Pedagogical communication in pre-school educational institutions - Features and main problems of professional communication

Features and main problems of professional communication

Communication is one of the common categories described in philosophical, sociological, psychological and pedagogical literature. Since each of these sciences examines the phenomenon of communication from different positions, the meanings attached to the concept of “communication” may be different.

Even in modern psychology there are different views on the nature of the communication process. A number of scientists/psychologists (K. Osgurd and others) consider communication as an interindividual process that comes down to the exchange of information, the transfer of something to someone (for example, knowledge, social experience, etc.). In principle, communication here refers to the process of transmitting and receiving information.

According to another approach (M. Argyle, T. Shibutani, etc.), communication comes down to understanding, exchange of information and interaction, i.e. interactions. In the light of many domestic studies, it can be argued that only the categories “communication” and “interaction” are not fully suitable for the concept of “communication”.

The process of communication accompanies our entire lives; in everyday situations, a person actively enters into communication on one issue or another. However, communication situations can be divided into informational and goal-oriented. In the first, in accordance with the name, the main motive of communication is the exchange of information. This type of interaction includes, for example, situations such as conversations at a party, among friends or relatives, that is, such cases when a person can enjoy communication.

Unlike the first option, targeted communication is usually aimed at achieving a result, solving a problem. Most often, purposeful communication is associated with the performance of professional activities. Thus, we can conclude that professional communication is always goal-oriented. Goals, in turn, are determined by the nature and situations of professional activity. It is the achievement or failure to achieve goals that evaluates the degree of professionalism of the employee, his effectiveness, and the quality of performance of his official duties.

Based on this, professional communication is understood as the process of establishing and maintaining direct or indirect contact, determined by professionally significant goals that imply responsibility for their implementation, between an employee and a person involved in his professional interests.

In turn, direct contact implies direct communication between its participants (usually verbal communication).

And indirect interaction is called indirect contact (this is communication through writing, the use of means of communication, etc.).

In professional communication we can also distinguish between interpersonal and mass contacts. Interpersonal communication is more common because it involves direct contact between two or more people. Mass communication is a series of direct contacts between unknown and unknown representatives of a certain field of professional activity.

Professional communication is multifunctional in its content and purpose. In psychological terms, the following characteristics of professional communication are distinguished:

communicative: the goal is the exchange of information between its carriers;

interactive: the goal is interaction between participants in professional contact;

perceptual: we are talking about the perception of professional information.

Professional communication is possible between people who have a common level of knowledge. In the process of professional communication, a specialist acquires highly specialized knowledge, assimilates the norms and values ​​that have developed in the profession, and adopts the experience of others.

Forms of communication between children and adults

Communication between a child and an adult is vital for his development at any age. This process is most important in early childhood, before school, when his personality, character, and psyche are formed. Such communication can take different forms depending on the age of the baby. And the teacher needs to correlate the child’s age and his characteristic form of communication in order for this process to proceed effectively.

Situational-personal communication

Communication is not a need inherent in a baby at birth. At the very beginning of his life, he does not perceive the adults around him. But the parents, for their part, continue to talk to him, try to catch his brief glance, and attract special attention in every possible way.

Drawing lesson on the topic “Portrait of Mom” in preparatory groups of preschool educational institutions

For your information! It is thanks to these actions of the parents that the baby, by the beginning of the second month of life, begins to realize the presence of an adult, and then respond to his actions.

An example is taken from an adult

Situational business form of communication between children and adults

First, communication is expressed in the form of the baby’s response to parental attention (communication begins): they talk to him, smile, look at him, in response the baby also smiles, moves his arms and legs.

Gradually, noticing a familiar person, the child begins to actively move, smile, walk, trying to attract attention. If he is deprived of attention, he begins to cry and scream. Once the need to communicate has arisen, it remains with the person until the end of his life.

Additional Information! Some parents carry out their parental responsibilities dryly, without unnecessary emotions, for fear of spoiling their child. Such upbringing is extremely harmful for an infant, since friendly, positive contacts between children and adults lay the foundations of the child’s personality, such as curiosity about the world around him, its perception, and self-confidence. If they are deprived of such communication, then children will grow up inactive, repressed or cruel and aggressive. You should not be afraid to spoil your baby; at this age there is no such thing as too much attention.

Extra-situational-cognitive form

According to psychology, this form of communication in a preschooler manifests itself in the period from 3 to 5 years. At this age, children have more opportunities. They become interested not only in the things themselves, but can also imagine their properties and functions, and determine their characteristics. Their speech is already developed enough to not only listen to explanations, but also actively participate in the conversation and ask questions.

Important! On the part of adults during this period, their reaction to the actions of children becomes important. Approval encourages the child to further understand the world, while criticism, on the contrary, becomes a barrier in communication, forcing the child to hide and move away from the adult.

Extra-situational-personal form

This is the final stage in the evolution of forms of communication between preschoolers and adults. The main difference between this form of communication and the previous stage is that it aims at the social aspect of relationships between people, and not the material nature of things. This function is called “pure” communication.

Children of senior preschool age already exhibit personal motives that encourage children to communicate. They can manifest themselves in the process of various activities: work, play, education, sports. But now it has its own meaning.

For preschoolers, communication of this kind is important, since through it they learn the essence of the social structure of people’s society, the motives of their actions in relation to certain circumstances. An adult serves as a source of information about social phenomena in society.

For your information! A child chooses an adult as his role model, because he has not had such experience before - every situation is new for him, and he needs a standard, a means of achieving a goal, which he will look up to and build upon in later life, when the adult is not around. Therefore, for the further successful development of the baby, it is important what examples of behavior he will encounter for the first time.

Teaching children 6-7 years old how to draw step by step

Professional pedagogical communication

In the psychological and pedagogical literature there are different interpretations of educational communication. Here are some of them. For example, A.N. Leontiev defines pedagogical communication as “professional communication between a teacher and students in the classroom and outside it (in the process of teaching and education), which has certain pedagogical functions and is aimed (if it is complete and optimal) at creating a favorable psychological climate, as well as other types of psychological optimization pedagogical activity and relations between teacher and student in the student body." I.A. Zimnyaya notes that pedagogical communication “as a form of pedagogical cooperation is a condition for optimizing the learning and personal development of students themselves.”

A.A. Rean understands pedagogical communication as “professional communication between a teacher and a student in the communicative and educational process, which has certain functions and is aimed at creating a favorable psychological climate, as well as another way of psychologically optimizing educational activities and the relationship between teacher and student.” S.S. Stepanov writes that “pedagogical communication is a specific interpersonal interaction between teacher and student, mediating the acquisition of knowledge and the formation of personality in the educational process.” According to K.K. Platonov, pedagogical communication can be described as “the interaction of subjects in which there is an exchange of rational information, activities, experience, knowledge, abilities, skills, and results of activities.”

Often in psychology, pedagogical communication is defined as the interaction of subjects of the pedagogical process, carried out with the help of signs and aimed at significant changes in the characteristics, states, behavior, personal and semantic formations of partners. Communication is an integral element of pedagogical activity; without it it is impossible to achieve the goals of training and education.

The peculiarity of a teacher’s work lies, first of all, in the fact that its object and product is a person, his inner world. The peculiarity of the work is expressed in constant communication with children who have a different worldview than an adult. Pedagogical activity is a constant interaction between a person who has mastered cultural and historical experience and a person who masters it. In pedagogical activity there is a specific subject of labor - a person with the uniqueness of his individual characteristics.

The productivity of pedagogical communication directly depends on the goals and values ​​of communication, which are accepted by all subjects of the pedagogical process.

For example, the following functions of pedagogical communication can be distinguished:

Information. It consists both in the transfer of social and professional experience (knowledge, skills, abilities) from the teacher to the students, and in the exchange of personal meanings associated with the objects of learning and life in general. As R. Cialdini wrote, in communication the formation (i.e., the emergence of new characteristics and qualities) of individuality of both students and teachers occurs.

Contact. In the process of pedagogical communication, contact is established between the participants in the process as a certain state of mutual readiness to receive and send information.

Stimulation. Pedagogical communication is aimed at stimulating the activity of students and creating conditions that encourage them to carry out certain educational activities.

The emotional component of pedagogical communication contributes to the formation of the necessary emotional experience (“exchange of emotions”) for both the student and the teacher. By inducing certain emotional states in the student, the teacher, with his help, changes his own experience, etc.

Communication styles

It should be emphasized that the style of communication between a teacher and children is a socially and morally charged category. It embodies the social and ethical attitudes of society and the teacher as its representative. L.D. Stolyarov, V.A. Kan-Kalik, T. Talen, B.G. Ananiev offer several models, including the original classification of pedagogical communication styles developed by the author. Now many styles of pedagogical communication are highlighted, but we will limit ourselves to only the most important ones.

The regulated style provides for strict separation and limitation of the roles of participants in the pedagogical process and adherence to certain patterns and rules. As a rule, its advantage is the clear organization of educational work. However, this process is characterized by the emergence of new, unexpected conditions and circumstances that are not provided for by the initial agreement and do not “fit” into it without contradictions. The possibilities for correcting pedagogical interaction in non-standard conditions within the framework of a regulated style are very small.

The improvisational style has a significant advantage in this regard, as it allows you to find a spontaneous solution to any situation that arises. However, the ability for productive improvisation is very individual, so the implementation of interaction in this style is not always possible. The merits of a particular style can be argued; It seems optimal to have a harmonious combination of elements of regulation and improvisation in the pedagogical process, which allows you to simultaneously comply with the necessary requirements for the learning process and result, as well as adjust interaction mechanisms as necessary.

There is also a traditional division of styles based on the role of participants in the pedagogical process. Styles of pedagogical activity are considered in accordance with leadership styles identified in social psychology (authoritarian, democratic, affirmative).

Within the framework of an authoritarian style of communication, these roles are strictly regulated, and the student initially has a subordinate role. In this case, training and education are carried out as a directed influence on the child. In addition to these shortcomings, this mechanism is fraught with a gradual slowdown in the growth of the child’s abilities, which ultimately leads to a discrepancy between the pedagogical style and the student’s formed life attitudes.

The extreme opposite of the authoritarian style is the style of pedagogical communication, which can be assessed as permissive. Outwardly, this makes it possible to achieve a relaxed relationship, but it is fraught with the teacher losing control over the student’s behavior.

The optimal is the so-called democratic style of dialogue, when there is a certain regulation of the roles of the participants in the dialogue, but this does not interfere with the freedom to express individual talents and character traits. It is this style that allows flexible regulation of interaction mechanisms, taking into account the growing role of the student as a participant in an increasingly equal dialogue.

I.I. Rydalova identifies the following essential features of a democratic leadership style: the teacher works with the class as a whole, tries to take into account the individual characteristics of each student, has no or shows a negative attitude. An authoritarian teacher considers students' work on impersonal learning tasks to be the most important and prefers to self-assess their answers. Such a teacher works “one-on-one with the student”; he has an average idea of ​​him and does not take into account his individual characteristics.

Anarchic (anarchistic, liberal) leadership style is characterized by the fact that I.I. Rydalova wants to make her task as easy as possible and not take responsibility. This leadership style represents the implementation of laissez-faire tactics based on indifference and disinterest in the problems of school life.

Specifics of pedagogical communication in a preschool educational institution

Interaction skills in communication style

The personality of an adult - parent, teacher, teacher in a preschool institution during the period of formation of the child’s personality is the main factor in his development.

The problem of pedagogical skill and communicative competence of teachers of preschool educational institutions is quite acute in connection with the diversity and complexity of the tasks of forming a child’s personality, determined by modern society and new standards of theory and practice of preschool education.

Pedagogical communication is one of the main components of pedagogical skill. Pedagogical communication is the professional communication of a teacher-educator with preschoolers in and outside the classroom, aimed at creating a favorable psychological climate, as well as another way of psychological optimization of educational activities, relationships between the teacher and the student and within the child’s group [16, p. 114].

In pedagogical communication in a preschool educational institution, the following features can be distinguished:

Firstly, this is professional communication between the teacher and the child in specially organized classes and outside them, as well as with teachers in the teaching staff.

Secondly, pedagogical communication in preschool educational institutions has certain functions and (if it is complete) is aimed at creating a favorable climate.

Thirdly, communication is aimed at psychological optimization of the educational process.

Fourthly, pedagogical communication is aimed at psychological optimization of relationships between teachers, educators and children and within groups of children.

So, K.M. Levitan, dealing with the problem of professionalization of the teacher’s personality and activity, argues that “optimal pedagogical communication is such communication between the teacher and students in the learning process, which creates the best conditions for the development of motivation and the creative nature of student learning, for the correct formation of students’ personality, provides a favorable emotional The learning climate and the management of socio-psychological processes in a group of children allows for maximum use of personal qualities in the learning process.”

Many scientists note that when working with preschoolers, especially younger and middle-aged children, indirect influence is most effective, especially through play and playful communication. The high efficiency of using the game in the process of pedagogical communication is explained by its special role for the child - in the preschool period, the game has the status of a leading activity.

The form and content of the teacher’s optimal pedagogical communication are largely determined by the tasks that he is trying to solve in the process of managing the activities of preschoolers, both in relation to all children and to each individual child.

Y. Kolominsky, E. Panko conducted a study in which they identified the methods and techniques that preschool teachers use in the process of pedagogical communication.

“Master” teachers, as the study authors call them, involve their colleagues in assessing children’s performance much more often than “non-masters.” They evaluate not only the quality of execution, the technical side of a particular proposal, etc. (it is often assessed by both “almost-masters” and “non-masters”), but also the results of children’s independent attempts in creative search, especially often and very successfully.

As it turned out, a “master” is much more often a “non-master” in the process of developing expressive speech, movements, in the work of forming artistic images used by children as a stimulation of their creativity, helping to stimulate memories, remembering the nature of the image that children must embody, draws attention to the general emotional tone of the work, its content. “Non-masters” almost never use such means of influence, but much more often resort to demonstrating a ready-made role model in similar situations.

The teacher and the student are a system of relationships. Models of communication between teachers and students.

The two main figures in an orphanage are the teacher and the pupil. Their communication in extracurricular activities and at leisure becomes an important condition for the effectiveness of the educational process and environment.

Being a real teacher is a talent. After all, a teacher must be able to convey his experience and knowledge to children. Probably, every teacher wants his student to achieve success in the future. And, of course, it’s nice when that’s exactly what happens.

Why do children love and accept one teacher, but simply not accept another? I think that this problem is close to every child and every teacher. In general, you can answer this question in different ways. But everything is explained by the difference in characters. There are no absolutely identical people. Therefore, what some people like, others are not always ready to accept.

However, relationships with teachers occupy a very important place in children's lives, and children are very worried if they do not work out. The basis of the teacher’s relationship with the pupils is compliance with moral standards, trust and attention to the child’s inner world, showing kindness and cordiality towards him.

The teacher’s psychological perception and understanding of children contributes to effective cooperation between them, creates the opportunity for the teacher to enter the child’s mental world, objectively assess his state of mind, his speech, habits and behavior patterns, and capture the mood and experiences of the students. Therefore, one of the important conditions for fostering a culture of communication is the cooperation of the teacher with the children. In the technology of cooperation, the teacher, when communicating with children, adheres to the principle: “Not next to and not above, but together!”

The most important aspects of cooperation:

• the ability to listen to each other;
• make joint decisions;
• to trust each other;
• feel responsible for the work of the group.

It all starts with the teacher, with his ability to organize pedagogically appropriate relationships with children as the basis of creative communication. A teacher is someone who shares knowledge, wisdom and experience, and the child adopts them. Thus, it is necessary to find an answer to the question: how to build a relationship with a student so that interaction with him allows for maximum results in the field of education, upbringing and personal development, and at the same time remains promising for further constructive communication. The answer to this question may be the “teacher-pupil” interaction model, the purpose of which is to optimize the educational process.

Currently, our society is on the path to establishing a new alternative model of the relationship between teacher and child. It was called the “Subject-Subject” model. Its essence lies in changing the position of the teacher. If he takes into account the characteristics of the child being educated, his needs, emotions, capabilities, and also stimulates the child’s activity, without suppressing with his authority, then in this case the object of pedagogical activity becomes its subject. This is how pedagogical activity turns from traditional subject-object activity into subject-subject activity, which makes it complex, non-standard, and creative. 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. 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. 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, knows himself, through comparison with another, through

Also in pedagogy, there are several other models of communication between teacher and students:

1. The dictatorial model of “Mont Blanc” is expressed in detachment from students, who for the teacher represent a faceless mass of listeners. Pedagogical functions are reduced to an information message. The consequence of this model is the occurrence of psychological discomfort or a complete lack of contact.
2. The “Chinese Wall” model is expressed in a weak connection between the teacher and students due to the lack of desire to cooperate. Contact is established in order for teachers to emphasize their status, so students have no interest in the subject and there is an indifferent attitude towards the teacher’s personality.
3. The “Locator” model of differentiated attention is expressed in a selective attitude towards students. The teacher focuses on certain children: talented, weak, outsiders. This model arises due to an inept combination of an individual approach with a frontal method of teaching. As a result, situational contact and disruption of interaction in the “teacher – team of students” system are dominant.
4. The monoreflexive model of “Teterev” is expressed in the fact that the teacher is closed in on himself, his speech is monotonous, and there is no reaction to the listeners. He hears only himself and does not allow students to engage in discussion. The consequence of this model is the formation of a logical vacuum. The educational impact is formal in nature, since the participants in communication are isolated from each other.
5. The model is hyper-reflective. It is important for the teacher how his information is perceived by students. Interpersonal relationships are elevated to an absolute level, so the teacher constantly doubts the correctness of his behavior; permanent tension leads to a nervous breakdown, which is expressed in inadequate reactions to the actions of students.
6. Model of flexible response "Robot". Communication is built according to a strict algorithm, there is an impeccable logic in presenting the material, but at the same time the teacher does not take into account the situation and the psychological state of his students.
7. Authoritarian model “I myself”. The learning process is teacher-centered. The basis of communicative behavior is suppression, and the consequence is the lack of initiative of students.
8. The “Union” model of active interaction is a model of friendly interaction and a positive mood, allowing his choice and his choice.

The nature of the interaction between teacher and student determines the style of pedagogical activity. A.K. Markova 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.

There is also a classification by V.A. Kan-Kalik, in which he identifies the following styles of pedagogical communication:

• communication based on passion for joint creative activities;
• communication based on friendship;
• communication distance;
• communication intimidation;
• communication-flirting.

The most fruitful, according to V.A. Kan-Kalik, is communication based on passion for joint creative activity. This style is based on the unity of the teacher’s high professionalism and his ethical principles. Passion for creative research together with students is the result not only of the teacher’s communicative activities, but to a greater extent of his attitude to teaching activities in general.

The style of pedagogical communication based on a friendly disposition is also productive. This style of communication can be considered as a prerequisite for successful joint educational activities. Friendly disposition is the most important regulator of business pedagogical communication. This is a stimulator for the development and fruitfulness of relationships between teachers and students. But it should be noted that friendliness, like any emotional structure and pedagogical attitude, must have a measure. In this regard, V.A. Kan-Kalik draws attention to the following situation: young teachers often turn friendship into familiar relations with students, which negatively affects the entire course of the educational process. Friendliness must be pedagogically appropriate.

Distance communication is common . This style of communication is used by both experienced teachers and beginners. Its essence lies in the fact that in the system of relationships between a teacher and a student, distance acts as a limiter. But the transformation of the “distance indicator” into the dominant feature of pedagogical communication sharply reduces the creative level of collaboration between teacher and student. This often leads to the establishment of an authoritarian principle in the system of relationships between the teacher and children, which ultimately negatively affects the results of activities.

Communication-distance is a transitional stage to such a negative form of communication as communication-intimidation. Researchers associate this style of communication mainly with the inability to organize productive communication based on passion for joint activities. Beginning teachers sometimes turn to him. It is quite difficult to form productive communication, and young teachers often follow the line of least resistance, choosing intimidating communication or distance in its extreme manifestation. Communication and flirting also plays an equally negative role in working with children. This type of communication corresponds to the desire to gain false, cheap authority among children, which contradicts the requirements of pedagogical ethics. The emergence of this style of communication is caused, on the one hand, by the teacher’s desire to quickly establish contact with children, the desire to please, and on the other hand, by the lack of the necessary general pedagogical and communicative culture, skills and abilities of pedagogical communication. Each of these styles, identifying the attitude towards the interaction partner, determines its character: from subordination, following - to partnership and to the absence of directional influence.

It is important that each of these styles presupposes the dominance of either monologue or dialogic forms of communication.

A teacher with a stable, emotionally positive attitude towards children, a business-like reaction to shortcomings in academic work and behavior, and a calm and even tone of address, has children who are relaxed, sociable, and trusting. The correct style of communication creates an atmosphere of emotional well-being, which largely determines the effectiveness of educational work. The correctly found style of pedagogical communication, corresponding to the unique individuality of the teacher, contributes to the solution of many problems.

The teacher approaches children with a special feeling, that is, sympathizes with them. The process of perceiving and understanding a child is associated with the ability and culture of listening carefully. Observations show that most teachers in the communication process do not comply with the culture of listening to the student. Meanwhile, the culture of listening is of great importance in the process of mutual communication and establishing relationships. The ability to listen ensures the effectiveness of “entering” into communication and understanding each other. A teacher must have the ability to listen, since listening to a student is an integral part of teaching activity.

If a person expresses impatience, does not listen to the end of the interlocutor and interrupts him, he is showing disrespect for the interlocutor and, to some extent, a lack of culture. In such a situation, it is necessary to reassure the listener, set him up for a positive perception, and interest him in the prospect of solving the problem. And then the interlocutor’s aggressiveness will take on the character of minor misunderstandings. In these conditions, it is advisable to use phrases and questions approximately in the following order: “Please tell me, did I understand you correctly?”, “Do you agree with this?”, “Is this your firm belief?” There are also situations when one of the interlocutors, without listening to the opinions of others, continues to develop evidence for his point of view, thereby expressing disdain for other positions. This behavior causes a negative attitude towards this participant in communication. The technique of active listening can be used in any process of communication between a teacher and children. For example, children are very upset, sad, they are haunted by failures, they have encountered some obstacles, their mood has dropped. In these and other difficult situations, the teacher can use the technique of active listening. He must know how to express sympathy for children in such cases in order to awaken positive emotions in them and be able to remove children from a state of stress and depression. But if the students are overly excited or overly excited, then it is not possible to establish communication through active listening, since at such moments they do not completely control their feelings and experiences and do not perceive the content of the words addressed to them. The teacher needs to calm the children down, bring them into a state of self-control, and only then establish communication. In a situation where an atmosphere for communication has been created, the teacher can use the method of calm listening. In order for children to communicate and listen to the teacher in a calm environment, the teacher must have stability, endurance and patience.

Pedagogical tact and sensitive attitude towards students certainly play a decisive role in the success of the teacher’s work. This is a very important aspect of a teacher’s skill. And the relationship between teacher and student largely depends on it. But pedagogical tact does not completely solve the problem of relationships.

Foreign researchers in their studies also indicated that children tend to prefer teachers who have the following characteristics:

1. Human qualities - kindness, cheerfulness, responsibility, balance.
2. Organizational qualities - fairness, consistency, honesty, respect for others.
3. Business qualities - usefulness, democracy, ability to interest.
4. Appearance – well dressed, pleasant voice, general attractiveness.

Older students named popular educators those who know how to present educational material clearly, vividly, and problematically. I would like to note that in the “teacher-pupil” relationship, in addition to highlighting certain personal or professional qualities of the teacher, it is also assumed that the child’s expectations are taken into account, which are partially expressed in specific requirements for the teacher’s behavior. It is important to study them in terms of age, i.e. find out what children of different ages want and expect from a teacher, and how these expectations change from one age threshold to another.

The teacher’s inability to meet the child’s expectations and inattention to these expectations can give rise to a negative attitude towards the teacher himself, towards his work, and lead to acute conflicts.

Conflicts are phenomena of extremely diverse nature. They can be internally personal, a collision of two incompatible desires, opposing tendencies, when the main needs of the individual are not satisfied, damage is caused to the values ​​of the “I”. Usually, conflicts occur between a teacher and a pupil in adolescence. It is important here that the teacher must clearly understand the main causes of conflict relationships and know real ways to prevent them.

Specific causes of “teacher-pupil” conflicts Insufficient professionalism of the teacher, manifested in the nervous relationship between the teacher and children:

• in demonstrating their superiority, their special status;
• in serious errors of interaction, such as discrimination against individual students, open or disguised violation of pedagogical ethics due to the struggle for leadership;
• in the pedagogically unprofessional actions of educators: an orderly tone, a shout from the teacher, which often provokes gross violations of children’s discipline;
• in the teacher’s biased attitude towards children, manifested in the systematic underestimation of grades and the selection of “favorites”;
• inability to organize cognitive interest in children;
• in “labeling”, for example, an underachieving student;
• in focusing the attention of others on the psychological problems and shortcomings of the student;
• in assessing an action based on the subjective perception of the child’s personality;
• inability to organize classes with all students.

How do students want to see their teacher?

1. Moral quality (fair, respects human dignity, trusting).
2. Love for your students
3. A high-quality, good teacher who wants to make children’s lives exciting and interesting, does not like to command, and gives good advice.

Negative qualities of educators:

1. Screams, interrupts, does not listen to the end.
2. Identifies individual students.
3. Picky, tries to punish for every offense.
4. Requires unconditional obedience from the student.
5. Treated like little ones.
6. Disrespectful.
7. Can't keep a secret.

How can you prevent conflicts and how to ensure that teachers and students have good relationships:

1. Skillfully spend educational hours, not leave a single child inactive.
2. Create an atmosphere of continuous communication with the group.
3. Excellent knowledge of the material that I would like to convey to the pupils, fluency in it. Application of different methods and forms in work.
4. Fulfillment and desire to achieve the goal: to achieve complete mastery of the material with all students without exception.
5. Rational use of time, values ​​every working minute.
6. Organize work with “difficult” children, constantly ask, force them to think, find more interesting ways to spend their free time.
7. Respectful attitude towards the individual by pupils, not allowing all kinds of insults, nicknames, comments.

And no matter what innovations are introduced, in pedagogy, as hundreds and thousands of years ago, there are participants in the educational process: the teacher and the student. Between him (always) there is an ocean of knowledge and reefs of contradictions. And that's okay. Any ocean contradicts, hinders, but those who overcome it endow with constantly changing landscapes, the vastness of the horizon, the secretive life of its depths, the long-awaited and unexpectedly growing shore. And the teacher will always be the captain on this voyage, the chief navigator of the navigation through the reefs