“Optimization of interaction between teachers and children” Consultation – workshop for teachers

“Optimization of interaction between teachers and children” Consultation – workshop for teachers

Author:

Bundakova Larisa Alexandrovna

Manager

MBDOU No. 63 "Katyusha" Surgut

Nowadays, the field of preschool education is rapidly developing: new kindergartens are being built, the educational subject-spatial environment is being improved, and new programs and projects are being implemented. But, as many years ago, children remain the most important object of development and education in kindergarten. It is for them, for their development, that improvements and changes are made. And the most important person in kindergarten for children remains their teacher, on whom the comfort of the child’s stay in the group, the quality of the knowledge received, etc. depend.

“In recent years, due to the passion for early education of preschoolers, attempts have appeared to intellectualize the game, i.e. turn all the child’s games into didactic activities” (A.S. Spivakovskaya)[1]

This in turn affects the social-emotional development of the child. Children come to kindergartens with good cognitive development, but with communication disorders. They cannot interact adequately with children and teachers

How to optimize the interaction between teacher and child?

Play is of great importance in the development of a child. It is in it that he demonstrates his attitude to what he saw, heard, and experienced. A child’s play can provide a lot of information to an attentive teacher.

For example, the behavior of excitable children in play is characterized by impulsiveness, conflict, and inability to reach an agreement and adhere to the rules of the game. Or you can see a child sitting on the sidelines from the general games. When working with such a child, it is important to follow the principle of gradualism, step-by-step. Therefore, it is important to include various types of games in everyday life, in particular games with rules.

As noted by psychologist G. A. Shirokova, the assimilation of social and emotional experience occurs through child-adult interaction. The role of an adult is to be able to notice shortcomings, analyze them, and help the child cope with them. And effective help can only be provided by being in direct interaction with the child. [2]

Consultation – workshop for teachers

“Formation of positive communication skills in preschoolers with adults and peers”

Goal: increasing the pedagogical and psychological competence of teachers in the matter of developing positive communication skills in preschoolers.

The culture of communication between people is based on the observance of certain rules, these rules are called etiquette.

For a teacher, knowledge and adherence to the rules of etiquette are one of the mandatory elements of his professional culture. In addition to the fact that good manners and culture are an indicator of a teacher’s personal culture, it is also his responsibility - in the process of educational work, he must pass on the acquired knowledge and skills to his students.

Of course, teachers are not the only ones responsible for children’s communication skills. This is mostly a parent's problem.

Let's talk about how, exactly, in kindergarten we can develop positive communication skills in preschoolers.

In many ways, a child’s behavior depends on the social situation in which he grows up. In other words, a child’s mood and actions are greatly influenced by the psychological climate in which he lives and communicates.

To create conditions for positive communication and active interaction, you need to:

- address children by name, excluding surnames, much less nicknames.

- treat your own statements very carefully, since the same meaning of a phrase can be expressed in different verbal forms.

— clearly know the age characteristics of children. After all, the content and form of requirements for a five-year-old child and a young child should be radically different.

- affection and caring attitude. And at the age of 5, in addition to establishing emotional contact , children also need a serious attitude towards their mental searches. Each child in the group should have confidence that an adult considers him good, smart, and that he is an example for other children.

A good technique is to compare the child’s actions with the behavior of some fairy-tale character. This will help the child understand whether he did so well.

To form socially acceptable forms of behavior and assimilate the moral norms of society, you can use the following tactics of interaction between the teacher and children:

- discuss more often the consequences of the actions of a child or adult on the feelings of another person;

- offer games and situations in which you need to cooperate and help each other;

— explain how best to act in a given situation together and how to help each other.

- exclude notations for those children who do not want to behave in this way in one case or another;

— encourage children’s desire to negotiate;

- involve children in cases of moral healing of a child;

— Consistently ignore instances of negative behavior, paying attention to a child who behaves well.

- encourage various forms of role-playing games and provide children with gaming materials.

Work with preschoolers on rules of behavior should be carried out in 2 areas:

1. Development of ideas about moral standards of behavior
2. Accumulation of practical experience of social behavior in accordance with moral standards.

An analysis of the work of preschool institutions showed that, after all, the first direction predominates in our work. And if certain forms of behavior are learned only as automatically fixed knowledge without an emotional attitude or moral motivation, then they do not contribute to the education of moral behavior.

Nurturing a culture of communication is closely related to the development of collectivism skills in children.

Your phrases are helpers:

• Tolya played with the car and gave it to Vova. Well done! (said in front of everyone)
• Played well, didn't bother anyone
• Offer Lina a toy and let her play with you.
• Invite Artyom and Misha and watch the book together:
• Sit next to me, and I will tell you an interesting fairy tale for Sasha, Marina and you.

It is very important to help children establish contacts with each other without shouting or quarreling.

What do we do when children fight among themselves? (we punish, we figure out who is right and who is wrong).

What do we do when we notice that a child is greedy (we say then don’t bring a toy; don’t give it to him, don’t play with him). How to develop positive communication skills in a child?

The puppet theater will help you in working through these problems.

You can play out skits with the guys. And you don’t have to make everyone sit down (when you start doing this, the children will come to you anyway).

Problem situations that require adequate, positive resolution:

Or any problematic situation that may occur to the group.

Role-playing games.

• Imagine that you are Kolobok. What will you say or do to prevent the fox from eating you (learn to negotiate)
• Imagine that you are Doctor Aibolit. How will you treat animals (compassion)
• Imagine that you are Emelya. Now you've caught a pike. Show me how you caught it. What will you ask her?
• Imagine that you are a Russian hero. What will you say to the enemies who attacked your friends? What do you say to the people you protect?

These, in general, not the most complex interaction tactics are especially relevant in the work of educators if there are children with disabilities in the group, as well as children with behavioral disorders. Because favorable conditions for raising humane feelings and relationships in preschoolers are emotional comfort for each child, understanding and support, positive relationships between children. Only in this case does the pupils understand the role of the rules.

Thus, to optimize the interaction between the teacher and children, it is necessary to create conditions for games that require coordinated actions, mutual assistance, and the ability to resolve conflicts in adequate and effective ways.

Bibliography.

1. Aralova M.A. Directory of a preschool educational institution psychologist. – M: TC: Sfera, 2010. -272 p.
2. Shirokova G.A. Handbook of a preschool psychologist / “Reference Books” series. – Rostov n/d: “Phoenix”, 2004. – 384 p.

We invite teachers of preschool education in the Tyumen region, Yamal-Nenets Autonomous Okrug and Khanty-Mansi Autonomous Okrug-Yugra to publish their teaching materials: - Pedagogical experience, original programs, teaching aids, presentations for classes, electronic games; — Personally developed notes and scenarios of educational activities, projects, master classes (including videos), forms of work with families and teachers.

Why is it profitable to publish with us?

1. “Kindergartens of the Tyumen Region” is an officially registered specialized media outlet at the federal level. 2. The activities of the editorial office are supported by the Department of Education and Science of the Tyumen Region 3. We issue a “Certificate of Publication” in the media. 4. The document has a unique number, is entered in the register, has the original seal of the editorial office of the online publication and signature. 5. “Certificate of publication” in the media is sent to the author in both paper and electronic versions.

Details >>>

Sample “Certificate of publication of author’s methodological material in the media.”pdf

Share

Methods of pedagogical interaction

Introduction

Pedagogical interaction presupposes the mutual and fruitful development of the personality traits of the teacher and his students on the basis of equality in communication and partnership in joint activities. Pedagogical interaction and cooperation plays a developing role for each participant. On the one hand, the teacher helps children in their development (mental, moral, physical, emotional...), and on the other hand, children stimulate the development and improvement of the teacher, his professional, pedagogical and universal personality qualities.

The trend of transforming training and education into a subject-subject process was embodied in practice in the pedagogy of cooperation, the ideas of which were proclaimed by innovative teachers (S.A. Amonashvili, I.P. Volkov, E.N. Ilyin, V.F. Shatalov, etc. ).

The optimal option for the practice of cooperation in building pedagogical interaction, according to Sh.A. Amonashvili [1], an increase in the status and reference of the student is expected, not accompanied by a decrease in these indicators for the teacher. The teacher becomes an assistant in the student’s awareness of himself as an individual, in identifying, revealing his capabilities, developing self-awareness, and implementing personally significant and socially acceptable self-affirmation, self-determination, and self-realization. The necessity and naturalness of pedagogical interaction and cooperation were substantiated by L.S. Vygotsky in defining the child’s zone of proximal development: “What a child today can do in cooperation and under guidance, tomorrow he becomes able to do independently. By exploring what a child is able to do independently, we are exploring the development of yesterday. By exploring what a child can accomplish in cooperation, we determine the development of tomorrow.” It is important that cooperation between teacher and student is not at all a formal achievement of equality and not a mechanical addition of the contributions of participants in joint activities or “working side by side.” In fact, students cannot carry out joint activities to their full extent without the participation of the teacher. But still, he cannot do without children. Partnership involves not only participation, but also the exchange of certain values ​​in the process of joint activity, the true significance of which is determined by the purpose, content, form and results of the activity, provided that they are understood by all participants.

An analysis of psychological and pedagogical literature shows that in recent years, pedagogical interaction as a factor in the personal self-development of students and teachers, a condition for the actualization of human subjectivity, has been actively developed in the field of secondary schools. Analysis of the current situation in education, when a large amount of new pedagogical knowledge has been accumulated, reflecting the new pedagogical reality in the form of facts, ideas, concepts and laws of science of the new humanistic educational paradigm, with insufficient use of this knowledge in pedagogical activities, is a confirmation of the relevance of the study . For me, the relevance of this topic lies in getting to know the essence of pedagogical interaction, its organization and influence on education.

The purpose of the work is to study methods for organizing pedagogical interaction. Research objectives:

Analysis of literature on the selected topic.

Determining the essence and role of pedagogical interaction.

Studying methods and techniques of pedagogical interaction.

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 connections between two subjects of the educational process: the teacher and the student. Their connection in the process of education is carried out in the form of pedagogical interaction, which is understood as the direct or indirect influence of subjects (teachers and students) on each other and the result of which is 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 personality qualities. 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 needs for joint activities, which include the exchange of information, the development of a unified strategy for interaction, perception and understanding of another person, and self-knowledge;

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, multidimensional activity-based communication between teacher and student 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.

A number of psychological and pedagogical studies provide a list of essential requirements for the professional activities of a teacher who organizes and carries out pedagogical interaction:

1) dialogical nature in the relationship between students and teacher;

2) the activity-creative nature of interaction;

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

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

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

b) provide each individual with conditions for independent discoveries and acquisition of new experiences in creative life;

c) create communicative conditions to support students’ self-valued activity;

d) stimulate correct relationships in various communication systems: “society – group – individual”, “state – educational institutions – individual”, “team – microgroup – individual”, “teacher – group of pupils”, “teacher – pupil”, “personality” – group of personalities”, “personality – personality”;

e) contribute to the formation of the “I-concept” of the student’s personality; f) 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 a teacher and a student is determined by the objective conditions of the pedagogical process, in which the teacher plays a certain role: organizes and directs the activities of students, controls their 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 associated with the fact that the teacher, interacting with students, conveys to them his individuality, realizing his own need and ability to be an individual and, in turn, forming a corresponding need and ability in students. Because of this, the personal side of pedagogical interaction most affects the motivational and value sphere of students. However, practice shows that only teachers who have a high level of development of a motivational and value-based attitude towards teaching work work with such an attitude.

The optimal option is pedagogical interaction, in which functional-role and personal interaction are carried out in combination. This combination ensures the transfer to students of not only general social, but also the personal, individual experience of the teacher, thereby stimulating the process of formation of the student’s personality.

The nature and level of pedagogical interaction are largely determined by the teacher’s attitude towards students, which is determined by their standard ideas, values ​​and needs and evokes in them a corresponding emotional attitude. It is customary to distinguish the following main styles of pedagogical attitude.

1. Actively positive. This style is characterized by the fact that the teacher shows an emotionally positive orientation towards children, which is adequately realized in behavior and speech statements. Such teachers value the positive qualities of students most highly because they are convinced that every student has strengths that, given the right conditions, can be revealed and developed. By 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; he can be quick-tempered and inconsistent. He is characterized by alternating friendliness and hostility towards students. Such a teacher does not have strong objective views on the student’s personality and the possibilities of its development. The grades he gives to students are inconsistent or vague.

3. Passive-positive. The teacher is characterized by a general positive orientation in his 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 distance between them and himself.

4. Active-negative. The teacher's relationship with students is characterized by a clearly expressed emotional-negative orientation, which manifests itself in harshness and irritability. Such a teacher gives a low grade to his students and emphasizes their shortcomings. Praise as a method of education is not typical for him; whenever a child fails, he becomes indignant and 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, and aloof in communication with students. As a rule, he does not show indignation at their behavior, but is pointedly indifferent to both the successes and failures of the students.

Strategies and techniques of pedagogical interaction

The first step in implementing the technology of pedagogical interaction is awareness of its essence, goals, principles and content, which is implemented in various forms of educational activities. The next step is the selection of methods by which you can achieve the result. The teacher is required to have professional knowledge of an arsenal of methods, techniques, and means of education necessary to solve pedagogical problems.

The choice of methods is determined by the content of education, the entire pedagogical system, as well as such natural facts as the achieved level of development of the children's team, the age and typological characteristics of children, and the characteristics of the relationship between the teacher and students.

The use of methods lends itself to preliminary planning only when the teacher has to solve the problem that has arisen and answer the question: “What to do next?” But more often than not, a direct reaction to a specific situation, a solution to a momentarily arising problem, is necessary. After all, the educational process is a kind of chain of interdependent and interdependent pedagogical situations.

The teacher’s behavior in the current situation depends on the purpose of education, on his position, and on professional knowledge of a range of methods and techniques, as well as algorithms for solving pedagogical problems. Based on the practical work of the teacher, N.E. Shchurkova considers three groups of methods:

— Methods by which the consciousness of students is influenced, their views (ideas, concepts) are formed, and information is quickly exchanged in the pedagogical system between its members.

— Methods by which the behavior of pupils is influenced, their activities are organized, and their positive motives are stimulated.

— Methods by which assistance is provided in self-analysis and self-esteem of students.

Methods are closely related to methodological techniques. The techniques are private in nature and do not have an independent pedagogical task. For example, dividing a class into microgroups (by random selection, by interests, by leaders, etc.) is a methodological technique that can be subordinated to various tasks: to teach collective planning, to reveal individual characteristics, etc. The relationship between methods and techniques is fluid, the same The same techniques can be used in various methods.

I.A. Zazyun identifies a number of techniques that should be used by teachers when communicating with students:

• Showing attention and respect.
• Pedagogical tact.
• Interest.
• Kindness.
• Care.
• Support.
• Positive attitude.
• The teacher’s belief that the student has abilities and positive qualities.

In the course of solving psychological and pedagogical problems, methods of pedagogical interaction are based on the implementation of requirements. Pedagogical requirements are divided into: direct immediate (they cause a specific action of the student, which is determined by the requirement itself);

indirect direct (lead to a certain activity of the child brought up through psychological factors caused by him: for example, interest, other experiences of the children themselves);

indirect (stimulate the action of the person being brought up through the influence of third parties).

Characteristic features of the requirements:

deep respect for the student’s personality and trust in him;

reasonableness, preparedness of the requirement, it must presuppose the existence of real conditions for its implementation;

any clear, reasonable requirement of the teacher must be fulfilled and completed;

pedagogical requirements must be strictly mandatory for everyone, uniform on the part of all educators.

In Russian psychology, a “ladder” of requirements has been developed, in which the simplest are, as it were, the basis that supports more general ones, which in turn integrate into higher-order requirements.

1. The primary requirement is extremely specific instructions. Its function is to call for a specific action.

2. Initial requirement. Functionally, it is aimed at consolidating certain behaviors and transforming them into habits.

3. Requirement-rule. Function is the formation of customs and traditions of behavior.

4. Requirements - moral standards. The function is to form moral norms and turn them into habits.

5. Requirements - moral principles (moral code). Their function is to express moral principles and develop ideals.

The importance of direct immediate demands is that they not only cause certain, specific actions, but also lay the foundations for the initial psychological and pedagogical interaction between the teacher and the student.

The gradual development of the relationship between the teacher and the student leads to the possibility of implementing indirect requirements in which the goal of education is not clearly expressed. However, the effectiveness of such requirements may be even higher than the effectiveness of direct requirements.

There are several main forms of indirect requirements.

1. Indirect requirements of the incentive plan:

requirement-advice;

requirement-approval;

demand-request;

requirement is an expression of trust;

conditional requirement.

2. Indirect demands of the prohibitive plan, blocking negative behavior:

requirement-hint;

demand-condemnation;

demand is an expression of distrust;

demand-threat;

punishment.

Often in practice, direct and indirect requirements are used as components of complex requirements. In this case, for example, such options as:

- a requirement with the same content is presented simultaneously in different forms, each of which enhances its effect (a so-called combined requirement is formed);

- the use of a consistent combination of several different requirements, interconnected and, as it were, continuing each other. The types of requirements discussed above are direct.

Indirect demands are a more complex type of demands made on an individual through a group of other subjects of influence. Such requirements are divided into stimulating and prohibitive.

Indirect demands create the basis for the formation of strong relationships in a team of students and have a strong influence on the development of the character of both those to whom the demand is addressed and those from whom it comes. However, this type of requirements should not be used at the very beginning of work with students, but only at a certain stage of development of the team, when the teacher has solid knowledge about the students, has achieved elementary culture in their relations, and has formed demands on each other.

Conclusion

This work examined the leading problems, the essence and conditions of pedagogical interaction, its role in raising children, as well as how to properly organize pedagogical interaction and what techniques can be used.

Having carried out a theoretical analysis of this problem, revealing the goal and objectives, we can conclude that the problem of pedagogical interaction is leading in the field of pedagogy, because living conditions are changing. A new look at the relationship to the child’s personality requires changes in the organization of pedagogical interaction with him. Indeed, pedagogical interaction carries out an educational function. There is complete unity of views among teachers on this issue. Pedagogical interaction and cooperation play a developing role for each participant. On the one hand, the teacher helps children in their development (mental, moral, emotional, physical, etc.), and on the other hand, children stimulate the development and self-improvement of the teacher in his professional, pedagogical and universal personality qualities. However, it should be recognized that the role of the organizer of pedagogical interaction differs significantly from the role of the dictator of the educational process and requires a certain social attitude and the development of an individual style.

Bibliography:

1. Amonashvili Sh.A. Educational and educational functions of assessing schoolchildren's learning. – M.: VLADOS, 1984.
2. Dzhennikova N.S. Pedagogy and psychology: Proc. manual for teachers institutions. – M.: Education, 1987.
3. Leshchinsky V.M., Kulnevich S.V. Learning to manage ourselves and our children. – M.: Enlightenment; VLADOS, 1995.
4. Likhachev B.T. Pedagogy: Course of lectures: Proc. manual for higher students ped. educational institutions and students of IPK and FPK. – 4th ed., revised. and additional – M.: Yurant, 1999.
5. Lobanov A.A. Fundamentals of professional and pedagogical communication Moscow: Academy, 2002, p. 93.
6. Nathaneon E.Sh. Techniques of pedagogical influence. - M., 1972. Pedagogy: Pedagogical theories, systems, technologies: Textbook. aid for students ped. higher textbook institutions / Ed. S.A. Smirnova. – M.: Academy, 2000.
7. Pedagogy: Textbook. manual for pedagogical students. institutes / Ed. P.I. Faggot. – M.: Pedagogical Society of Russia, 1998
8. Pityukov V.Yu. Fundamentals of pedagogical technology: Educational and practical manual. - M., 1997.
9. Polyakov S.D. Psychopedagogy of education: Experience of a popular monograph with elements of a textbook and science fiction. - M., 1996.
10. Rybakova M.M. Conflict and interaction in the pedagogical process: Book. teacher's day - M, 1991.
11. Sidorkin A.M. Methods of education // Master -11992. No. 1. Theory and practice of education: Textbook / Ed. L.A. Baykova, L.K. Grebenkina, O.V. Eremkina. - Ryazan, 1997.
12. Shchurkova N., Pityukov V.Yu. and others. New technologies of the educational process. - M., 1994.
13. Selivanov V.S. Fundamentals of general pedagogy: Theory and methods of education: Proc. aid for students higher ped. textbook establishments. – M.: Academy, 2000.
14. Slastenin V.A. and others. Pedagogy: Textbook for students. ped. textbook institutions / Isaev I.F., Mishchenko E.M., Shiyanov E.N., Ed. Slastenina V.A. - M.: School - Press, 1998.
15. Slutsky V.I. Elementary pedagogy, or how to manage human behavior: Book. for the teacher. – M.: Education, 1992.

What norms regulate the interaction between the teacher and children?

When working with children, rely on legal and ethical standards. They are mandatory for all teachers. What kind of norms these are and where they are mentioned, you will learn from the lecture.

If you forgot

Legal norms are rules that arise from legislative documents. They have equal force throughout Russia and are binding on everyone.

Focus on five main documents that regulate the activities of the teacher:

1) Constitution;

2) Labor Code;

3) Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”;

4) Convention on the Rights of the Child;

5) Local acts of preschool educational organization (PEO).

On a note

What teachers should not do

A teacher is a pedagogical worker (Part 3 of Article 48 of Law No. 273-FZ). He does not have the right to use educational activities to:

– encourage children to accept or renounce political, religious or other beliefs; – incite social, racial, national or religious hatred; – propagate that individual citizens are exceptional or inferior on the basis of social, racial, national, religious or linguistic affiliation; - encourage students to commit illegal actions.

If you forgot

Ethical (moral) norms are a system of universal human values ​​and rules.

The behavior of a teacher influences the condition and fate of the people with whom he comes into contact. Unprofessional actions can cause emotional harm to students and their parents. The professional ethics of a teacher consists of standards and restrictions. It serves as a guarantee of the quality of the teacher’s work.

If you forgot

Professional ethics of a teacher is a system of moral and professional norms, principles, and rules of conduct, taking into account the characteristics of the activity and the specific situation.

On a note

How to force a teacher to comply with ethical standards

The Labor Code does not provide for special liability for educators for violating ethical standards. But preschool educational institutions have the right to establish internal rules and demand that employees comply with them. These rules can be enshrined, for example, in the code of professional ethics for educators. Recommendations for the development of the code are in the letter of the Ministry of Education and Science dated 02/06/2014 No. 09-148. Use them as a basis for your own local act (sample below).

© Material from the Education Reference System vip.1obraz.ru