
• Introducing a motive - shows the child why, for whom this activity is being performed, who will feel good after performing it. “Your comrades cannot cope without your help...”
• Personal exclusivity - indicates the importance of the child’s efforts in the upcoming or ongoing activity. “Only you could...”. “Only you I can trust...” “I can’t turn to anyone but you with this request...”
• Mobilization of activity or pedagogical suggestion - encourages the implementation of specific actions. “We can’t wait to get started...” “I really want to see it as soon as possible...”
• High appreciation of detail helps to emotionally experience the success of not the result as a whole, but some of its individual details. “You were especially successful with that explanation.” “What I liked most about your work...” “This part of your work deserves the highest praise.”

When encouraging a child to take any action (deed), adults can use the recommendations reflected in the table:

Do it!

• Talk to your child in a caring, encouraging tone.
• When your child talks to you, listen carefully without interrupting.
• Set clear and specific expectations for your child.
• When talking with your child, name as many objects as possible, their signs, and report possible actions with them.
• Your explanations should be simple and clear.
• Speak clearly and clearly.
• Be patient.
• First ask “What?”, and then “Why?” and why?".
• Encourage your child's curiosity, inquisitiveness and imagination.
• Praise your child often.
• Encourage play with other children.
• Make sure your child has new experiences to talk about.
• Be an example for your child: let him see the pleasure you get from reading, doing what you love, and helping other people.
• Don't lose your sense of humor.

Ask yourself questions.

• What impression do I make on the child?
• Do I behave with him at ease and freely enough?
• Does the child feel free with me?
• Can I win him over?
• Can I talk to my child about any topic?
• Do I manage to convince my child or do I order him more often?
• Are there situations in which a child is reluctant to communicate with me?

Do not do it!

• Do not interrupt the child, do not say that you understand everything, do not turn away until the child has finished telling the story. In other words, don't give him any reason to think that you have little interest in what he has to say.
• Don't ask too many questions.
• Don't force your child to do something he is not ready for.
• Do not force your child to do anything if he is fidgety, tired, or upset.
• You should not constantly direct the child, repeating every now and then: “It’s not like that, change it.”
• Don’t say: “No, she’s not red,” rather say, “She’s blue.”
• There is no need to criticize a child, especially not in the presence of other people.
• Do not limit your child with many rules: he will stop paying attention to them.
• Don't expect your child to understand all the rules of logic, all your feelings, abstract reasoning and explanations.
• Do not become overly concerned about every change in your child, either positive or negative.
• Do not compare your child with other children: neither with his brother (sister), nor with neighbors, nor with his friends or relatives.
• If you are in doubt about what to do, take your time.

Appendix 2

Memo “Techniques and rules of active listening”

Active listening techniques:

• Short remarks (“Yes, yes,” “aha,” “uh-huh,” “Very interesting,” “I’m listening to you,” etc.).
• Clarification (“What do you mean by…?”, “What does… mean?”, etc.).
• Verbatim or almost verbatim repetition of the words of the interlocutor; expression.
• Empathy, understanding the feelings of the child (interlocutor) (It looks like you are upset,” “You are offended by him”).
• Paraphrasing (repeating what the child said in a more condensed form or in your own words”).

Appendix 3

Cards "Wise Listener"

What to write in self-analysis about partnership interaction with children Network interaction as a means of effective implementation of the basic educational program BEFORE Playing games with children aged 2-3 years The role of the modern teacher in ensuring the individualization of education >

Modern forms of interaction between participants in the educational process.

author: Larina Tatyana Aleksandrovna

Deputy Director of MAOU Secondary School No. 144 Krasnoyarsk

Modern forms of interaction between participants in the educational process.

Modern forms of interaction between participants

educational process.

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

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

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

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

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

What is pedagogical interaction?

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

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

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

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

Currently, the following approaches to organizing pedagogical interaction

:

— active

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

— personally oriented

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

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

. Let's call them:

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

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

interactions are:

— emotional

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

— evaluative-reflective

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

— operational-activity

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

— value-semantic

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

— need-motivational

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

— intellectual-cognitive

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

Levels of pedagogical interaction

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

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

Levels of pedagogical interaction

Initial (first) level

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

Second level

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

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

Forms of interaction between participants in the educational process

Teacher - student

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

Let's consider positive forms of interaction.

Dialogue

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

Cooperation

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

Guardianship,

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

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

— creating relationships of trust;

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

— actualization of motivational resources of teaching;

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

— assistance to teachers and students in personal development.

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

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

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

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

Psychological support as a form of relationship

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

Psychological prevention

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

Psychological counseling

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

Psychological correction

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

Psychological and pedagogical training technologies

.

Social-psychological training

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

Intellectual trainings

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

Organizational trainings

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

Self-regulation training

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

Personal growth trainings

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

Teacher - parent

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

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

Traditional forms

are divided into the following groups:

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

— group (consultations, conferences);

— individual (individual consultations, conversations);

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

Non-traditional forms

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Administration - teachers

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

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

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

Let's look at some of them:

Pedagogical Council,

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

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

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

Seminars and workshops

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

Open display.

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

Business game

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

"Round table" -

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

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

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

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

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

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

Subject teacher's blog

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

You can create a class blog

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

Online community blog.

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

Blog project.

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

Blog – school newspaper.

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

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

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

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

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

— a familiar environment for students;

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

— possibility of collaboration;

— presence of a forum, wall, chat;

— each participant can create his own blog;

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

— convenient to use for project implementation;

- can be used as a portfolio.

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

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Modern forms of interaction between participants in the educational process.