The teacher’s speech is the main upbringing of a child in kindergarten. Kindergarten teachers, school teachers and educators

The teacher’s speech is the main thing in raising a child in kindergarten

Gulnara Nagaeva

The teacher’s speech is the main thing in raising a child in kindergarten

The main role in the development of speech and replenishment of the child’s vocabulary is played by the teacher and his speech , since the preschooler spends most of the time during this period of his life with him. Enrichment and activation of vocabulary must begin from a very early age of the child . And in the future we need to further improve it and increase it. Only a child with a rich vocabulary can develop correct, literate speech . The teacher’s task is to optimize the process of speech development and vocabulary enrichment as much as possible. Children spend most of their time in kindergarten with teachers . The teacher's speech is an example for children. It is this that they focus on when pronouncing the words they know. Children try to copy the teacher’s intonations depending on the properties of the event being described, just as the teacher in his stories about the same events. the teacher's speech sounds , the more correct the speech of his students . The teacher must improve and develop his speech and pronunciation, since his mistakes will entail hundreds of mistakes of his pupils , which are easier to correct at an early age than at an older age.

By using various methods of teaching speech development and vocabulary enrichment, you can achieve more tangible results than if you use template techniques. Children are interested in a change in activity and therefore the process of mastering knowledge will proceed more interestingly, lively and without tiring preschoolers. Having developed speech , a child will be better prepared for school. The knowledge will be easier , and there will be fewer problems when communicating with peers and answering at the board.

Knowing that preschool children master language on the basis of oral speech, through communication with people around them, the following should be taken into account. 1. The teacher’s speech is a model for children in the broad sense of the word, primarily in colloquial speech, on the basis of which the child’s daily communication with the teacher . 2. During classes, children, listening to the teacher’s speech , practice mastering the Russian language. the teacher's colloquial speech are passed on to the children, and then the children have difficulty getting rid of them already at school.

The teacher's speech should be:

1) grammatically correctly constructed, coherent;

2) with a clear and distinct pronunciation of all sounds of the native language;

3) maintained at a certain tempo and volume;

4) intonationally expressive;

5) understandable;

6) with the correct and accurate use of verbal notations.

Requirements for teacher speech Correctness - compliance of speech with language norms. When communicating with children, the teacher uses the basic norms of the Russian language: orthoepic norms (rules of literary pronunciation, as well as norms for the formation and change of words. Accuracy is the correspondence of the semantic content of speech and the information that underlies it. The teacher must pay special attention to the semantic (semantic) )

side of speech, because this contributes to the development of children’s skills in accurate word use.
Logicity is the expression in semantic connections of the components of speech and the relationships between the parts and components of thought. the teacher takes into account that in preschool age ideas about the structural components of a coherent utterance are formed and the skills of using various methods within text communication are formed. Purity is the absence in speech of elements alien to the literary language. Taking into account the leading mechanism of speech development of preschoolers (imitation), the teacher takes care of the purity of his own speech: the use of filler words, dialect and slang words is unacceptable.
Expressiveness is a feature of speech that captures attention and creates an atmosphere of emotional empathy. The expressiveness of the teacher’s is a powerful tool for influencing child A teacher who is proficient in various means of expressive speech (intonation, tempo of speech, strength, pitch of voice, etc., contributes not only to the formation of the arbitrary expressiveness of a child's , but also to a more complete awareness of the content of an adult's speech, and the formation of the ability to express his attitude to the subject of conversation.

Richness is the ability to use all linguistic units in order to optimally express information. The teacher’s rich vocabulary the child’s vocabulary , helps to develop his skills in accurate word usage, expressiveness and figurative speech, since in preschool age the foundations of the child’s .

Relevance is the use in speech of units that correspond to the situation and conditions of communication. The appropriateness of the teacher’s speech presupposes , first of all, having a sense of style. Taking into account the specifics of preschool age aims the teacher at developing a culture of speech behavior in children (communication skills, the ability to use various formulas of speech etiquette, focus on the communication situation, the interlocutor, etc.).

Some shortcomings of the teacher’s speech:

1) haste in speech (accelerated pace makes it unclear, blurry, difficult to understand )

2) slurred pronunciation;

3) monotony of speech (it tires listeners and reduces interest in the content)

;

4) increased voice volume (turning into screaming)

.If necessary
(noise in a group, for example),
you should increase the volume slightly and pronounce the words more clearly, noticing the tempo;

5) inaccuracy in the pronunciation of individual sounds or words;

6) violations of vocabulary - grammatical design;

7) the use of parasite words in speech;

careless, sloppy pronunciation (the endings of words are not pronounced, individual sounds are swallowed, consonants are pronounced indistinctly);

9) letter-by-letter pronunciation of some words: what (instead of what, his (instead of evo, happiness (happiness)

etc. ; that is, as we write so we speak;

10) speech with a national accent, with characteristic features of local dialects: yakan, clack, etc.;

11) pronouncing words with incorrect stress;

12) dissonance of voice (hoarseness, hoarseness, nasality)

The shortcomings of educators’ vocabulary (speech) include :

1) frequent use of words with diminutive - affectionate suffixes (Tanechka, cup, pens, etc.)

;

2) speech is clogged with unnecessary words (well, that’s what it means, so to speak)

;

3) when communicating with older children, adapting to the children’s speech ;

4) use, use of new words in speech, not taking into account the age of the children.

Thus, when working with children, the teacher should pay attention to the following:

1) correctly pronounce all sounds of the native language, eliminate existing speech defects;

2) have clear, precise and distinct speech , i.e. good diction;

3) use literary pronunciation in your speech, i.e. adhere to spelling norms;

4) strive to correctly use intonational means of expression, taking into account the content of the statement;

5) when communicating with children, use speech at a slightly slower pace and moderate voice volume;

6) tell and convey the content of texts in a coherent and accessible form, accurately using words and grammatical structures (according to the age of the children)

;

7) the teacher’s speech must be calm, always balanced, polite not only towards children, but also towards all employees of the kindergarten (rude expressions are not allowed)

“Pedagogical requirements for teacher speech”

Municipal budgetary preschool educational institution

"General developmental kindergarten No. 118"

Consultation

“Formation of pedagogical requirements for teacher speech”

Prepared by:

teacher speech therapist

Vanyasova Anastasia Ivanovna

Voronezh

2017

“Grammatically correct speech of the teacher”

Preschool children, imitating those around them, adopt not only all the subtleties of correct pronunciation, word usage, and phrase construction, but also those speech imperfections that are found in adults. The culture of children’s speech depends on the teacher’s speech culture. A tradition in kindergarten should be soft speech, a correct, friendly tone when addressing children, the absence of slang and swear words, and emphatic politeness in addressing each other.

The speech of the teacher, who is constantly in the field of view of the children, in communication with them, is for children the main example of their native language, cultural speech, therefore it must not only be correct, with a clear and distinct pronunciation of all sounds of the native language, but also maintained in a certain tempo, volume, must be intonationally expressive, correctly grammatically formatted, coherent, understandable, with the correct and accurate use of verbal notations.

The teacher’s speech is assessed from three aspects: content (what and how much he talks about, what he communicates to children), impeccable correctness of form (how he speaks), age and pedagogical orientation (can he speak with preschoolers, can he confidently and intelligibly present information on pedagogical issues to adults – parents, colleagues).

The teacher must adhere to literary norms of pronunciation, eliminate accents in his speech, the influence of local dialects, correctly place stress in words (port-ports, cake-cakes, engineer-engineers)

The difficulty in mastering correct literary pronunciation lies in the fact that pronunciation does not always coincide with spelling. Therefore, generally accepted norms of literary pronunciation should be learned from radio and television announcers, from masters of artistic expression, from people around them who have exemplary cultural speech.

If you have doubts about the correct pronunciation of words and stress, use spelling reference dictionaries.

Non-literary pronunciation refers to the letter-by-letter pronunciation of words, when the words are pronounced as they are written: what, his, happiness.

A deviation from the norm of literary pronunciation is speech with a national accent, with characteristic features of local dialects: yacking, clattering, with incorrect stress.

In speech you can express the subtlest shades of feelings and thoughts. This is achieved not only with the help of appropriate words, but also through the correct use of intonation means of expressiveness: voice strength, tempo, logical stress, pauses, rhythm, timbre, melody. Poems, fairy tales, stories read or told by the teacher using these means help children better understand their content and feel the power and beauty of their native language.

Monotonous speech tires young listeners and reduces interest in the content of the text. Listening to such speech, children quickly begin to get distracted, look around, and then stop listening altogether.

The teacher’s speech should be emotionally rich, rich in intonations, quite loud and leisurely. Hasty speech is just as unacceptable in communicating with children as incorrect pronunciation of sounds. Speech is perceived better by children if it proceeds at a slightly slower pace. This pace increases the clarity of speech, and, conversely, an accelerated pace makes it unclear, blurry, and difficult to perceive.

Masters of artistic expression usually read poems, stories, and fairy tales for children at a slower pace than that typical for spoken language. Slow speech is easier for children to perceive, easier to follow its content, and to remember the text.

It must be remembered, however, that this rule is not comprehensive.

When reading works of art, speeding up or slowing down speech should be justified by the content being conveyed at the moment, and be a means of artistic expression.

A story read by a teacher using means of artistic expression arouses interest in children, will make them empathize, feel the power of words, and remember the content for a long time; the same story, read dryly, at a fast pace, without emotion, can only cause boredom and indifference to the work of art.

If, nevertheless, a communication situation requires a significant increase in the volume of speech, this does not mean that it is necessary to bring it to a scream. You should, by slightly increasing the volume, pronounce the words more clearly, while slowing down the pace of speech.

If the voice is quiet and weak, it needs to be developed to a louder one and strengthened with special exercises. The dissonance of the voice (hoarseness, hoarseness, nasality) can also be eliminated.

Children learn from adults not only to correctly pronounce sounds and words, but also to clearly retell the content of fairy tales and stories, convey their own observations about the environment, consistently express their thoughts, and draw conclusions.

The ability to convey to children this or that content conveyed in speech in a coherent, interesting, and accessible form is a necessary quality of a teacher’s speech.

To express thoughts consistently, the teacher should not clutter up his speech with incomprehensible words, complex phrases, or long phrases.

Speech is better perceived by children if it consists of short phrases (even if they are complex sentences), since when using long, and grammatically complex phrases, it is difficult for children to establish connections between parts of the sentence, comprehend and understand the content.

But you can’t limit yourself to using only simple sentences. It is important to make wider use of short complex sentences.

When telling children about the excursion, about nature, etc., it is necessary to highlight and give them only the main thing, the main thing, that is, what relates to this topic, discarding everything that is secondary and unimportant.

Accessibility and understandability of the teacher’s speech is achieved primarily by the correct and precise use of words. The vocabulary of the Russian language is rich, it is constantly updated with new words; Words that have fallen out of use disappear.

When talking with children, you should use words of the literary language, avoiding rude words, avoiding colloquialisms and dialectisms, as well as words that have fallen out of use. The richer and more varied the teacher’s vocabulary, the brighter and richer his speech, the more words children can learn.

The teacher's vocabulary should be rich and accurate. It is necessary to use words more often that children learn slowly, to accurately designate shades of color, material, shape, size of objects, etc.

In general, the teacher’s story should be complete, colorful, with precisely chosen words, grammatically correct, expressive, and a clear logical connection should be established between the individual parts. When telling a story, it is necessary to use synonyms, metaphors, epithets, which make speech expressive, more diverse, richer in content, make wider use of oral folk art (proverbs, sayings), and phraseological phrases.

In addition, the teacher’s speech should be calm, always balanced, laconic, but very understandable and logical, polite not only towards the children, but also towards all employees of the kindergarten.

Every preschool worker should consider it his professional duty to continuously improve his speech.

CONSULTATION FOR TEACHERS “The teacher’s speech is a model for children”

As a result, preschoolers accumulate an appropriate vocabulary and expand their range of ideas, which creates the opportunity to freely communicate with adults and peers, understand literary works, listen to the radio, watch TV shows, etc.

Sound culture of speech

... Good diction, correct literary pronunciation - this is what a teacher should have. A child needs to hear every word addressed to him, otherwise he will not understand what is being said to him. And incorrect pronunciation can be taken as a standard. Often, shortcomings in a child’s speech (burr, lisp, lisp) are a consequence not only of careless speech education, but also of the negative speech influence of adults. Pronunciation defects, reinforced by everyday practice, can become entrenched and become a habit in later life.

It turns out that in the Russian language there are words that are pronounced differently than they are written. According to the rules of modern Russian language:

in words such as boring, of course, on purpose, the letter combination “chn” should be pronounced as “shn” (boring, of course, on purpose), and the words of what, no one, before - how chivo, nikavo, do tavo.

the combination of consonants “ssh”, “zsh” is pronounced as a double long sound “sh” - beshshumny (instead of silent);

combinations of consonants “ezh”, “zh” are pronounced as a double long sound “zh” - to burn (instead of burn), ruthlessness (instead of without pity);

the combination of sounds “tch”, “dch” is pronounced like the sound “ch” - razvechchik (instead of scout);

combinations of sounds “sch”, “zch” are pronounced as the sound “sch” - happiness (instead of happiness), story teller (instead of narrator).

Intonation expressiveness of speech

- an important factor influencing the child. The teacher tries to talk with children using a diverse range of voice tones that emphasize the emotional and semantic content of what is said. Intonations, calm and excited, restrained and lively, crafty and simple-minded, solemn and businesslike, questioning and affirmative, joyful and sad, inherent in human speech, help a small child to better understand what is being said to him, to feel the attitude of an adult to an event, action, object .

Rate of speech.

It is important how the teacher talks to children - quickly, moderately or slowly. After all, this is one of the significant components of the expressiveness of speech, which gives it dynamics, liveliness, and persuasiveness.

Rapid speech (“scribbles like a machine gun”) is difficult for children to perceive: they do not have time to listen to the words or understand the meaning of what they are being told. A uniform, monotonous pace without speeding up or slowing down “lulls”, reduces attention, and, therefore, what is said may not be understood or not fully heard. Therefore, it is best to talk to preschoolers at a moderate pace, slowing down or speeding it up depending on the semantic content of what was said.

Consultation for educators.

The teacher’s speech is the main source of speech development of children in kindergarten.

Requirements for the teacher’s speech culture.

Mastery of the native language as a means and way of communication and cognition is one of the most important acquisitions of a child in preschool childhood. It is preschool childhood that is especially sensitive to the acquisition of speech: if a certain level of mastery of the native language is not achieved by 5-6 years, then this path, as a rule, cannot be successfully completed at later age stages.

The main role in the development of speech and replenishment of the child’s vocabulary is played by the teacher and his speech, since the preschooler spends most of the time during this period of his life with him. For a child, an indispensable condition for his comprehensive development is his communication with the teacher. Among the many important tasks of raising and educating preschool children in kindergarten, teaching their native language, developing speech and vocabulary, and verbal communication is one of the main ones. This general task consists of a number of special, private tasks: nurturing the sound culture of speech, enriching, consolidating and activating the vocabulary, improving the grammatical correctness of speech, forming colloquial (dialogical) speech, developing coherent speech, cultivating interest in the artistic word, preparing for learning to read and write. In kindergarten, preschoolers, mastering their native language, master the most important form of verbal communication - oral speech. The educator is the conductor and support of this knowledge. A characteristic feature of preschool children is imitative speech, which is determined by the uniqueness of their perception and thinking. Not being able to think critically, children of this age imitate everything they see and hear in the environment, but most of all those people who are directly connected with them, towards whom the children have developed a positive attitude. Such a close person with whom a child is directly connected in kindergarten is the teacher. The behavior, speech of the teacher, his appearance - everything is a model for children. The originality of children's thinking and perception associated with imitation should be used in the upbringing and teaching of children, and, in particular, when teaching children their native language.

Knowing that preschool children master language on the basis of oral speech, through communication with people around them, the following should be taken into account.

1. The teacher’s speech is a model for children in the broad sense of the word, primarily in colloquial speech, on the basis of which the child’s daily communication with the teacher takes place.

2. During classes, children, listening to the teacher’s speech, practice mastering the Russian language. The shortcomings found in the teacher’s colloquial speech are passed on to the children, and then the children have difficulty getting rid of them at school.

What requirements must be made for the teacher’s speech?

1. The semantic content of speech addressed to a child should be close and understandable to children.

When talking with younger children, the teacher’s speech should be more concise and simple. In relation to children, one should avoid making comments and at the same time one should speak to them more categorically than to older ones, since children of this age cannot comprehend the arguments that are perceived by older children. “Yura, don’t dirty the tablecloth, eat with a spoon, don’t pour water on the floor,” etc., says the teacher to the younger children. Middle-aged and older children should be led to draw their own conclusions. For example: “You can’t dirty the tablecloth, it’s not neat. A lot of work goes into washing a tablecloth. We must protect the work of the people who wash our tablecloths.”

2. The grammatical correctness of the teacher’s speech is required.

But, unfortunately, the following mistakes are very common: “Take from the older group” (here the preposition “from” is replaced by “with”). ""Don't put it here" (instead of "don't put it here"). “I told you, but you don’t listen back.”

3. When communicating verbally with children, you need to use expressive language.

The monotonous, inexpressive speech of the teacher negatively affects the behavior of children, does not affect their emotions, and at the same time does not improve their speech culture. During lunch in the younger group, the teacher addresses the children who are eating slowly: “Eat, eat quickly, chew, swallow, don’t look around.” And this dry, monotonous appeal to children is repeated many times, the children do not react. In the same group, another teacher instills a positive attitude towards food in children in a completely different way: “What a delicious soup today! Look how beautiful the green peas are, grab them on a spoon quickly. Like this. Delicious” The child agrees. Or: “Natasha is smart today, she learned to eat quickly and accurately.” “And I can do it quickly,” the children’s voices are heard. “That’s right, Slava, your teeth are sharp, they can chew quickly,” the teacher confirms. The children smile and quickly finish their lunch.

4. The ability to express one’s thoughts accurately and convincingly is the most important quality of a teacher.

The teacher’s speech pattern in the classroom is of particular importance because it attracts the attention of all children to what the teacher says. The teacher’s speech pattern, both in everyday communication and in the classroom, should be used when carrying out all tasks: expanding the vocabulary, developing grammatical and sound correctness of speech. The skills acquired in the classroom must be made strong so that children can apply them in life. Meanwhile, there are often cases when the teacher does not think through his appeal to children. A particularly common mistake is verbosity and the use of unclear words. If, when drawing, the visual perception of a sample (object or pattern) is accompanied by a verbal explanation, without which children have difficulty completing the task, then in classes on mastering speech, the sample is even more important, because children master all aspects of speech only on the basis of auditory perception, on the basis heard from the teacher.

The emotional side of the model enhances the culture of listening and instills in children a desire to tell something themselves.

The teacher conducts gymnastics and outdoor games with middle group children. To increase children's interest in performing movements correctly, she resorts to expressive techniques. “The bunnies need to follow a straight path, the forest is thick, you can get lost, don’t lag behind each other.” The bunny children begin to jump faster.

In cultivating children's interest in words, it is necessary to use the expressive means of language not only in the classroom, but also in everyday communication. The requirements for the teacher’s speech in everyday communication are also mandatory when conducting classes. The teacher’s speech model in the classroom should be used when carrying out all tasks in working on speech development. When working with dictionaries, when teaching sound pronunciation, the teacher’s speech sample is especially important, since children learn new words in the correct sound.

Along with the requirements for a model teacher, it is necessary to say about the requirements of the teacher for children.

1. The teacher must not only give a speech sample to the children, but also check how the children have mastered it (for this, exercises and repetitions are used).

2. It is necessary to cultivate in children an interest in the ability to speak correctly (using incentives, an example of well-speaking children).

3. It is necessary to systematically monitor children’s speech, listen to how children speak, and correct mistakes in a timely manner.

Serious attention should be paid to children’s speech both in everyday life and in the classroom.

It should be said that the teacher’s speech pattern when teaching children can only be used when the speech culture of the teacher himself is impeccable

MAGAZINE Preschooler.RF

MUNICIPAL BUDGET PRE-SCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN No. 19 OF COMBINED TYPE Prepared and conducted by: Teacher-speech therapist: Koshkina I.I. report (oral) Preschool children, imitating those around them, adopt not only all the subtleties of correct pronunciation, word usage, phrase construction, but also those speech imperfections that are found in adults. The culture of children’s speech depends on the teacher’s speech culture. A tradition in kindergarten should be soft speech, a correct, friendly tone when addressing children, the absence of slang and swear words, and emphatic politeness in addressing each other. The speech of the teacher, who is constantly in the field of view of the pupils, in communication with them, is for children the main example of their native language, cultural speech, therefore it must not only be correct, with a clear and distinct pronunciation of all sounds of the native language, but also maintained in a certain tempo, volume, must be intonationally expressive, correctly grammatically formatted, coherent, understandable, with the correct and accurate use of verbal notations.

Perhaps every teacher in one situation or another has doubts: how to say correctly, avoid mistakes in word combinations, pronunciation, how to more accurately express a thought? Such questions most often appear during a written presentation of a speech at a teacher’s council, pedagogical readings, etc. In this case, the teacher shows quite a high level of strictness to the word. Why? When we put our thought into writing, we want it to sound reasoned and intelligible, and therefore we consciously look for the right words in advance, think about the construction of the phrase, the order of words, etc. In general, we work on the exact expression of the thought. As for oral speech in everyday life, in conversations with colleagues, students and their parents, such work on the word is almost excluded. After all, conversational speech should flow freely, smoothly, without unjustified logical pauses. The necessary and precise words should spontaneously emerge from the recesses of our memory and line up into the correct phrases. It is in conversation with others that both speech culture and its deficit are most clearly manifested. The teacher’s speech is assessed from three aspects: content (what and how much he talks about, what is communicated to children), impeccable correctness of form (how he speaks), age and pedagogical orientation (can he speak with preschoolers, can he confidently and intelligibly present information on pedagogical issues to adults – parents, colleagues). The teacher must adhere to literary norms of pronunciation, eliminate various accents in his speech, the influence of local dialects, correctly place emphasis in words, correctly form the plural, and pronounce the endings of words. (Tasks for teachers' council participants on cards).

You can often hear: “I’m eating.” At the same time, a person does not even suspect that the word “eat” is used in modern literary language with certain restrictions: “eat” is said when inviting to eat, offering food, or addressing someone with a question about food. For example: “Please sit down and eat,” “Eat for your health.” In relation to children, they also usually say “eat” and in this case it is appropriate, since the word used expresses affection and attention. But you should always say about yourself: “I eat.” Often a mistake is made in using the verb “borrow” instead of “lend”, i.e. in the meaning directly opposite to the literary one: “To lend, to lend to someone.” Often, a teacher, giving an order to a child, says: “Please go to Vera Petrovna and tell her that I ordered you to give me a book.” Is it correct? After all, telling Vera Petrovna “ordered” was impolite; to command means to order. It is important that the child correctly understands this instruction and makes the request correctly, that is, he conveys not an order, but a request in a polite form, which means that the instruction should be formulated something like this: “Please tell Vera Petrovna that I am asking her... “It is not customary, for example, to talk about anyone present in the third person: “We all came to the same opinion, but she believes that...” Instead of “she,” you should call the person by name and patronymic. You can hear people say: “We have planned to hold a teachers’ meeting in October.” But this is wrong: the word “month” is superfluous, since the phrase “in October” already contains the concept of a month. To speak your native language means to be able to express your thoughts coherently, consistently, fully, meaningfully, and figuratively. A person who has a culture of speech knows how to express a thought accurately, convincingly and figuratively. Particular attention should be paid to the expressiveness of speech, in particular to phraseological units.

A phraseological unit is a lexically stable phrase with a complete meaning, a ready-made speech unit. If we say “to work with our sleeves rolled up,” it means to work intensively, diligently, “to work carelessly” - to work poorly, to “put a spoke in the wheels” - to hinder the work, to “pull up the rigmarole” - to hesitate, etc. Phraseologisms give speech emotionality, imagery, conciseness. For example, to characterize a person’s pastime, one can say: “He is used to idleness, spending time idly” and “He is used to being lazy.” Let’s compare: in the first case the statement is verbose, in the second it is laconic, emotional, and precisely targeted. In colloquial speech, we often use expressions such as “fence the garden”, “how to drink”, “stay on your toes”, “bearish, etc. Such constructions clearly express the national identity of the language, enrich speech, make it especially expressive, expressive. The thought is expressed in an extremely compressed manner, and at the same time it is given a certain shade: approval, condemnation, disdain, etc. However, sometimes phraseological units are used without understanding their true meaning. And then funny things happen. So you need to use phraseological units in speech very carefully. The teacher’s speech, replete with epithets, has a positive effect on the development of children. A teacher who has the art of using epithet, and the children are more sensitive to the word, are able to accurately express what they observe, what impressed them. Older preschoolers say: “Winter is an artist. Look how she painted the glass”; “Dasha’s hat is like a dandelion - white and fluffy”; “Branches are like paws”; “A huge sunflower, like a bowl of jam”; “The field is a calico dress: bright and colorful.” No less important for a teacher is the ability to use aphorisms and catchphrases, which helps to have a deeper impact on the listener. This is characteristic of a well-read teacher who knows well the works of Russian classics - writers and poets.

The voice is a teacher’s professional instrument, and it must be used correctly and protected from overload. Incorrect use of the voice can manifest itself, for example, in excessively increasing its volume (in case of noise in a group, on a stage). If, nevertheless, a communication situation requires a significant increase in the volume of speech, this does not mean that it is necessary to bring it to a scream. You should, by slightly increasing the volume, pronounce the words more clearly, while slowing down the pace of speech. If the voice is quiet and weak, it needs to be developed to a louder one and strengthened with special exercises. The dissonance of the voice (hoarseness, hoarseness, nasality) can also be eliminated. The teacher’s speech is easily perceived and understandable to children if the words in it are precisely chosen and the phrases are grammatically correct. Your voice instrument belongs only to you and only you can use it. If possible, record your voice on a voice recorder and listen to the recording. Did you like it? Are you satisfied with the timbre of your voice? Or did you exclaim: “Is this really my voice?” Once you understand the basic elements that make up your voice, you can develop your own techniques for improving it. For example, if you: • increase the volume of your voice, then you are worried; • raise the tone of your voice, then due to excitement you begin to lose control of yourself; • speed up the pace of speech, then you are not confident in yourself; • answer without listening to the question, then you are irritated or making excuses; • if you pick up a wireless or mobile phone and begin to move around the room aimlessly, you are embarrassed and worried; • walking down the street at a brisk pace and talking on a mobile phone at the same time, then you do not respect yourself; • when you hear a phone call, stop if you were on the move, pause before answering.

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