Pedagogical communication is a multifaceted, professional communication of teachers in the learning process with students, including the development and establishment of communications, interaction and mutual understanding between teachers and students.

The effectiveness of pedagogical communication directly depends on the degree of satisfaction experienced by each of the participants in the conditions of realizing actual needs.

Styles of pedagogical communication

The factors influencing the development of the student's personality are the styles of pedagogical communication.

The style of pedagogical communication and leadership is determined by the methods and methods of influence of an educational nature, which are manifested in a set of expectations and requirements for the appropriate behavior of pupils. Style is embodied in the forms of organization of activities, as well as communication of children, having certain ways in the implementation of relations with children. Traditionally, there are authoritarian, democratic and liberal styles of pedagogical communication.

Democratic style of pedagogical communication

The most effective, as well as optimal, is the democratic style of interaction. It is marked by a characteristic wide contact with pupils, a manifestation of respect and trust, in which the teacher tries to establish emotional interaction with the child, does not suppress the personality with punishment and severity; marked with positive ratings.

A democratic teacher needs feedback from pupils, namely, how they perceive the forms of joint activity, whether they are able to admit their mistakes. The work of such a teacher is aimed at stimulating mental activity and motivation in achieving cognitive activity. In groups of educators, where communication is built on democratic tendencies, appropriate conditions are noted for the development of children's relationships, as well as the emotional positive climate of the group.

The democratic style of pedagogical communication creates a friendly understanding between the pupils and the teacher, evokes only positive emotions in children, develops self-confidence, and also allows you to understand the values ​​in the cooperation of joint activities.

Authoritarian style of pedagogical communication

Authoritarian teachers, on the contrary, are marked by pronounced attitudes and selectivity in relation to pupils. Such teachers often apply prohibitions and restrictions in relation to children, excessively abuse negative assessments.

The authoritarian style of pedagogical communication is strictness and punishment in the relationship between the teacher and the children. An authoritarian educator expects only obedience; he is distinguished by a huge number of educational influences, for all their monotony.

The authoritarian style of pedagogical communication leads to conflict, as well as hostility in relationships, thereby creating unfavorable conditions in the education of preschoolers. The teacher's authoritarianism is often the result of a lack of psychological culture, as well as the desire to speed up the pace in the development of pupils, despite individual characteristics.

Often, educators use authoritarian methods out of good intentions, because they are convinced that by breaking children, as well as achieving maximum results, one can quickly achieve the desired goals. The pronounced authoritarian style of the teacher puts him in a position of alienation from the pupils, since each child begins to experience a state of anxiety and insecurity, uncertainty and tension. This happens due to underestimating the development of children's initiative, independence, exaggeration of indiscipline, laziness and irresponsibility.

Liberal style of pedagogical communication

This style is characterized by irresponsibility, lack of initiative, inconsistency in the actions and decisions taken, lack of decisiveness in difficult situations.

The liberal teacher forgets about the previous requirements and after a certain time makes the opposite ones. Often such a teacher lets things take their course and overestimates the capabilities of children. He does not check to what extent his requirements have been fulfilled, and the assessment of pupils by a liberal educator directly depends on the mood: a good mood is the predominance of positive assessments, a bad one is negative assessments. Such behavior can lead to a fall in the eyes of the children of the authority of the teacher.

Styles of pedagogical communication, being the characteristics of an individual, are not innate qualities, but are brought up and formed in the process of pedagogical practice based on the awareness of the basic laws of the formation and development of a system of human relations. But to one or another style of formation of communication have certain personal characteristics.

People who are proud, self-confident, aggressive and unbalanced are prone to an authoritarian style. Individuals with adequate self-esteem, balanced, benevolent, sensitive and attentive to people are prone to the democratic style. In life, in a "pure" form, each of the styles is rare. In practice, often each individual teacher shows a "mixed style" of interaction with pupils.

Mixed style is marked by the predominance of two styles: democratic and authoritarian or democratic and liberal. Occasionally, features of a liberal and authoritarian style are combined.

At present, great importance is given to psychological knowledge in establishing interpersonal contacts, as well as establishing relationships between the teacher and students.

Psychological and pedagogical communication includes the interaction of the teacher-educator with students, colleagues, parents, as well as with representatives of public and educational authorities, carried out in professional activities. The specificity of psychological and pedagogical communication is the psychological competence of the teacher in the field of social and differential psychology when interacting with children.

The structure of pedagogical communication

In the structure of pedagogical communication, the following stages are distinguished:

1. Prognostic stage (the teacher's modeling of future communication (the teacher outlines the contours of interaction: plans, and also predicts the structure, content, means of communication. The decisive factor in this process is the target setting of the teacher. He should take care of attracting students to interaction, create a creative atmosphere, and also open up the world of the child's individuality).

2. Communicative attack (its essence is the conquest of the initiative, as well as the establishment of business and emotional contact); it is important for the teacher to master the technique of entering into interaction and methods of dynamic influence:

- infection (the purpose of which is an emotional, subconscious response in interaction based on empathy with them, is non-verbal in nature);

- suggestion (conscious infection with motivations with the help of speech influence);

- persuasion (argued, conscious and motivated influence on the system of views of the individual);

- imitation (implies the assimilation of the forms of behavior of another person, which is based on conscious and subconscious identification of oneself with it).

3. Communication management is aimed at the conscious and purposeful organization of interaction. It is very important to create an atmosphere of goodwill in which the student will freely express his Self, receive positive emotions from communication. The teacher, in turn, should show interest in students, actively perceive information from them, give them the opportunity to express their opinions, convey their optimism to students, as well as confidence in success, and outline ways to achieve goals.

4. Analysis of communication (comparison of goals, means with the results of interaction, as well as modeling further communication).

The perceptual component of pedagogical communication is aimed at studying, perceiving, understanding and evaluating each other's communication partners. The personality of the teacher, his professional and individual psychological qualities are an important condition that determine the nature of the dialogue. The important professional qualities of a teacher include the ability to give an adequate assessment of the individual characteristics of students, their interests, inclinations, moods. Only a pedagogical process built with this in mind can be effective.

The communicative component of pedagogical communication is determined by the nature of the relationship between the participants in the dialogue.

The early stages of pedagogical interaction with the child are marked by the lack of potential of an equal participant in the exchange of information, because the child does not have sufficient knowledge for this. The teacher is the bearer of human experience embedded in the educational program of knowledge. But this does not mean that the teacher's communication in the early stages is a one-way process. At present, it is not enough to simply give students a message of information. It is necessary to intensify the students' own efforts to assimilate knowledge.

Of particular importance are active teaching methods that encourage children to independently find the necessary information, as well as its further use in a variety of conditions. Having mastered a large array of data and developed the ability to operate with them, students become equal participants in the educational dialogue, making a significant contribution to communication.

Functions of pedagogical communication

Pedagogical communication is considered as the establishment of interpersonal close relationships based on the degree of commonality of interests, thoughts, feelings; the establishment of a friendly, benevolent atmosphere between the object and the subject, which ensures the most effective process of education and training, the mental and intellectual development of a person, preserving the uniqueness and individuality of personal characteristics.

Pedagogical communication is multifaceted, where each facet is marked by the context of interaction.

The functions of pedagogical communication are divided into denoting, cognitive, emotive, facilitative, regulatory, self-actualization functions.

Communication is responsible for the interest in the success of the student, as well as maintaining a benevolent contact and atmosphere, which contributes to self-actualization and further development of the student.

Pedagogical communication should ensure respect for the personality of the child. Understanding and perception of the personality of the student by the teacher is the knowledge of the spiritual world, the physical conditions of the child, individual and age, mental, national and other differences, mental neoplasms and manifestations of sensitivity.

Understanding the personality of the student by the teacher creates an atmosphere of interest in his attitude, as well as goodwill, helps in determining the prospects for the development of the personality and their regulation.

The function of understanding and perception of the personality of the student by the teacher should be considered as the most important.

The information function is responsible for psychological real contact with students, develops the process of cognition, gives an exchange of spiritual and material values, creates mutual understanding, forms a cognitive search for solutions, positive motivation in achieving success in learning and self-education, in the formation of a personality, eliminates psychological barriers, establishes interpersonal relationships in a collective.

The information function is responsible for organizing group, individual, collective communication. Individual communication contributes to the knowledge of the personality, as well as the impact on its consciousness, behavior, as well as its correction and change.

Contact function - establishing contact for mutual readiness to transmit and receive educational information.

Incentive function - stimulation of the student's activity, aimed at performing educational actions.

The emotive function is the stimulation of the necessary emotional experiences in the student, as well as the change with his help of his own states and experiences.

Pedagogical communication should have a focus on human dignity and such ethical values ​​as frankness, honesty, trust, disinterestedness, mercy, care, gratitude, fidelity to the word play a great role in productive communication.

Characteristics of pedagogical interaction as a process

Pedagogical interaction is a process that occurs between the educator and the pupil in the course of educational work and is aimed at developing the personality of the child. Pedagogical interaction is one of the key concepts of pedagogy and the scientific principle underlying education. This concept received pedagogical understanding in the works of V. I. Zagvyazinsky, L. A. Levshin, H. J. Liimets and others. Pedagogical interaction- the most complex process, consisting of many components: didactic, educational and socio-pedagogical interactions. It is due to:

1) teaching and educational activities;

2) the purpose of training;

3) upbringing.

Pedagogical interaction is present in all types of human activity:

1) cognitive;

2) labor;

3) creative.

It is based mainly on cooperation, which is the beginning of the social life of mankind. Interaction plays a crucial role in human communication, in business, partnerships, as well as in observing etiquette, showing mercy.

Pedagogical interaction can be viewed as a process that acts in several ways. forms:

1) individual (between a teacher and a pupil);

2) socio-psychological (interaction in a team);

3) integral (combining various educational influences in a particular society).

Interaction becomes pedagogical when adults (teachers, parents) act as mentors. Pedagogical interaction presupposes equality of relations. Very often this principle is forgotten, and in relations with children, adults use authoritarian influence, relying on their age and professional (pedagogical) advantages. Therefore, for adults, pedagogical interaction is associated with moral difficulties, with the danger of crossing the shaky line, beyond which begins authoritarianism, moralizing and, ultimately, violence against the individual. In situations of inequality, the child reacts, he passively and sometimes actively resists upbringing. The importance of pedagogical interaction lies in the fact that, improving as the spiritual and intellectual needs of its participants become more complex, it contributes not only to the formation of the child's personality, but also to the creative growth of the teacher.

Source: http://fictionbook.ru/author....?page=3

Pedagogical interaction and its types

Pedagogical interaction is a universal characteristic of the pedagogical process. It is much broader than the category of "pedagogical influence", which reduces the pedagogical process to subject-object relations.
Even a superficial analysis of real pedagogical practice draws attention to a wide range of interactions:

"student - student"

"student - team",

"student-teacher"

"students are the object of assimilation", etc.

The main relationship of the pedagogical process is the relationship "pedagogical activity - the activity of the pupil." However, the initial, ultimately determining its results, is the relationship "pupil - object of assimilation."
This is the very specificity of pedagogical tasks.
They can be solved and are solved only through the activity of students led by the teacher, their activity. D. B. Elkonin noted that the main difference between the educational task and any others is that its goal and result is to change the acting subject itself, which consists in mastering certain methods of action. Thus, the pedagogical process, as a special case of a social relationship, expresses the interaction of two subjects, mediated by the object of assimilation, i.e. content of education.
It is customary to distinguish between different types of pedagogical interactions, and, consequently, relationships: pedagogical (relations between educators and pupils); mutual (relationships with adults, peers, juniors); subject (relations of pupils with objects of material culture); relationship with oneself. It is important to emphasize that educational interactions also arise when pupils, even without the participation of educators, come into contact with surrounding people and objects in everyday life.
Pedagogical interaction always has two sides, two interdependent components: pedagogical influence and pupil's response. Influences can be direct and indirect, differ in direction, content and forms of presentation, in the presence or absence of a goal, the nature of feedback (managed, unmanaged), etc. The pupils' responses are just as diverse: active perception, information processing, ignoring or opposition, emotional experience or indifference, actions, deeds, activities, etc.

A source: Slastenin V., Isaev I. et al. Pedagogy: Textbook //http://www.gumer.info/bibliotek_Buks/Pedagog/slast/10.php

Interaction types
The main characteristics of interaction manifest themselves in different ways depending on the conditions and situations in which the interaction of the participants in the pedagogical process takes place, which allows us to speak of a variety of types of interaction. There are various bases for classification.

Interactions are distinguished primarily by subject and object - subject:

Personality - personality;

The team is the team.

Each of these types has its own characteristics depending on age: same-age and uneven-age interaction, etc.

There are direct and indirect interactions.

Direct interaction is characterized by a direct impact on each other, while indirect interaction is directed not at the personality itself, but at the circumstances of her life, her microenvironment. For example, a teacher, organizing collective cognitive activity, interacts directly with consultants, whose activities determine the participation of other children in the work. By advising his assistants, the teacher directs their attention and actions to each child, gives advice on how to include their comrades in the work. Through consultants, the teacher corrects the activities of other children with whom the interaction is carried out indirectly.

The basis for classifying interaction types can also be:

The presence of a goal or its absence - a special goal can be set in interaction, then it is called purposeful; or the goal may be absent, and then one speaks of spontaneous interaction;

Degree of manageability - managed, semi-managed, unmanaged; managed - purposeful interaction, accompanied by systematic information about its results, allowing you to make the necessary adjustments to subsequent interaction; semi-managed - this is also a purposeful interaction, but feedback is used on a case-by-case basis; unmanaged is spontaneous interaction1;

Type of relationship - "on an equal footing" or "leadership"; interaction "on an equal footing" is characterized by a subject - subjective relations, activity from both interacting parties; with "leadership" - activity on the one hand.

In practical work, the interaction is characterized by optimality, efficiency, frequency and stability. Different approaches to the classification of types of interaction do not exclude each other, but once again emphasize the multidimensionality and versatility of this process. We took the nature of interaction as the basis for classification, highlighting the following three features: the attitude of the interacting parties to each other's interests, the presence of a perceived common goal of joint activity, and the subjectivity of the position in relation to each other in interaction. Various combinations of these characteristics give certain interaction types :

cooperation,

agreement,

suppression,

indifference,

confrontation.
The most effective for the development of the team and personality is collaborative type of interaction, which is characterized by objective knowledge, reliance on the best sides of each other, the adequacy of their assessments and self-assessments; humane, benevolent and trusting, democratic relations; the activity of both parties, jointly conscious and accepted actions, positive mutual influence on each other, in other words, a high level of development of all its components.

The cooperation of the participants in the educational process is the joint determination of the goals of the activity, the joint planning of the forthcoming work, the joint distribution of forces, means, the subject of activity in time in accordance with the capabilities of each participant, joint monitoring and evaluation of the results of work, and then forecasting new goals and objectives.

Collaboration does not allow for meaningless, ineffective work. In cooperation, conflicts and contradictions are possible, but they are resolved on the basis of a common desire to achieve the goal, do not infringe on the interests of the interacting parties, and allow the team and its members to rise to a new qualitative level. Schoolchildren develop an attitude towards themselves and other people as creators of common benefit, as like-minded people and comrades in common work.

Has great educational potential dialogue interaction . It presupposes the equality of partners' positions, respectful, positive attitude of the interacting parties to each other, and is characterized by the predominance of cognitive or emotional components in its structure. Such interaction helps to “feel a partner”, to get to know, understand and mentally take his position, to come to an agreement. Acceptance of a partner as he is, respect and trust in him, a sincere exchange of opinions make it possible to develop similar beliefs, attitudes, and views on a particular situation as a result. The effectiveness of the dialogue is ensured by its openness, sincerity, emotional richness, lack of bias.

At the core agreements there is an agreement between the interacting parties about their role, position and functions in the team, in specific activities. The participants in the interaction know the capabilities and needs of each other, understand the need to agree, coordinate their actions in order to achieve a positive result. In some cases, this type of interaction is the most effective and acceptable if, for example, there is psychological incompatibility between the interacting parties, which is quite natural. Interest in a positive result of the work, understanding the need for the contribution of each party to the overall result encourages partners to negotiate.

guardianship - this is the care of one side about the other (the elders about the younger ones). Some act predominantly only as transmitters, while others act as active consumers of ready-made experience, and thus the interaction is one-sided, patronizing consumer character. The essence of this type of interaction is defined by I.P. Ivanov: “The child seems to be required to have active independent activity, but they immediately extinguish it, trying to give him an indication, to introduce already prepared experience into him, to constantly educate him openly. Pupils treat educators as people who must constantly take care of them, as transmitters of ready-made experience - more or less demanding, kind, fair, and to themselves as more or less interested, capable, independent. The one-sided consumer position of pupils is the main reason for the persistence of consumer psychology2.

suppression - a fairly common type of interaction, which manifests itself in the passive subordination of one side to the other. Such interaction manifests itself in the form of open, rigid instructions, requirements, instructions on what and how to do.

Suppression can be implicit, hidden, under the influence of personal power, the authority of one of the participants in the interaction. This type of interaction is typical for different systems, common in different teams. There are cases when the collective suppresses the individual and the individual, including the student, suppresses the collective. The manifestation of this type of interaction in children's groups is due, as a rule, to imitation of the authoritarian style of pedagogical leadership. Interaction-suppression leads to tension in relationships, instills fear in children, hostility towards the teacher. The child ceases to love school, where he is forced to do what he does not always understand, forced to do uninteresting work, ignored as a person. Suppression, if it is the predominant type of interaction, is very dangerous, since some form passivity, opportunism, infantilism, uncertainty and helplessness; others have despotism, aggression towards people, the world around them, a sense of their own superiority. This type often leads to conflicts and confrontations. It is obvious that the teacher must refuse interaction based on repression, but this is not easy for a person with an authoritarian style of behavior.

indifference - indifference, indifference to each other. This type of interaction is mainly characteristic of people and groups that do not depend on each other in any way or do not know their partners well. They can participate in joint activities, but at the same time be indifferent to the success of partners. This type is characterized by underdevelopment of the emotional component, neutral formal relations, lack of mutual influence or insignificant influence on each other. The main way of transition to other, more fruitful types of interaction is the inclusion in joint creative activity, when conditions are created for joint experiences, a tangible contribution of each to the overall result, the emergence of dependence relations. An indifferent type of interaction can also turn into confrontation if the organization of activities and relations in the process of work is incorrect, opposing the successes and achievements of the interacting parties.

Confrontation - hidden hostility towards each other or one side in relation to the other, confrontation, opposition, clash. Confrontation can be the result of an unsuccessful dialogue, agreement or conflict, psychological incompatibility of people. The confrontation is characterized by a clear divergence of goals and interests; sometimes the goals coincide, but the personal meaning diverges significantly. Confrontation is characteristic of both individuals and groups, collectives. Regardless of the reasons for the emergence of confrontation, the task of the teacher is to find ways to move to other types of interaction: dialogue, agreement.

It is especially necessary to single out such type of interaction as a conflict, since it can accompany all other types and is, as a rule, temporary, intermediate in nature, depending on the conditions, passing into another type of interaction.

Conflict - this is a collision of oppositely directed goals, interests, positions, opinions or views of the subjects of interaction. Any conflict is based on a situation that includes either conflicting positions of the parties on any issue, or opposite goals or means of achieving them in given circumstances, or a mismatch of interests and desires of partners. Conflicts may arise in connection with the contradiction: a) search, when innovation collides with conservatism; b) group interests, when people defend the interests of only their group, collective, while ignoring common interests; c) associated with personal, selfish motives, when self-interest suppresses all other motives.

A conflict arises when one side begins to act, infringing on the interests of the other. If the other side responds in kind, then both non-constructive and constructive conflict can develop. It is unconstructive when one side resorts to immoral methods of struggle, seeks to suppress the partner, discrediting and humiliating him in the eyes of others. Usually this causes violent resistance from the other side, the dialogue is accompanied by mutual insults, and the solution of the problem becomes impossible. A constructive conflict is possible only when the opponents do not go beyond business arguments and relationships3.

The conflict causes distrust and anxiety, it leaves an imprint on the inner life of the team and the psychological state of the individual. The conflict requires mandatory resolution and can go in different directions and turn into rivalry, confrontation, accompanied by an open struggle for one's own interests; cooperation aimed at finding a solution that satisfies the interests of all parties; compromise-agreement, which consists in resolving disagreements through mutual concessions and agreements; adaptation, suppression associated with the fact that one side sacrifices its own interests. Under certain conditions, the conflict can perform an integrative function and unite the members of the team, encourage them to search for productive solutions to problems.

All considered types of interaction are interconnected. Most often they accompany each other, and with a change in conditions they mutually pass into each other. It is unlikely that cooperation or dialogue, which have great educational potential, should be regarded as universal. In a particular situation, one of the students needs guardianship, attention and care, business relations have developed with someone on the basis of an agreement and this suits both parties, and in relation to someone, strict requirements are justified at the moment. Of course, in relation to specific conditions, you can find the leading, optimal type of interaction. But the variety of situations and their rapid change determine the dynamics of the nature of the interaction of the participants in the process.

1. Sokolnikov Yu. P. System analysis of education of schoolchildren. - M.: Pedagogy, 1986. - S. 7-8.

2. See: Ivanov I.P. Methods of communal education. - M.: Enlightenment, 1990. - S. 29-30.

3. Psychology: Dictionary / Under the general editorship of A.V. Petrovsky, M.G. Yaroshevsky. - M.: Politizdat, 1990. - S. 174-175.
A source: http://www.nravstvennost.info/library/news_detail.php?ID=2417

Topic PEDAGOGICAL INTERACTION IN EDUCATION

1. The concept of pedagogical interaction

Education is a two-way process. This means that the success of its implementation directly depends on the nature of the relationship between the two subjects of the educational process: the teacher and the pupil. Their connection in the process of education is carried out in the form of pedagogical interaction, which refers to the direct or indirect influence of subjects (teachers and pupils) on each other and the result of which are real transformations in the cognitive, emotional-volitional and personal spheres.

Pedagogical interaction is defined as an interconnected process of exchange of influences between its participants, leading to the formation and development of cognitive activity and other socially significant qualities of a person. Considering the essence of pedagogical interaction, D. A. Belukhin identifies the following components in it: 1) communication as a complex, multifaceted process of establishing and developing contacts between people, generated by the need for joint activities, which includes the exchange of information, the development of a unified strategy for interaction, perception and understanding of another person, knowledge of oneself; 2) joint activity as an organized system of activity of interacting individuals, aimed at the expedient production of objects of material and spiritual culture.

In pedagogical interaction, the multi-aspect activity communication of the teacher and the pupil has the character of a kind of contractual relationship. This makes it possible to act adequately to the real situation, developing it in the right direction, identifying and taking into account the true interests of the individual, correlating them with the requirements that arise unplanned in the process of training and education.

In a number of psychological and pedagogical studies, a list of essential requirements for the professional activity of a teacher who organizes and carries out pedagogical interaction is given:

1) dialogue in the relationship between students and the teacher;

2) activity-creative nature of interaction;

3) focus on supporting the individual development of the individual; 4) providing it with the necessary space for making independent decisions, creative choice of the content and methods of teaching and behavior.

Thus, in order to achieve the goals of education, the teacher in the course of pedagogical interaction must comply with a number of conditions:

a) constantly support the pupil's desire to join the world of human culture, strengthen and expand its capabilities;

b) to provide each individual with the conditions for independent discoveries, the acquisition of new experience in creative life;

c) create communicative conditions to support self-valuable activity of pupils;

d) stimulate the right relationships in various communication systems: "society - group - personality", "state - educational institutions - personality", "team - microgroup - personality", "teacher - group of pupils", "teacher - pupil", "personality - a group of personalities", "personality - personality"; e) contribute to the formation of the "I-concept" of the personality of the pupil; f) to stimulate productive communication with the student in various areas of his active life.

Pedagogical interaction has two sides: functional-role and personal. The functional-role side of the interaction between the teacher and the student is determined by the objective conditions of the pedagogical process, in which the teacher performs a certain role: organizes and directs the activities of students, controls its results. In this case, students perceive the teacher not as a person, but only as an official, controlling person. The personal side of pedagogical interaction is connected with the fact that the teacher, interacting with students, transfers his individuality to them, realizing his own need and ability to be a person and, in turn, forming the corresponding need and ability among students. Because of this, the personal side of pedagogical interaction most affects the motivational-value sphere of pupils. However, practice shows that only teachers with a high level of development of a motivational-value attitude to pedagogical activity work with such an attitude.

The best option is pedagogical interaction, in which functional-role and personal interaction are carried out in a complex. Such a combination ensures the transfer to students not only of the general social, but also of the personal, individual experience of the teacher, thereby stimulating the process of becoming the personality of the pupil.

The nature and level of pedagogical interaction is largely determined by the attitude of the teacher to the pupils, which is due to their reference ideas, values ​​and needs and causes them to have an appropriate emotional attitude. It is customary to single out the following main styles of pedagogical attitude.

1. Active-positive. This style is characterized by the fact that the teacher shows an emotionally positive orientation towards children, which is adequately realized in the manner of behavior, speech statements. Such teachers most appreciate the positive qualities of students, because they are convinced that each student has virtues that, under appropriate conditions, can be discovered and developed. Giving individual characteristics to their students, they note positive growth and qualitative changes.

2. Situational. A teacher who adheres to this style is characterized by emotional instability. He is subject to the influence of specific situations that affect his behavior, can be quick-tempered, inconsistent. It is characterized by an alternation of friendliness and hostility towards students. Such a teacher does not have firm objective views on the personality of the pupil and the possibilities of its development. The grades he gives to his students are inconsistent or uncertain.

3. Passive-positive. The teacher is characterized by a general positive orientation in the manner of behavior and speech statements, but he is also characterized by a certain isolation, dryness, categoricalness and pedantry. He speaks to students in a predominantly formal tone and consciously seeks to create and emphasize the distance between them and himself.

4. Active-negative. The relationship between the teacher and the students is characterized by a pronounced emotional-negative orientation, which manifests itself in harshness and irritability. Such a teacher gives a low grade to his students, accentuates their shortcomings. Praise as a method of education is not characteristic of him, with any failure of the child, he is indignant, punishes the student; often makes comments.

5. Passive-negative. The teacher does not so clearly show a negative attitude towards children, more often he is emotionally lethargic, indifferent, aloof in communication with students. As a rule, he does not show indignation at their behavior, however, he is emphatically indifferent to both the successes and failures of his students.

2. Strategies and methods of pedagogical interaction

Active one-sided influence, which dominated authoritarian pedagogy for many years, is being replaced at the present stage by interaction, which is based on the joint activities of teachers and students. Its main parameters are mutual acceptance, support, trust, cooperation in joint creative activity. The main strategies of pedagogical interaction are competition and cooperation.

Competition implies a struggle for priority, which in its most striking form is manifested in conflict. Such conflict can be destructive and productive. Destructive conflict leads to mismatch, loosening of interaction. It often does not depend on the cause that gave rise to it and therefore leads to the transition "to the individual", generating stress. A productive conflict occurs when the clash between the interacting parties is generated by the difference in their points of view on a problem, the ways to resolve it. In this case, the conflict contributes to a comprehensive analysis of the problem and substantiation of the motivation for the actions of the partner who defends his point of view.

With regard to pedagogical interaction, the strategy implemented on the basis of competition is called personality-inhibiting. This strategy is based on threatening means of influence, the desire of the teacher to reduce the self-esteem of students, increase the distance and establish status-role positions.

Cooperation presupposes the feasible contribution of each participant in the interaction to the solution of a common problem. The means of bringing people together here are the relationships that arise in the course of joint activities. With regard to pedagogical interaction, a strategy based on cooperation is called personality-developing. It is based on understanding, recognition and acceptance of the child as a person, the ability to take his position, identify with him, take into account his emotional state and well-being, respect his interests and development prospects. With such interaction, the main tactics of the teacher are cooperation and partnership, enabling the student to show activity, creativity, independence, ingenuity, and imagination. With the help of such a strategy, the teacher has the opportunity to establish contact with children, which will take into account the principle of creating an optimal distance, determine the positions of the teacher and children, create a common psychological space for communication, providing equally contact and freedom at the same time.

A teacher focused on a personality-developing strategy builds pedagogical interaction with students on the basis of understanding, acceptance, and recognition.

Understanding means the ability to see the pupil "from the inside", the desire to look at the world simultaneously from two points of view: one's own and the child's. Acceptance implies an unconditional positive attitude towards the pupil, respect for his individuality, regardless of whether he pleases an adult at the moment or not. With this attitude, an adult recognizes and affirms the uniqueness of the pupil, sees and develops a personality in him; only by going “from the child” can one see the developmental potential inherent in it, the originality and dissimilarity that are inherent in a true personality. Recognition is an unconditional assertion of the pupil's right to be a person, independently solve certain problems, in essence, this is the right to be an adult.

3. Conditions for increasing the effectiveness of pedagogical interaction

The importance of pedagogical interaction as a means of influencing the cognitive, emotional-volitional and personal spheres of the subjects of the educational process makes the problem of its effective organization relevant.

In the psychological and pedagogical literature, a number of conditions are distinguished that increase the effectiveness of pedagogical interaction: 1) setting immediate pedagogical tasks in work with each student; 2) creating an atmosphere of mutual goodwill and mutual assistance in the team; 3) the introduction into the lives of children of positive factors that expand the scale of values ​​recognized by them, strengthening respect for universal values; 4) the use by the teacher of information about the structure of the team, the personal qualities of students occupying different positions in the class; 5) organization of joint activities that enhance the contacts of children and create common emotional experiences; 6) providing assistance to the student in the performance of educational and other tasks, a fair, equal attitude towards all students and an objective assessment, regardless of already established interpersonal relationships, assessment of success not only in educational activities, but also in its other types; 7) organization of collective games and other events that allow the student to express themselves positively from an unfamiliar side; 8) taking into account the specifics of the group, which includes the student, its attitudes, aspirations, interests, value orientations.

In addition, allocate a number of factors contributing to the effectiveness of pedagogical interaction.

The praise of a beloved teacher, the positive attitude expressed by him, can significantly increase the student's self-esteem, awaken the desire for new achievements, and please him. The same praise expressed by the teacher, which is not accepted by the students, may turn out to be unpleasant for the student and even perceived by him as a reprimand. This happens when the teacher is not recognized as an authoritative person not only by this student, but by the whole class.

When evaluating the success of students, the exactingness of the teacher is especially important. With an undemanding teacher, students become discouraged, their activity decreases. If the student perceives the teacher's requirements as too high, then the associated failures can cause him emotional conflict. Whether the student will be able to perceive the requirements correctly or not depends on how much the teacher’s pedagogical strategy takes into account the level of students’ aspirations, the planned prospects for his life, the prevailing self-esteem, status in the class, that is, the entire motivational sphere of the personality, without taking into account which productive interaction is impossible .

Studies show that in the senior grades, matured students, as a rule, characterize teachers positively, taking into account not so much the character and attitudes of the teacher as his professional qualities. However, among the “favorites” after graduation, they usually name not the most intelligent or professionally developed teachers, but those with whom trusting and kind relationships have developed; those for whom these students were also "favorites", that is, accepted, elected, highly appreciated.

It has been established that teachers more often pay attention to those schoolchildren who cause them one or another emotional attitude - sympathy, concern, hostility. A student who is indifferent to the teacher is not interested in him. The teacher tends to treat "intellectual", disciplined and diligent students better, in second place are passive-dependent and calm students, in third place are students who are amenable to influence, but poorly controlled. The most disliked are independent, active, self-confident students.

In the studies of A. A. Leontiev, signs are distinguished by which the stereotypical negative attitude of the teacher is recognized:

The teacher gives the “bad” student less time to answer than the “good” one, that is, does not give him time to think;

If an incorrect answer is given, the teacher does not repeat the question, does not offer a hint, but immediately asks another or gives the correct answer himself;

The teacher "liberalizes", positively assesses the incorrect answer of the "good" student, but at the same time more often scolds the "bad" student for the same answer and, accordingly, less often praises the correct answer;

The teacher tends not to react to the answer of the “bad” student, calls another without noticing the raised hand, sometimes does not work with him at all in the lesson, smiles less often at him, looks less into the eyes of the “bad” than the “good”.

The most important factor in increasing the effectiveness of pedagogical interaction is its organization as a joint activity of the teacher and students. This makes it possible, first of all, to move from a monologue style of communication (“teacher - students”) to a dialogic one, from an authoritarian form of relations to a democratic one. In addition, at the same time, the social position of the student changes: from passive (student) it turns into active (teaching), which allows the child to move along the “zones of his proximal development” (L. S. Vygotsky). And finally, in the process of joint activity, the mechanisms of influencing the group and the individual through the reference person are actualized, which contributes to the child's experience of other people's anxieties, joys and the perception of the needs of other people as their own.

As the student develops, the structure of his interaction with the teacher changes: being initially a passive object of pedagogical influence, he gradually becomes a creative person, not only capable of performing regulated actions, but also ready to set the direction for his own development.

4. Methodology for organizing pedagogical interaction

In order for pedagogical interaction to be effective, the method of its organization should be based on pedagogical support as a special position of the teacher, hidden from the eyes of the pupils, based on the system of their interconnected and complementary active communication.

The leading ideas of pedagogical support (the desire to see in the child a personality, a humane attitude and love for him, taking into account his age characteristics and natural inclinations, relying on mutual understanding and assistance in development) are found in the works of Democritus, Plato, Aristotle and other thinkers of the past.

These ideas were substantiated by J. A. Comenius, who argued in the famous “Great Didactics” that “children will be more pleasant to study at school if teachers are friendly and affectionate, will have an appeal, paternal disposition, manners, words, joint deeds without superiority if they treat their students with love."

Truly humane education , based on respect for the personality of the child, taking into account his natural inclinations and aspirations, defended in his writings J. J. Rousseau. He resolutely opposed harsh discipline, corporal punishment and the suppression of the individual in education, and sought to find favorable forms and means for each stage of a child's development. According to Rousseau, the teacher should not impose his will on the child, but create conditions for his development, organize the upbringing and learning environment in which the child can accumulate life experience, realize his natural inclinations.

J. G. Pestalozzi emphasized the special importance of the sincere and mutual love of the educator and children, the excitation of the mind to vigorous activity, and the development of cognitive abilities. For I. G. Pestalozzi, the meaning of education is to help a person who is developing, mastering culture, moving towards a perfect state. In fact, this is assistance to the self-development of the natural forces and abilities inherent in a person.

Methods of pedagogical interaction, close to the essence of pedagogical support, were actively developed in the works of domestic and foreign teachers of the 19th century, who approved the idea the inadmissibility of violence against a child and requiring respect for the personality of pupils . So, K. D. Ushinsky, being a supporter of the principle of freedom in teaching and education, paid great attention to the personality of the teacher, arguing that “the influence of the personality of the educator on the young soul is that educational force that cannot be replaced by textbooks, moral maxims, or a system punishments and rewards. The ideas of the pedagogy of freedom and pedagogical support are found in the views of L. N. Tolstoy, who believed that the school should be created for the child in order to help his free development in a timely manner.

The theoretical substantiation of aspects of the professional activity of a teacher, close to the ideas of pedagogical support, can be seen in the works of N. F. Bunakov, who in a number of works emphasized that support the student only when he needs it . The teacher should keep up with his help only where it is really needed, and at the same time carry it out so skillfully, tactfully and purposefully, so that in the end it becomes completely unnecessary, would destroy itself.

To understand the essence of pedagogical support, it is important pedagogical concept I . Korczak. In accordance with it, the child is considered as a subject of education, a person independent of the will of other subjects. A necessary condition for education is the creation of an atmosphere of goodwill, mutual frankness and trust, which guarantees the protection of the child from violence, the stability of his position and freedom, and the satisfaction of his interests and needs.

Speaking about the value of any fact of children's life, J. Korczak introduces the concept "intelligent love" He wrote: “Let none of the views of the educator become either an indisputable conviction, or a conviction forever.” In communicating with a child, according to Korczak, it is necessary to choose the position "not next to, not above, but together." But sometimes it happens that the position “above” is occupied by a child. In such situations, Korczak advises: “The more inconspicuously you break the resistance, the better, and the sooner and more thoroughly, the more painlessly you will ensure discipline and achieve the necessary minimum of order. And woe to you if, being too soft, you fail to do this.

When developing the problem of pedagogical support, it is necessary to note the concept humanistic education V. A. Sukhomlinsky, who in his views proceeded from the fact that “every child is a whole world, completely special, unique ... and the true humanity of pedagogy lies in preserving the joy, happiness to which the child has the right” . Considering the essence of pedagogical support as a special sphere of professional activity of a teacher, Sukhomlinsky attached great importance to the personality of the teacher, saying that "next to each pet there should be a bright human personality." In the pedagogical theory and practice of Sukhomlinsky, a whole range of conditions and means for the implementation of pedagogical support has been developed, the main ones among which are: 1) the richness of relations between students and teachers, between students, between teachers; 2) a pronounced civil sphere of the spiritual life of pupils and educators; 3) amateur performance, creativity, initiative as special facets of the manifestation of various relations between members of the team; 4) the constant multiplication of spiritual wealth, especially ideological and intellectual; 5) harmony of high, noble interests, needs and desires; 6) creation and careful preservation of traditions, their transfer from generation to generation as a spiritual heritage; 7) the emotional life of the team.

The authors of a number of foreign sources (K. Wahlstrom, K. McLaughlin, P. Zwaal, D. Romano, etc.) understand pedagogical support as helping a student in a difficult situation so that he learns to independently solve his own problems and cope with everyday difficulties, which involves helping him to know himself and adequately perceive the environment.

Of fundamental importance for understanding the essence of pedagogical support are the views of representatives of humanistic psychology (A. Maslow, S. Buhler, K. Rogers, etc.). According to their views, the main thing in a personality is its aspiration to the future, free realization of its capabilities, abilities, inclinations. In this regard, the main task of the school of humanist psychologists see in the formation of a person as a unique, self-developing, self-sufficient personality . To implement this approach, it is essential abandon the mechanical principles of education, for the purpose of which the following obstacles should be eliminated: a) lack of information of the individual about himself; b) misunderstanding by the person of the problems facing her; c) underestimation by the individual of his own capabilities, intellectual, emotional and volitional potential.

According to the American psychologist A. Maslow, the main task of a teacher is “to help a person discover in himself what is already inherent in him”, therefore, the starting point of his concept is recognition of human subjective freedom . To achieve this, the main task of the teacher should be a conscious and systematically implemented desire to help the child in his individual personal growth.

In modern domestic science, one of the first to speak about pedagogical support was O. S. Gazman, who understood it as the process of jointly with the child determining his interests, goals, opportunities and ways to overcome obstacles (problems) that prevent him from maintaining human dignity and independently achieving the desired results in learning, self-education, communication, and lifestyle. Basic theoretical provisions and practical recommendations, correlated with the concept of pedagogical support , were fruitfully developed by innovative teachers (Sh. A. Amonashvili, I. P. Volkov, E. I. Ilyin, S. N. Lysenko, V. F. Shatalov), who, within the framework of pedagogy of cooperation, substantiated the need for humane process. In the context of their research, the humanistic attitudes underlying pedagogical support are the following fundamental principles: 1) acceptance of the child's personality as a given; 2) direct, open appeal of the teacher to the pupil, a dialogue with him, based on an understanding of his real needs and problems, effective assistance to the child; 3) empathy in the relationship between the teacher and the student, which gives the teacher the opportunity for full and inexhaustible interpersonal communication with the student, providing him with effective assistance exactly when it is most needed; 4) open, confidential communication, which requires that the teacher does not play his role, but always remains himself; this enables students to understand, accept and love the teacher as he is, to recognize him as a reference person.

Pedagogical support It has many varieties, among which the most common are psychological and pedagogical support and individual assistance.

Psychological and pedagogical support is understood as movement together with the pupil, next to him, and sometimes a little ahead (M. R. Bityanova, I. V. Dubrovina, E. I. Rogov and others). An adult carefully looks at and listens to his young companion, notes his desires and needs, fixes achievements and difficulties that arise, helps with advice and his own example to navigate the world around him, listen to himself sensitively. At the same time, the teacher does not try to control the pupil or impose his life paths and value orientations on him. Only in those cases when the child becomes confused or asks for help, the teacher indirectly, unobtrusively helps him to return to his own path again.

Individual assistance involves consciously undertaken by the educator attempts to create the necessary conditions for the pupil in one or more aspects, in particular in acquiring the knowledge, attitudes and skills necessary to meet their own needs and similar needs of other people, awareness of their values, attitudes and skills; the development of self-awareness, self-determination, self-realization and self-affirmation, understanding in relation to oneself and others, susceptibility to social problems, a sense of belonging to a group and society.

Communication, as a component of pedagogical interaction, is the most important professional "tool" of the teacher's activity.

Communication - a complex, multifaceted process of establishing and developing contacts between people, generated by the need for joint activities and including the exchange of information, the development of a unified interaction strategy, the perception and understanding of another person.

Communication has many faces: it has many forms and types. Pedagogical communication is a particular type of communication between people. It has both common features and characteristics of this form of interaction, as well as specific features associated with the content of the educational process.

According to A. A. Leontiev, pedagogical communication is the professional communication of a teacher with students in the classroom and outside it, which has certain pedagogical functions and is aimed at creating a favorable psychological climate. V. A. Kan-Kalik understands professional and pedagogical communication as a system, techniques and skills of organic conscious-psychological interaction between a teacher and an educatee, the content of which is the exchange of information, the provision of educational influence, the organization of relationships using various communication means.

Based on the consideration of communication as a complex and multifaceted socio-psychological phenomenon, pedagogical communication can be defined as a specific form of communication that has its own characteristics and at the same time obeys general psychological patterns and includes communicative, interactive and perceptual components.

Pedagogical communication- direct interaction of the subjects of the pedagogical process, during which there is an exchange of educational knowledge, perception and knowledge of each other, mutual influence on activities.

Achieving a positive result of communication and interaction is associated with the accumulation and correct generalization of information about each other; depends on the level of development of the teacher's communication skills, his ability to empathize and reflect, to be observant, "sensory sharpness"; from the ability to take into account the representative system of the interlocutor; from the ability to listen, understand the student, influence his beliefs; from suggestion. Emotional infection, changing styles and positions of communication, the ability to overcome manipulations and conflicts.

The effectiveness of pedagogical communication is determined by many factors. According to E. P. Ilyin, among them should be called external and internal factors of communication associated with the personal characteristics of the teacher. External factors of communication include the situation in which communication takes place, the environment of communication, the personal characteristics of students. The situation of communication largely determines the nature and effectiveness of communication. So, in a conflict situation, the role of psychological attitudes and biased opinions can increase. In a calm situation, communication is completely different. The effectiveness of communication largely depends on the environment in which it takes place. A heart-to-heart conversation suggests some intimacy of the situation (upholstered furniture, the absence of strangers, etc.). Business meetings require a strict formal environment.

The effectiveness of communication depends on a number of personal qualities of students (age and gender characteristics, social status of the student, psychological attitudes, sociability or isolation of the latter).

TO internal factors of pedagogical communication can be attributed to the characteristics of the teacher himself. Of particular importance for the organization of effective pedagogical communication is pedagogical tact, which implies naturalness and simplicity in communication, exactingness without pickiness, attentiveness and sensitivity towards the child. Ability to empathy, i.e. to emotional empathy and empathy for another person, is an internal factor contributing to effective pedagogical communication. A teacher who has a well-developed ability to empathize is simply disposed towards people (to children), a warm-hearted, humane, attentive and sincere person who always has in mind their social insecurity (J. Korchak) and can see himself in children, stand up to their position (Sh. A. Amonashvili). The effectiveness of pedagogical communication also depends on observation.

Pedagogical communication performs a number of specific functions. Among them:

Cognitive (transferring knowledge to students);

Exchange of information (selection and transfer of the information that is needed);

Organizational (organization of students' activities);

Regulatory (establishment of various forms and means of control, impact in order to maintain or change behavior);

Expressive (understanding the experiences and emotional state of students), etc.

- learning function, which includes educative and is implemented in a specially organized process at any level of the educational system - preschool, school, institute.

Function relief, facilitation communication, which was noted by K. Rogers. Rogers emphasized the importance of this function when he called the teacher a communication facilitator. The teacher helps, makes it easier for the student to express himself, what is positive in him. Interest in the success of the student, a benevolent, contact-supporting atmosphere of communication helps, facilitates communication, promotes self-actualization and further development of the student.

According to V. A. Kan-Kalik, pedagogical communication has a certain structure, corresponding to the general logic of the pedagogical process. If we proceed from the fact that the pedagogical process has the following stages: design, implementation of the design, analysis and evaluation, then we can distinguish the corresponding stages of pedagogical communication.

Modeling by the teacher of the upcoming communication with the class in the process of preparing for the lesson (prognostic stage).

Organization of direct communication with the class (initial period of communication).

Management of communication in the pedagogical process.

Analysis of the implemented communication system and modeling of a new communication system for the upcoming activities.

All these stages form the general structure of the process of professional and pedagogical communication. An important stage of pedagogical communication is its modeling (stage 1).(We also carry out a certain forecasting of upcoming communication in everyday communication, when we are preparing, for example, for a serious, responsible conversation, etc.). At this stage, a kind of planning of the communicative structure of the lesson, activities corresponding to the didactic goals and objectives of the lesson, pedagogical and moral situations in the class, the creative individuality of the teacher, the characteristics of individual students and the class as a whole is carried out.

Of great importance in the educational process is organization of direct communication with the class in the initial period of contact with it (second phase). This period can be conditionally called a "communicative attack", during which the initiative in communication and a holistic communicative advantage are won, which makes it possible to further manage communication with the class. It must be borne in mind that when organizing primary communication with an unfamiliar class, a preliminary stage is distinguished, which creates a pre-communicative atmosphere. It creates the prerequisites that determine the features of the upcoming communicative activity.

Communication management(third stage) - the most important element of professional communication. Actually management is that aspect of pedagogical communication, which gives the latter a professional character. In fact, communication management is the communicative support of one or another method of influence. Communication analysis allows you to correlate your goals with the real result, sum up the main results, outline a program for developing your communication skills.

In the process of interacting and communicating with each other, people use various means. The stable form of ways and means of interaction between people determines communication style. In the style of communication find expression:

Features of the teacher's communication capabilities;

The nature of the teacher-student relationship;

Creative individuality of the teacher;

Features of the student team.

When considering the problem of communication style, the results of studies of leadership styles by the German scientist Kurt Lewin are of great importance. They identified three styles: authoritarian, democratic and liberal. This approach in various interpretations is often adopted when characterizing teacher communication styles. Let us briefly consider the styles of communication in the interpretation of S. D. Smirnov (see: Smirnov, S. D. Pedagogy and psychology of higher education: from activity to personality / S. D. Smirnov. M., 1995. P. 47).

Free-liberal style of communication characterized by connivance, familiarity and anarchy. Special studies and pedagogical practice convincingly show that this is the most "harmful" and destructive style for business. It generates students' uncertainty, causes tension and anxiety in them.

liberal style- "floating raft" (anarchist, permissive). The teacher tries not to interfere in the life of the team, does not show activity, in fact, removes himself from responsibility for what is happening. There can be no question of the authority of the teacher here.

Authoritarian style- "smashing arrows". The teacher is concise, his tone is bossy, he obviously does not tolerate objections. In his mouth, even gratitude sounds like a command and reprimand: “You answered well today. Didn't expect this from you!" Such a teacher single-handedly determines the direction of the group's activities, indicates who and with whom should sit, work; stops any initiative. The main forms of his interaction: order, instruction, instruction, reprimand.

« Democratic style- Return of the boomerang. The teacher relies on the opinion of the team, develops self-government in students, takes into account individual abilities. The main ways of communication: request, advice, information, the desire to include everyone in active work. This style of communication stimulates students to successful cognitive activity.

V.A. Kan-Kalik distinguished the following styles of pedagogical communication:

1. Communication based on high professional attitudes of the teacher, his attitude to pedagogical activity in general. This style is characterized by the teacher's passion for joint creative activity with students. They say about such teachers: “Children literally follow him around!”

2. Communication based on friendship- implies a passion for a common cause. The teacher plays the role of a mentor, a senior friend, a participant in joint educational activities. However, familiarity should be avoided. This is especially true for young teachers who do not want to get into conflict situations.

3. Communication-distance- the point is that in the system of relations between the teacher and students, the distance constantly appears as an important limiter: "You don't know - I know." This is one of the most common types of pedagogical communication. There is a constant distance in all areas: in education with reference to authority and professionalism, in education with reference to life experience and age.

4. Communication-intimidation- an extreme form of communication-distance. It combines a negative attitude towards students and authoritarianism in the ways of organizing activities. This style in the classroom creates an atmosphere of nervousness, emotional distress, and inhibits creative activity.

5. Communication-flirting- a style of communication caused by the desire to win a false, cheap authority. The reason for the manifestation of this style is, on the one hand, the desire to quickly establish contact, the desire to please the class, and on the other hand, the lack of professional skills. Both of the latter styles testify to the professional imperfection of the teacher.

Most often in pedagogical practice there is a combination of styles in varying proportions, when one of them dominates.

Often, at the stage of interaction between the teacher and the class, certain “psychological barriers” arise that interfere with communication, slow it down and, therefore, adversely affect the general course of the lesson, the well-being of the teacher and children.

Barriers in communication - a state of difficulty subjectively experienced by a person in the implementation of the planned communication due to the rejection of the communication partner, his actions, misunderstanding of the message, the partner himself and other reasons.

The following areas of difficulty in communication can be identified:

1. Ethno-sociocultural (for the Russian people, the student answering the lesson looks directly into the eyes of the teacher, and for many Turkic peoples this can be perceived as a challenge).

2. Status-positional-role (the role of the teacher involves competence, tact and help; if this is in the teacher, then the barrier may arise due to ignorance and incompetence of the student himself; if this is not the case, then the barrier may arise due to unfulfilled expectations student).

3. Age area (for example, adolescents often believe that their inner world is not accessible to an adult, that adults cannot understand the interests of adolescents, their fashion and culture).

4. The area of ​​individual psychological difficulties (some accentuations of character, the absence or low level of emotional self-regulation, introversion make it difficult to communicate).

5. Activity (thus, in pedagogical activity, difficulties can be associated with the low professional skills of the teacher, his didactic incompetence).

6. Area of ​​interpersonal difficulties (for example, the dominance of one partner over the other, antipathy, etc.).

In pedagogical communication, according to V. A. Kan-Kalik, the following most typical barriers can be distinguished:

- « barrier" setting mismatch- the teacher comes with the idea of ​​an interesting lesson, enthusiastic, and the class is indifferent, unassembled, inattentive, as a result, an inexperienced teacher is irritated, nervous, etc.;

- « barrier" fear of class typical for novice teachers; they have a good command of the material, they prepared well for the lesson, but the very thought of direct contact with children frightens them, fettering their creative nature, etc.;

- "barrier" of lack of contact: the teacher enters the class and, instead of quickly and efficiently organizing interaction with students, begins to act “autonomously”;

- "barrier" narrowing functions communication - the teacher takes into account only the informational tasks of communication, losing sight of the social-perceptual, mutual relationship functions of communication;

- "barrier" of negative attitude on the class, which can be formed a priori on the basis of the opinions of other teachers working in this team or as a result of their own pedagogical failures;

- "barrier" of past negative communication experiences with a given class or student;

- "barrier" of fear of pedagogical mistakes(to be late for a lesson, not to meet the time, incorrectly evaluate, make a mistake, etc.);

- "barrier" of imitation: a young teacher imitates the manners of communication, the activities of another teacher, whom he focuses on, but does not realize that the mechanical transfer of someone else's style of communication to his pedagogical individuality is impossible.

A. Kan-Kalik also offers specific ways to overcome psychological barriers.

1. Try to fix whether you have the barriers listed above in communicating with students.

2. Analyze those aspects of your communication with schoolchildren that, in your opinion, impress them the most, as well as those that cause dissatisfaction.

3. In the process of communicating with schoolchildren, try to avoid stereotypes that clearly interfere with successful interaction (mannership, remoteness, didacticism, etc.).

4. Use reflective methods to analyze your activities (“How do schoolchildren see me?”).

5. Try not to sort things out with children, but carefully analyze how they develop; eliminate unwanted elements that lead to the formation of barriers.

Psychological barriers in communication arise imperceptibly, and at first the teacher may not be aware. But students perceive them immediately. But if the barrier is strengthened, then the teacher himself begins to feel discomfort, anxiety, nervousness. This state becomes stable, interferes with fruitful contact with children and, ultimately, affects various aspects of the teacher's life. Accordingly, the awareness and elimination of barriers in pedagogical communication is an important task not only for professional activities, but for the whole life of a teacher.

Barriers in communication can cause conflicts in pedagogical interaction.