Models and styles of pedagogical communication in Dow. Aspects of the communication of the teacher with children

Pedagogical communication styles

The generally accepted classification of the styles of pedagogical communication is their division to authoritarian, democratic and consigning (A. V. Petrovsky, Ya. L. Kolominsky,

With an authoritarian (imperative) style Communication teacher takes everything. Objectives of activity, the methods of its implementation are singlely asked by a teacher. He does not explain their actions, does not comment, it shows excessive demands, categorically in judgments, does not accept objections, with disregard refers to opinions, the initiative of students. The teacher solely determines the direction of pedagogical activity of the group. Basic forms of interaction - order, indication, instruction, reprimand. Even a positive assessment sounds like a team, or even as an insult. The teacher constantly manifests its superiority, he has no empathy, sympathy. Pupils are in the position of the slave, in the position of the objects of pedagogical impact. Communication is based on disciplinary influences and subordination. In the interests of our own self-preservation, an authoritarian teacher will suppress the independence of students, demanding that they say not what they think, but what is supposed. And he is very easy to convince himself in the fact that it acts so in the interests of the guys themselves, having hurt them from future trouble. To suppress self-thoughts, marks, characteristics, and manipulation of the views of fees, pressure on parents are used. The result of such an impact will be conformism, adaptability, two-mindedness. The authoritarian style of the leadership can provide the apparent efficiency of group activities and creates an extremely unfavorable psychological climate. With this style, the formation of collectivist qualities is delayed. It is in such groups, according to sociologists, neurotics are formed.

In my opinion, such a style inhibits the development of the personality, suppresses activity, shifts the initiative, generates inadequate self-esteem; In relations, he erects the semantic and emotional barriers between the teacher and students.

With a democratic (collaborating) style Guidelines Communication and activities are built on creative cooperation. Joint activity is motivated by the teacher, he listens to the opinions of students, supports the right of a pupil to his position, encourages activity, initiative, discusses the plan, methods and course of activity. The organizing effects prevail. This style is characterized by a positive-emotional atmosphere of interaction, benevolence, confidence, demanding and respect, consideration of the individual personality. The main form of circulation is the Council, recommendation, request. Templectic style is manifested in the teacher's support for the opinion of the collective. The teacher tries to convey the goal of the activities to the consciousness of each, connects everyone to active participation in the discussion of the work of work; sees its task not only in control and coordination, but also upbringing; Each student is encouraged, he has confidence in himself; Developed self-government ..

This style has pupils to the teacher, promotes their development and self-development, causes a desire for joint activity, encourages independence, stimulates self-government, high adequate self-esteem and, especially significantly, contributes to the formation of trust, humanistic relations.

With liberal (connivor) style Manuals There is no system in organizing activities and control. The teacher takes the position of a third-party observer, does not delve into the life of a team, in the problems of a separate person, is content with minimal achievements, does not show activity, the questions are considered formally, it is easily subject to other, sometimes contradictory influences. In fact, self-responsible for what is happening. The authority of the teacher can not be speech. The tone of the appeal is dictated by the desire to avoid complex situations, largely depends on the mood of the teacher, the form of appeal - exhortation, persuasion.

This style leads to panibrate or alienation; It does not contribute to the development of activity, does not encourage the initiative, the independence of pupils.

The worst guide style is a liberal style; With it, work is usually performed less and its quality is worse.

Most authors are set to create their own typology of communication styles based on the results of their own research. The typology created by them is very interesting and more or less fully describe the variety of individual styles. However, it can be assumed that typologies created as a result of the survey of a small sample of teachers are applicable only for this sample, and it does not justify themselves outside it.

How to communicate with children? Any age: from birth to 18 years old? In order to become a friend in the eyes of children, a respected authority, a trustee and just a close person .... The task is not simple. And not everyone under the power ... Let's in order.

Communication is the interaction of two or more people with the help of words, gestures, facial expressions, the purpose of which is:

• exchange of information, experience, activities;
• getting attention and interest in the life of the interlocutor;
• providing assistance, support, solving problems;
• manifestation of educational function, etc.

Communication multi-term, but we will focus on the relationship "Pedagogue (educator) - a child."

The essence of the method

The psychology of communication with the child (children) implies to be guided by contact with the guys with such feelings as:

• sensitivity;
• heat;
• interest;
• affectionate;
• the ability to listen, explain, approve, porous;
• to draw a conflict into a joke.

The pedagogical community of the teacher with children is the interaction of the teacher and children in order to provide educational, training impact on them. The awaits of these two forms of interaction of the educator and children forms the psychological and pedagogical foundations of communication of educators with children.

The problem of the child's addictive to the kindergarten is eternal.

Few parents can boast the child's rapid adaptation to the garden, lack of tears when parting with mom in the morning in the locker room kindergartenI am addicted to the educator. In addition, even 4-5-year-old guys there are barriers to communicating with the teacher.

On the contrary, some guys, from the first days, the explosion run to a new educator, remember the kindergarten with a smile. What does it depend on? The reasons:

The character of the child

Anxious children, restless, shye, fearful - a sense of security, which gives them parents, home furnishings. All someone else is perceived by them very painfully and tragic.

The task of the teacher is to maximize it possible to provide such guys like the atmosphere:

• talking quietly with them without increasing the voices;
• guess the desires of the child - and act in accordance with them;
• the first time to help him more than the rest (wash after dinner, to put during a quiet hour, consider pictures with them);
• sincerely friendly attitude, smile;
• if a child allows - to take him in hand;
• do not scold and not punish, but to explain how to do.

Teacher communication style with class

Psychologists talk about the following teaching styles of teacher with children:

1. Directed (game, artistic, didactic) - the focus on gaming activities, creative, educational.
2. Authoritarian (formal-pragmatic) - a tough style that suggests a child's fulfillment of all orders of the educator, any child's initiative is rejected, disobedience ends with a strict assessment and morals. Such a style forms in some children fear before the teacher's teacher, trembling before any mention of kindergarten and, as a result, the complete lack of desire to visit it. Other guys form a protest: their behavior becomes worse, aggressiveness appears, keenness, in any case - friendly contact is missing, kindergarten is perceived as an unbearable duty.
3. Liberal (indifferent) - permissiveness prevails, frequent cases of absence of discipline, children do not perceive the teacher as an adult, there is no mentally psychological communication with children. The tutor does not delve into the problems of children, does not understand the conflict taking place, with the complaints of the child only dismisses or theatrically increases the voice. When changing the educator (by illness, during the holidays) - children do not feel any regrets, relate to this indifferent.
4. Democratic - the most preferred type of communication of the tutor with children, which can "replace" homemade chat with parents. In this case, the teacher teacher establishes an individual approach to each:

• everyone should involve in the process: games, classes, sleep, interest, distract from mischief and reduce to "no" anxiety and fearness;
• according to the group, you can judge the teacher: if the children were swamps, combatants are teased, it says that the teacher knows how to organize guys, respects everyone, he has a desire to care for them;
• contact with my parents, even if the child is difficult to communicate, with parents it is difficult to find a contact - you need to try this: you need to talk about the merits of the child, about good actions (any parent it is pleasant to hear), and only then make a conversation about the conversation Problems, behavior, whims and jointly build a line of further action.
• literate professional teacher Will be able to teach children to completely lose controversial situations, he will teach share, not to jab, they will be interested in studies and studying new, introduced to gymnastics, participation in matinees.
• it shows sincere interest in pupils: he knows about their hobbies, he knows how to listen to everyone, cheer some, digest others, ask for a request. This concerns the fulfillment of a request (in other words - pedagogical requirements), the presentation of which should affect children and bring the desired result: to An example, a pedagogical requirement to perform the task (to make an application, cut out the figure, to make a plasticine), refuel the bed after day sleep, help the nurse to remove from the table.

Submission of information

• pronounced politely, using "magic words": please be kind;
• pronounced with a decisive confident tone, which does not imply a refusal;
• give a clear instruction, tell the child's step by step, bring the arguments;
• to bring the requirement to the end so that the child understand the importance of the task and its obligation of implementation.

Of course, the teacher cannot be guided only by only its feelings, desires and judgments during cooperation with the child. There are norms, pedagogical requirements in communicating with children, special seminars are organized, advanced training courses for teachers-teachers, various training in the psychology of communication with children, a huge number of books on the psychology of communicating with children have been published.

Brief memo to the teacher

1. Group arrangement: bright "joyful" aesthetic design of the group, selection of suitable age toys (developing both thinking, logic, motor skills and motor activity), books, didactic and visual material, organization of free space in a group for collective games;
2. Exercise sincere interest in children, act in terms of the situation, and not template;
3. Evaluate the actions and the results of labor and behavior, without comparing the guys with each other, do not allocate "pets";
4. Learning the guys in gentle communication with each other, using polite words, teach help to comrades. To be open;
5. Listen to the child to the end, without breaking it and not sending to come later;
6. The behavior of the child depends entirely on his feelings. What feelings are both behavior. Try to figure out B. emotional state child in order to understand the causes of behavior;
7. Allow the child to make independent decisions;
8. To be friendly and friendly. A good loved and professional educator is a good beloved and professional educator - the task is not simple. Conquest of respect for children, their love is painstaking daily work;
9. Organization of classes with the goal:

• development of communicative skills between the guys, between the child and the educator;
• development motor activity, energy emissions (gymnastics, moving games, dance classes, children's fitness);
• development of ambitiousness, motility hands, acquisition of art and written skills, skill of applications;
• development of musical hearing, feelings of rhythm, etc.

The Psychological Dictionary is interpreted by the term "Communication" as "the interaction of two or more people, consisting in the exchange between them with the information of a cognitive or affective-assessment nature." Communication is a complex process of establishing and developing contacts between people. The need for communication, the need of a person in man V.A. Sukhomlinsky called the most inexperienced and the most humane. The ability to communicate is given to a person from nature or it is necessary to learn? Of course, people are learning all their lives.

The success of the teacher associated with constant contacts with parents and children, to a greater extent depends on the ability to communicate it. At the same time, the leading role in communicating the teacher and parents belongs to the teacher, as it is a professional and official representative of the educational institution.

For a long time in pedagogical circles, the phrase became a commodity: "It's not so difficult to work with children, how difficult it is to communicate with their parents." Almost every teacher there will have a lot of examples, as it is not easy to achieve mutual understanding with parents: someone will dismiss the tutorials - "We gave them them, you and educate them", someone avoids parental meetings, others begin to blame the teacher in all arising problems, etc. Therefore, teacher is important to know the structure, communication styles, be able to find a way out of conflict situations. In pedagogical practice, it is chatting that is the most important factor in professional success. According to M.I. Rockatina "High tech of pedagogical communication is not only one of the components, but also the leading component of pedagogical skills."

In the process of interaction with each other, everything is important: what we say, as we say, how do you perceive the information of the communication partner. Therefore, the first I. prerequisite The success of the teaching teacher with parents is knowledge communication structures.

Psychologists allocate three comprehensive communication :

The first component includes the perception of man by a person in the process of communication.

The second component is the process of transmitting information: the exchange of views, information, desires is what we say.

The third component implies the organization of joint activities, interacting in a conversation (as we say, what goals are pursued), which can be expressed in pressure, evasion, passivity of one of the partners.

Speaking about communication, it is necessary to pay attention to the self-presentation of the teacher. We have not yet managed to say anything, and the opinion of us has already been formed, in accordance with the impression we made on the interlocutor. Our appearance: clothes, hairstyle, gait and much more suggested to parents in what manner to communicate with us. Therefore, it is very important for the teacher to present yourself: be carefully dressed in clean shoes so that it was shoes, and not soft slippers without backs. After all, parents, like teachers, "read" information from his appearance, adapt to a certain state of the interlocutor. At this time, the teacher can catch the mood of the parent, attitude towards himself, add the desired tone, create an atmosphere of business interaction. As a rule, teachers at school seriously relate to their appearance, but for some reason children's gardens believe that it makes no sense to try to look good and be careful, because children are too small and understand. Unfortunately, this is an erroneous opinion, it is the employees of a kindergarten who must pay special attention to their appearancewhich is one of the factors for the formation of an internal culture of the child.

The next stage of communication is speech communication. Pedagogical practice shows that an incorrectly built speech message can lead both to a misunderstanding of each other partners and an open conflict. V.N. Kincan in his book "Interpersonal communication" cites the principles of building speech communication. They can be represented as a scheme.

Principles of constructing communication

In the event of a conflict with parents, the official manner of communication is better to adhere to the official manner.

In order to involve partner in contact, it is necessary to make the very first minutes of amazing, unexpected, bright, create a positive emotional attitude, A. F. Koni advises at the beginning of the conversation to use "engaging" hooks. This may be something from life, some paradox, an unexpected question. "Cook hook", and what's next, success is guaranteed?

The effectiveness and success of the communion of the teacher with parents will depend on the style of communication.

The first experimental study of communication styles was held in 1938 by the German psychologist Kurt Levin. In this work, it indicates that every person has its own characteristic of him, the style of communication with people. It changes somewhat depending on the partner and nature of the activity, but at the same time maintaining its essential features and its uniqueness. The communication style reflects the specifics of the relationship between people, diverse and at the same time unique entity of personalities included in the dialogue.

Nowadays, there are many styles of communication, we will focus on the main:

Joint creativity

The joint creativity is based on the unity of the high professionalism of the teacher and its ethical attitudes. The activity and dialogue scheme of this communication puts the teacher and parent to the parity position when there are general goals and joint efforts are decisions. In this style, both on the film, all the personal qualities of both sides are manifested. The passion for the general business is a source of a friendship and at the same time friendly, multiplied by interest, creates a joint passionate search.

According to an authoritarian style, the teacher all decisions take uniavenously, gives orders, makes instructions. With an authoritarian style of communication, decisions are made by a teacher and receive parents in the form of directives, so this style is often referred to as directive. In this case, according to the teacher, its directives are not subject to discussion, they should be undenamed.

Connorative style

A characteristic feature of the connivor style of communication is the minor activity of the teacher, problems with parents are discussed formally. The teacher is subjected to various influences, does not show initiatives in joint activities with parents, often does not want or not able to make decisions itself, limiting the formal performance of duties and instructions of the administration.

Style - Distance

No compliance with the distance, pedagogical communication can ride a Panibrate-indulgent relationship. Distance acts as an indicator of the leading role of the teacher. The popularity of this style of communication is that novice teachers often believe that communication - the distance helps them immediately approve themselves as a teacher, and therefore they use this style to a certain extent as a means of self-affirmation. But, the use of this style of communication, in most cases, leads to pedagogical failures, so you should choose a reasonable range of it. Communication - a distance to a certain extent is a transitional stage to such negative form Communication as communication-friability.

Style - Ensure

This style artificially puts partner into a dependent position, causing that negative attitude towards opposite side. The communication process turns out to be rigidly regulated, drove into the formal-official framework. An invisible alienation barrier is erected between communicating.

Style - flirting

Essentially, the type of fogging is responsible to conquer false, cheap authority from parents, which contradicts the requirements of pedagogical ethics. They often enjoy young teachers to quickly establish contact with their parents, please them, it is caused by the lack of necessary common-goal and communicative culture, skills and skills of pedagogical communication, experience of professional communicative activities.

Mentoric style

The mentoring style of communication appears in the case when one of the partners (most often it happens the person who considers himself "by the" man) voluntarily or inadvertently assumes the role of a mentor. The defenssment tone is present not only in the dialogue, but in all its appearance.

According to GB Monina effective technician Communication is the use of "lawyer" and "Prosecutor" styles.

Parents ask for advice, seek help, share their problems, are interested in the behavior and success of the child;

Parents impose to the child overestimated requirements and are waiting for too high results from it;

Pedagogue is required to provide negative information about the child. The conversation can be started from the position of "lawyer", told about the child good, and then move to unpleasant moments. About the problems of a child, the teacher can speak from the standpoint of his defender, a man who sincerely wants to help the child and parents.

Teachers with experience are often complaining that they begin to consider the world from the standpoint "good" and "bad", "right" and "wrong", as a result of which some categorical appears. This categorical does not contribute to the formation of a benevolent atmosphere, because The interlocutor is afraid to openly declare his position, and negative information About the child expressed in a critical style of his behavior is often perceived by parents painfully, sometimes even aggressively, dismissed into conflict.

In order to avoid recess and expansion conflict situation Teacher must choose the desired style of communication, competently build a strategy of behavior. The conflict "Pedagogue-Parent", as a rule, suggests it in the type "boss-subordinate", which causes the behavior of the teacher as an indictment. And if one previously satisfied such a position, then at present parents, possessing certain knowledge and experience in the field of psychology, seek to prevent pressure on themselves from the children's garden workers.

No matter how much it wanted this, it is hardly possible to submit and even more so fulfill a completely conflict interaction between people. Sometimes it is even more important not to avoid conflict, but to competently choose a behavior strategy in a conflict situation and lead to a part of a constructive agreement. K. Tomas proposed ways to regulate conflicts. They are presented in Table 1

Table. 1 Conflict Management Methods

According to L.B. Nevalina, you can adhere to the following recommendations if you are forced to participate in the dispute:

Do not be biased, even at different glances to reveal at least one common point of view.

Do not give yourself to an empty verbal overhang.

Not to lose composure; Tactlessness, brand sign of weakness and lack of arguments.

Repeat on facts and logic.

Be concise.

Predict the consequences of their words.

Do not be afraid of criticism in your address, as it helps to see their weaknesses.

Be able to recognize your mistake.

Avoid dishonest techniques in the dispute.

Do not come across the rod of compliments.

Listed proposed LB Options do not exhaust the entire variety of worked out in the long-term practice of communication styles. They can give the most unexpected effects that establish or destroy the interaction of partners when communicating and are usually empirically. At the same time, the found and acceptable style of communication of one teacher turns out to be completely unsuitable for the other. In the style of communication, the individuality of each person and teachers, and parents appear brightly.

Constructive communication between teacher and parents is possible in the presence of general attitudes of the target aimed at successful education of the child.

Is it possible to say that the use of various techniques will help to find an approach to any parent? Of course, this is not quite so. Features of the nature of the parent, his past experience, his psychological problems - All this can be a serious obstacle to the construction of cooperation with the teacher. No psychological techniques guarantee a successful result. However, in most cases, if the teacher tries to act thoughtfully and consciously, choose the desired style of communication, it will be able to build a contact that will be the basis of productive interaction. After all, the goal of teachers and parents is really common.

Note:

A.B.Dobrovich "" Educator on psychology and psychogenic communication "1987.

G. B.Monina, E.K.Lutova-Roberts "Communicative training (teachers, psychologists, parents)" 2007.

K. Tomas cited N.V. Grishina in KN. "Mental states" 1981.

Professional training of the teacher is impossible without pedagogical communication. Pedagogical communication is a teaching system for the interaction of the teacher with children in order to provide educational impact on them, the formation of pedagogically expedient relationships and self-assessment of the child, creating a favorable for the mental development of the microclimate.

Personal qualities of the educator manifested in his professional activity, become a significant factor determining the content, nature and features of his influence on the identity of the child. The words and acts of the teacher determine the features and further development of its interaction with children affect the growth of children's identity, on the formation of friendly attachments among peers.

Diagnostics of the style of pedagogical communication teacher

Choose the most suitable answer for you.

1) Do you think that the child should:

a) share with you all your thoughts, feelings and experiences;

b) tell you only what he wants himself;

c) Leave your thoughts and experiences with yourself.

2) If the child took from his peer (in his absence) without permission toy, etc., then you:

a) talk to him confidentially and provide the opportunity to take the right decision;

(b) Provide children to deal with themselves in their problems;

c) Notify all the children about it and make you return to the toy with apologies.

3) A movable, fussy, sometimes undisciplined child today in the classroom was concentrated, neat and well fulfilled the task. How do you do:

a) praise and all children will show his work;

b) Show interest, find out why how well it happened today;

c) Tell him: "That's it would always be done."

4) The child, entering the room, did not say hello to you. You:

a) make him loud at all say hello;

b) do not pay attention to it;

c) Immediately begin to communicate with the child, not mentioning his miss.

5) Children are calmly engaged. You have a free minute, and you will prefer:

a) calmly, without interfering, observe how they play and communicate;

b) someone will help, tell me, make a remark;

c) WILL WILL WILL WILL WILL WILL BE IN THE GROUP.

6) What point of view seems more correct to you:

a) the feelings, the experience of the child are still superficial, quickly pass, and they should not pay special attention to them;

(b) The emotions of the child, its experiences are important factors by which it can be effectively trained and educated;

c) The child's feelings are amazing, experiencing it is meaningful, and they need to be treated carefully, with a big tact.

7) Your initial position in working with children:

a) the child is weak, nerazumen, inexperienced, and only an adult must, can teach and raise it;

b) the child has many opportunities for self-development, the cooperation of the adult should be sent to the maximum increase in the activity of the child himself;

c) The child develops almost uncontrollable under the influence of heredity and family, and therefore the main concern so that it is healthy is fed and did not violate the discipline.

8) How do you feel about the activity of the child himself:

a) positively - without it is impossible for a full development;

b) negatively - it often interferes purposefully and systematically conduct training and upbringing;

c) positively, but only when the activity is agreed with the teacher.

9) The child did not want to fulfill the task under the pretext, which did it at home. Your actions:

a) They would say: "Well, do not";

b) would make it work;

c) Would offered another task.

10) What position you consider it more correct:

a) The child must be grateful to adults for the work of him;

b) If the child is not aware of the care of him, does not appreciate her, then this is his business: someday regret;

c) The teacher must be grateful to children for their confidence and love.

Key to handle recovery

Options replies
1 2 3 4 5 6 7 8 9 10

a 2 3 2 2 3 1 2 3 1 2

b 3 1 3 1 2 2 3 1 2 1

c 1 2 1 3 1 3 1 2 3 3

25-30 points - democratic style preference;

10-19 points - the severity of the liberal style of communication.

The generally accepted classification of styles of pedagogical communication is their division to authoritarian, democratic and liberal.

The teacher takes a dominant position, does not allow children to show independence and initiative. Pupils in this case act as an object of educational influences.

Children with such cooperation methods will most likely armed with knowledge, skills and skills and even demonstrate them in practice, but such a demonstration is due not to the real needs and values \u200b\u200bof the child, but the need to implement the desired behavior in the presence of an educator. This model does not contribute to the development of independence and creative initiative in children, as well as full-fledged interpersonal contacts.

Democratic style of pedagogical communication

The main feature of this style is mutual and cooperation. The teacher is focused on attracting pupils to the discussion and joint solving of common affairs, problems. Creates conditions for self-realization and manifestation of creative initiatives of children.

Promotes the development of the child the ability to communicate, take into account the interests of other people, to take the initiative and independence. The child feels emotionally protected, manifests confidence and activity.

Liberal style of pedagogical communication

It is characterized by the desire of the teacher to be minimally included in the activity, formalism. The connoisseable style of communication is implementing the tactics of non-interference, the basis of which is indifference and disinterest. It goes from responsibility for the results of its activities.

The results of this approach to education include the rupture of emotional ties of adults with the child. It is possible that the child will show early independence and independence, but will not be able to participate and empathize with other people.

In real pedagogical practice, mixed styles of communication most often occur. The teacher cannot absolutely exclude from its arsenal some private techniques of authoritarian communication style, which sometimes turn out to be quite effective. But in this case, the teacher should be generally focused on the democratic style of communication, dialogue and cooperation with children, since this style of communication I makes it possible to maximize the personality-developing strategy of pedagogical interaction.

A varied styles of pedagogical activities of kindergarten educators. Currently, their study is held. However, we can already talk about the indisputable advantage of a positive harmonic style, when positive motivation is combined with positive forms of communication with children, with high levels Professional skills and skills. Education and self-education of such a style is one of the important means of increasing the effectiveness of pedagogical communication.

The term "style » it appeared for the first time in the ancient rhetoric for the characteristics of expressive means of language, and, as historians testify, was widely used in literature, linguistics, art.

An analysis of the definitions of the concepts of "style" in the philosophical, general scientific, psychological, pedagogical levels made it possible to make the following conclusion: with all the diversity to draw the following conclusion: with all the diversity of style concepts, there is a common semantic field of its definitions. This similarity is that in these definitions the concept of style includes the "organization" and "method of functioning system".

This makes it possible to distance the following definition of the "Pedagogical Communication Style" on the pedagogical level.

Pedagogical communication style – this is a sustainable unity of the methods and means of the teacher's activities and trainees, their subject-subject interaction.

In the style of pedagogical communication, the characteristics of the teacher's communicative opportunities, the established nature of the teaching relationship and pupils, the creative personality of the teacher; Features of students. The style of communication inevitably reflects the general and pedagogical culture of the teacher and his professionalism.

The generally accepted classification of styles of pedagogical communication is their division on authoritarian, democratic and connorative .

For authoritarian style communication teacher solely solves all issues relating to the vital activity of both a class team and every student. Based on its own installations, it determines the interaction goals, subjectively assesses the results of activities.

In the most pronounced form, this style is manifested with an autocratic approach to education, when students do not participate in the discussion of problems with direct relationship, and their initiative is evaluated negatively and rejected. The authoritarian communication style is implemented using dictate and guardianship tactics. Countering schoolchildren to the authority of the teacher most often leads to sustainable conflict situations.

Teachers who hold this style of communication do not allow students independence and initiative to be student. Their assessments of students are inadequate, are based only on performance indicators. The authoritarian teacher focuses on the negative deeds of the schoolchildren, but it does not take into account the motives of these actions. External indicators of the success of authoritarian teachers (performance, discipline in the lesson, etc.) are most often positive, but the socio-psychological atmosphere in such classes is usually unfavorable. The role position of these teachers object. The personality and individuality of the student turns out to be out of the interaction strategy.

Connorative (an anarchic, ignoring) communication style is characterized by the teaching of the teacher to be minimally included in the activity, which is explained by removing responsibility for its results. Such teachers formally perform their functional responsibilities, limited to teaching.The connoisseable style of communication is based on the tactics of non-interference, the basis of which is the indifference and disinterest of the problems of both schools and students. The consequence of such tactics is the lack of control over the activities of schoolchildren and the dynamics of their personality development. Thought and discipline in the classes of such teachers are usually unsatisfactory.

The common features of the connivor and authoritarian communication styles, despite the seeming opposite, are the distant relationship between the teacher and students, the absence between them confidence, explicitly withdrawal, the alienation of the teacher, demonstrative emphasizing their dominant position.

Alternative these styles communication is style cooperation participants in pedagogical interaction, more often called democratic . For this style of communication teacher is focused on increasing the subjective role of a student in cooperation, to attract everyone to solve the general affairs.

For teachers who adhere to this style are characterized by an active and positive attitude to students, an adequate assessment of their capabilities, success and failures. They are peculiar to a deep understanding of the schoolboy, the goals and motives of his behavior, the ability to predict the development of his personality. According to external indicators of their activities, teachers of the democratic style of communication are inferior to their authoritarian colleagues, but the socio-psychological climate in their classes is always more well-being. Interpersonal relationships in them are distinguished by confidence and high demanding to themselves and others. In the democratic style of communication, the teacher stimulates students to work, the initiative, organizes the conditions for self-realization.

The characteristic of the above pedagogical styles of communication is given in "pure form". In real pedagogical practice, the "mixed" styles of communication are most often occurring.

The teacher cannot absolutely exclude from its arsenal some private techniques for the authoritative style of communication. As studies have shown, they are sometimes refused quite effective, especially when working with classes and individual students regarding the low level of socio-psychological and personal development. But in this case, the teacher should be generally focused on the democratic style of communication, dialogue and cooperation with students, as this style of communication allows you to maximize the personality-developing strategy of pedagogical interaction.

In addition to basic existence intermediate styles of pedagogical interaction , with respect to which should be proceeding from the fact that educational forces are always generated by personal relationships, i.e. Completely dependent on the teacher's personality.

V.A. Cannes Calon installed and characterized such styles of pedagogical communication as communication based on passionateness by joint creative activities of teachers and students; Communication, which is based on a friendly location; Communication distance; Communication-friability; Communication-flirt.

The most productive is communication based on passionateness joint creative activities. This style of communication was distinguished by V.A. Sukhomlinsky.

Quite productive is and pedagogical communication style based on friendly location, Which can be viewed as a background of the above-mentioned style. Friendly location acts as an incentive of the development of the relationship between the teacher with students. Friendly and enthusiasm jointly combine these styles among themselves. However, the friendliness must be pedagogically according to the definite measure of the distance retains the status positions and the sovereiga of each of the subjects of the interaction process.

One of the fairly common styles of communication is communication Distance which is fully used both experienced teachers and beginners.

Studies show that sufficiently hypertrophied (excessive) distance leads to the formalization of the interaction of the teacher and the student. The distance must correspond to the overall logic of their relationship and is an indicator of the leading role of the teacher, but must be based on authority. The transformation of the "remote indicator" in the dominant of pedagogical communication sharply reduces the general creative level of collaboration of the teacher and students. This leads to strengthening the authoritarian style of their relationship.

Communication distance in its extreme manifestations goes into a stringent form - communication-frightening . It is most popular with novice teachers who do not know how to organize productive communication based on wiping joint activities. For a personal educational strategy of pedagogical interaction, communication is unpromising.

No less negative role in the acts of interaction of teachers and students playing flying Communicationwhich is also mainly used by young teachers. In an effort to quickly establish contact with children, please them, but without having the necessary communicative culture for this, they begin to play with them, that is, to koxes, lead in class talk on personal topics, abuse encouragements without proper reasons.

Such styles of communication, like frustration, flirting and extremely forms of communication distances, in the absence of the teacher of the communicative skills necessary to create a creative atmosphere of cooperation, with their use become stamps, generating ineffective methods of pedagogical communication.

Depending on the style of pedagogical communication, American psychologists revealed three types of teachers.

"Proactive" The teacher is initiative in organizing communication in the classroom (both group and steam room). He clearly individualizes his contacts with students. Its installations are changing in accordance with the experience, i.e. Such a teacher is not looking for mandatory confirmation of its installations. He knows what he wants, and understands that in his own behavior contributes to the achievement of this goal.

"Reactive" The teacher is also flexible in its installations, but it is internally weak, subordinated (elements of communication). The difference in its installations on individual students is not a distinction in its strategy, but the difference in the behavior of the schoolchildren themselves, i.e. Not he himself, but students dictate the nature of his communication with the class. He has blurry goals, it adapts and adjusts to the disciples.

"Overactive" a teacher, noticing individual differences, immediately builds an unreal model that exaggerates these differences many times and believes that this model is reality. His behavior is built on stereotypes, which he customizes real, non-sterootype student.

From among those designed in last years Abroad, the typology of the teacher's professional positions proposed by M. Talen is interesting abroad abroad. It specifically indicates the basis of the founded in typology: the choice of the role of the teacher on the basis of its own needs, and not the needs of students.

Model 1 - "Socrates". This is a teacher with a reputation as a fan of disputes and discussions, deliberately providing them in class. It is characterized by individualism, non-systematic in educational process due to constant confrontation; Students strengthen their own positions, they learn to defend them.

Model 2 - "Head of Group Discussion". The main thing in the educational process considers the achievement of consent and the establishment of cooperation between students, having rejected the role of the mediator, for whom the search for democratic consent is more important than the result of the discussion.

Model 3 - "Master. The teacher acts as a sample to imitate, subject to unconditional copying and is primarily not so much in the educational process as in relation to life in general.

Model 4 - "General". Avoids any ambiguity, it is emphasized, it seems hard to seek obedience, as it believes that it is always on all right, and a student, like an army newlyworn, should be unquestioned to obey the orders. According to the author of the typology, this style is more common than all combined, in pedagogical practice.

Model 5 - " Manager". The style that has been distributed in radical oriented schools and associated with an atmosphere of efficient class activities, promoting initiative and independence. The teacher seeks to discuss with each students the meaning of the task of the problem, qualitative control and evaluation of the final result.

Model 6 - " Trainer". The atmosphere of communication in the class is permeated by the spirit of corporate. Students in this case are similar to the players of one team, where each individual is not important as an individuality, but they can all together. The teacher is given to the role of the inspiration of the group effort, for which the main thing is the final result, a brilliant success, victory.

Model 7 - " Guide"The embodied image of the walking encyclopedia. Laconic, accurate, restrained. Answers to all questions. Technically flawless and that is why it is often frankly bored.

Markova and Nikonov, the basis of distinguishing the pedagogical style of the teacher's communication, laid the following foundations: the meaningful characteristics of the style (preferential orientation of the teacher on the process or the result of their work, deploying a teacher of the estimated and assessment stages in its work); Dynamic style characteristics (flexibility, stability, switching, etc.): performance (level of knowledge of schoolchildren's skills, as well as the interest of students to the subject). On the basis of this, a number of individual styles described below were allocated:

Emotional-improvisational style (EIS). Teachers with EIS features a predominant orientation for the learning process. An explanation of the new material is logical, it is interesting, but in the process of explanation it often does not have feedback with students. During the survey, such a teacher polls a large number of students in a rapid pace, mostly the strong, interests of it, asking informal questions, but gives them a little say, do not wait until they formulate the answer alone. For the teacher with EIS, there is not enough adequate planning of the educational process: to work out at the lesson, he chooses the most interesting educational material; Less interesting, although important, leaves for independent parsing by students. Its activities are not enough for consolidation and repetition of educational material, knowledge control of students. Teachers with such a style distinguishes high efficiency, the use of a large arsenal of a variety of learning methods. He often practices collective discussions, stimulates spontaneous statements of students. For a teacher with EIS characteristic, intuitiveness, expressing in frequent inability to analyze the features and performance of its activities in the lesson.

Emotional-methodical style (EMC). The EMC teacher is focused on the process and results of training, it is inherent in adequate planning of the educational process, high efficiency, some predominance of intuitiveness over reflexiveness. Considering both the process and the results of training, such a teacher adequately plans an educational process, stages to work out all the educational material, carefully monitors the level of knowledge of all students (both strong and weak), in its activities constantly represented fixing and repetition of educational material. , knowledge of students' knowledge. Such a teacher is distinguished by high efficiency, it often changes the types of work in the lesson, practicing collective discussions. Using an equally rich arsenal of methodological techniques in the development of educational material as a teacher with EIS, a teacher with EMC, unlike the latter, seeks to intensify children not by external entertainment, and firmly interest the features of the subject itself.

Arguing-improvisational style (Fig). For a teacher with rice, the orientation of the process and the results of training, adequate planning of the educational process. Compared to Emotional Style Teachers, a teacher with rice shows less ingenuity in the selection and varying methods of training, it is not always able to provide a high pace of work, less often uses collective discussions, the relative time of spontaneous speech of his students during lessons less than that of teachers with emotional style. A teacher with rice speaks less, especially during a survey, preferring to influence students in an indirect way (through prompts, clarifications, etc.), giving an opportunity to queurate in detail.

Corrective-Methodical Style (RMS). Relying mainly on the results of training and adequately planning an educational process, the teacher with the RMS is quite conservative in the use of means and methods of pedagogical activities. High Methodology (systematics of consolidation, repetition of educational material, group knowledge control) is combined with a small standard set of applied learning methods, preference for reproductive activities of students, rare collective discussions. In the process of survey, the teacher with the RMS refers to a small number of students, giving everyone a lot of time on the answer, paying special attention to weak students. For him, in general, reflexiveness is characteristic.