Article on the topic: “Teacher’s speech and requirements for it.”
The teacher’s speech and requirements for it.
One of the most important tasks of teaching preschool children their native language is the development of coherent speech. The characteristic features of such speech are not only extensiveness and coherence, but also arbitrariness. The child constructs a statement on his own; he is not helped by the interlocutor’s remarks (as happens in dialogue). He must himself choose a verbal form to express the content he is communicating, must outline the sequence of individual parts - a description of an object, a phenomenon of an event. These features of monologue utterance require special speech education and special training for the child.
Who will help a child master coherent speech skills? Who will help him understand the richness of the nuances of his native speech? The development of speech is stimulated by the development and complication of communication between an adult and a child. But who are these adults? First of all, of course, the parents and the child’s immediate environment. Secondly, strangers and unfamiliar adults (for example, they met by chance on a walk) and a teacher in a kindergarten (if the child attends a child care institution). If there is little communication with the child, limited only to caring for him, if there is no rich, varied joint activity between the child and the adult (which requires more and more verbal communication), then such a child is sharply behind in both speech and general development. On the other hand, a lack of verbal communication can also be observed when parents show excessive care, trying to prevent every desire of the baby, without waiting for him to say what he needs. The child’s need for verbal communication with adults should be supported in every possible way. Unfortunately, modern parents are so busy making money and doing all kinds of things that there is no time left to communicate with their own child. Or they are just lazy and don’t want to talk patiently and thoughtfully with the baby. Or parents simply do not know how to properly communicate with their child. Teachers are forced to correct parents’ mistakes, because children spend most of their time in kindergarten with them. The teacher’s task is to optimize the process of speech development and vocabulary enrichment as much as possible. The teacher's speech is an example for children. It is this that they focus on when pronouncing the words they know. Children try to copy intonations depending on the properties of the event being described, just as the teacher does this in his stories about the same events. The more correct the teacher’s speech sounds, the more correct the speech of his students will develop. The teacher must improve and develop his speech, pronunciation, new words and expressions must be introduced so that the child can understand their meaning, teach him that there is specific content behind the words and expressions he uses. The development of speech is impossible without enriching the baby’s impressions, without introducing him to a wide range of objects, phenomena of the surrounding world, without mastering actions with things. This is the basis for learning the meanings of words. In this complex process of mastering the norms of the native language, it is difficult to overestimate the work of a kindergarten teacher. The teacher develops the child’s speech and language skills. A speech skill is an action that has reached the level of automatism and is characterized by integrity and the absence of element-by-element awareness. Speech skills include: speech design skills (external design - pronunciation, division of phrases, choice of desired intonation; internal - choice of case, gender, number). Speech skill is a special ability of a person, which becomes possible as a result of the development of speech skills. There are four types of speech skills: 1) the ability to speak, i.e. express your thoughts orally; 2) listening skills, i.e. understand speech in its sound design; 3) the ability to express one’s thoughts in writing; 4) ability to read, i.e. understand speech in its graphic representation. In his work to help a child master his native speech, the teacher relies on data from child psychologists who study the patterns and characteristics of the mental and speech development of children at different stages of preschool childhood, and the possibilities of children mastering different forms of speech. Problems of speech development and verbal communication in preschool childhood, requirements for the quality of speech of the teacher himself are revealed in the works of L.S. Vygotsky, S.L. Rubinshteina, A.N. Leontyeva, N.Kh. Shvachkina, M.I. Lisina, F.A. Sokhin and others. In modern studies of the problems of improving the teacher’s speech culture, the components of his professional speech and the requirements for it are identified.
The components of a teacher’s professional speech include:
quality of language design of speech;
value and personal attitudes of the teacher;
communicative competence;
clear selection of information to create a statement;
orientation towards the process of direct communication.
When solving this problem, taking into account the leading mechanism of speech development of preschool children (imitation), the teacher needs to take care of the purity of his own speech: the use of filler words, dialect and slang words is unacceptable.
Among the requirements for the teacher’s speech are:
Right
— compliance of speech with language norms. When communicating with children, the teacher uses the basic norms of the Russian language: orthoepic norms (rules of literary pronunciation), as well as norms for the formation and modification of words.
Accuracy
— correspondence between the semantic content of speech and the information that underlies it. The teacher should pay special attention to the semantic (notional) side of speech, because This helps children develop accurate word usage skills.
Logic
– good knowledge of the topic, skillfully arranged material, accurate presentation, absence of self-contradiction in judgments, consistent transition from one idea to another, to the point of evidence used. When communicating with children, the teacher takes into account that in preschool age ideas about the structural components of a coherent statement are formed and skills are formed in using various methods of intratextual communication.
Purity
- the absence in speech of elements alien to the literary language. Taking into account the leading mechanism of speech development in preschoolers (imitation), the teacher takes care of the purity of his own speech: the use of filler words, dialect and slang words is unacceptable.
Expressiveness -
the ability to convey shades of feelings and thoughts in speech. In oral speech, means of expression can be intonation, gestures, facial expressions, pauses, tone, pitch and timbre of the voice. The expressiveness of a teacher’s speech is a powerful tool for influencing a child. A teacher who is proficient in various means of expressive speech contributes not only to the formation of the child’s arbitrary expressiveness of speech, but also to a more complete awareness of the content of an adult’s speech, and the formation of the ability to express his attitude to the subject of conversation.
Wealth
– the ability to use the means of language (the richness of the dictionary, the synonymous capabilities of the language, the variety of syntactic structures) to convey one’s thoughts. The teacher should take into account that in preschool age the foundations of the child’s vocabulary are formed, therefore the rich vocabulary of the teacher himself not only helps to expand the child’s vocabulary, but also helps to develop his skills in precise word use, expressiveness and imagery.
Relevance
– this is the correspondence of speech to the situation, goals and objectives of communication. The appropriateness of the teacher’s speech presupposes, first of all, having a sense of style. Taking into account the specifics of preschool age aims the teacher at developing a culture of speech behavior in children (communication skills, the ability to use various formulas of speech etiquette, focus on the communication situation, the interlocutor, etc.).
The above requirements include the correct use of non-verbal means of communication by the teacher, his ability not only to speak with the child, but also to hear him. Along with the requirements for the teacher’s speech, it is necessary to say about the teacher’s requirements for children.
1. The teacher must not only give a speech sample to the children, but also check how the children have mastered it.
2. It is necessary to cultivate in children an interest in the ability to speak correctly (using incentives, an example of well-speaking children).
3. It is necessary to systematically monitor children’s speech, listen to how children speak, and correct mistakes in a timely manner.
Serious attention should be paid to children’s speech both in everyday life and in the classroom. The teacher needs to pay attention to whether the child has a wealth of different means to express the same thought, whether the same words and phrases are repeated in one segment of speech? All these qualities of oral coherent speech develop when children learn to retell works of fiction, master various types of storytelling (from a picture, creative stories), and become familiar with fiction. For the youngest children, the teacher must be able to select and expressively read small, short stories that are brief in content, and these are stories that the child listens to without visualization. Here, for example, is L. Tolstoy’s story for children: “Spring has come, water has flowed. The children took planks, made a boat, and launched the boat on the water. The boat floated, and the children ran after it, screaming, did not see anything ahead of them and fell into a puddle.” After reading, the teacher should be able to ask questions about the text. The basic requirements for the question as a teaching method come down to the following: attention to the semantic meaning of the question, to accuracy, brevity and correctness of formulation; the question must be understandable to children and targeted; It is necessary to maintain consistency in asking questions. If a new word appears in the text, it must be consolidated and introduced into the child’s active dictionary. And to do this, you need to repeat this word in combination with others, then the child will remember it. For example, the teacher read a poem to the child by I.Z. Surikov "Winter". He remembered the line: “White snow is fluffy.” After some time, the teacher suggests thinking about what else can be called the word fluffy (fluffy kitten, hat, fluffy towel). Or, for example, the game “What happens?” The teacher asks what is tall, the child answers: a tree, a pillar, a person. Here you can make a comparison: what is taller - a tree or a person? Children learn to compare, generalize and begin to understand the meaning of the abstract, abstract concept of “height.”
But all these exercises and games will have a positive effect in the development of the child’s speech only if the teacher himself has a high level of speech culture, has a rich vocabulary, knows how to use the means of expressive speech and applies various methods of teaching speech development and vocabulary enrichment child. The speech culture of each individual person depends on how developed his sense of language, or linguistic flair, is. The highest culture of speech is the possession of a sense of style. Therefore, future teachers should have at least a general understanding of the styles of literary language, i.e., the fact that people differentiate their speech depending on where, with whom and what they talk about.
A person communicates with close, familiar people in everyday life, in private life, and then his speech is conversational style; in public life he speaks differently, using the speech of the book style, its varieties - scientific, journalistic, poetic, business speech. For preschoolers, the idea of speech style correlates, first of all, with the idea of speech etiquette, which also requires certain behavior of speakers (personal qualities such as politeness, respect, modesty, courtesy, goodwill, and self-esteem are manifested in certain speech behavior); In addition, improving a child’s stylistic sense is the main means of his aesthetic education. Consequently, teaching speech style includes certain educational tasks.
The teacher must not only have an intuitive sense of style, but also be able to consciously analyze the linguistic means with the help of which a certain style is created, i.e. he must have appropriate knowledge in the field of linguistics. This will also help him in selecting the necessary didactic material on which he will develop a sense of style in children.
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The teacher’s speech is the main thing in raising a child in kindergarten
Gulnara Nagaeva
The teacher’s speech is the main thing in raising a child in kindergarten
The main role in the development of speech and replenishment of the child’s vocabulary is played by the teacher and his speech , since the preschooler spends most of the time during this period of his life with him. Enrichment and activation of vocabulary must begin from a very early age of the child . And in the future we need to further improve it and increase it. Only a child with a rich vocabulary can develop correct, literate speech . The teacher’s task is to optimize the process of speech development and vocabulary enrichment as much as possible. Children spend most of their time in kindergarten with teachers . The teacher's speech is an example for children. It is this that they focus on when pronouncing the words they know. Children try to copy the teacher’s intonations depending on the properties of the event being described, just as the teacher in his stories about the same events. the teacher's speech sounds , the more correct the speech of his students . The teacher must improve and develop his speech and pronunciation, since his mistakes will entail hundreds of mistakes of his pupils , which are easier to correct at an early age than at an older age.
By using various methods of teaching speech development and vocabulary enrichment, you can achieve more tangible results than if you use template techniques. Children are interested in a change in activity and therefore the process of mastering knowledge will proceed more interestingly, lively and without tiring preschoolers. Having developed speech , a child will be better prepared for school. The knowledge will be easier , and there will be fewer problems when communicating with peers and answering at the board.
Knowing that preschool children master language on the basis of oral speech, through communication with people around them, the following should be taken into account. 1. The teacher’s speech is a model for children in the broad sense of the word, primarily in colloquial speech, on the basis of which the child’s daily communication with the teacher . 2. During classes, children, listening to the teacher’s speech , practice mastering the Russian language. the teacher's colloquial speech are passed on to the children, and then the children have difficulty getting rid of them already at school.
The teacher's speech should be:
1) grammatically correctly constructed, coherent;
2) with a clear and distinct pronunciation of all sounds of the native language;
3) maintained at a certain tempo and volume;
4) intonationally expressive;
5) understandable;
6) with the correct and accurate use of verbal notations.
Requirements for teacher speech Correctness - compliance of speech with language norms. When communicating with children, the teacher uses the basic norms of the Russian language: orthoepic norms (rules of literary pronunciation, as well as norms for the formation and change of words. Accuracy is the correspondence of the semantic content of speech and the information that underlies it. The teacher must pay special attention to the semantic (semantic) )
side of speech, because this contributes to the development of children’s skills in accurate word use.
Logicity is the expression in semantic connections of the components of speech and the relationships between the parts and components of thought. the teacher takes into account that in preschool age ideas about the structural components of a coherent utterance are formed and the skills of using various methods within text communication are formed. Purity is the absence in speech of elements alien to the literary language. Taking into account the leading mechanism of speech development of preschoolers (imitation), the teacher takes care of the purity of his own speech: the use of filler words, dialect and slang words is unacceptable.
Expressiveness is a feature of speech that captures attention and creates an atmosphere of emotional empathy. The expressiveness of the teacher’s is a powerful tool for influencing child A teacher who is proficient in various means of expressive speech (intonation, tempo of speech, strength, pitch of voice, etc., contributes not only to the formation of the arbitrary expressiveness of a child's , but also to a more complete awareness of the content of an adult's speech, and the formation of the ability to express his attitude to the subject of conversation.
Richness is the ability to use all linguistic units in order to optimally express information. The teacher’s rich vocabulary the child’s vocabulary , helps to develop his skills in accurate word usage, expressiveness and figurative speech, since in preschool age the foundations of the child’s .
Relevance is the use in speech of units that correspond to the situation and conditions of communication. The appropriateness of the teacher’s speech presupposes , first of all, having a sense of style. Taking into account the specifics of preschool age aims the teacher at developing a culture of speech behavior in children (communication skills, the ability to use various formulas of speech etiquette, focus on the communication situation, the interlocutor, etc.).
Some shortcomings of the teacher’s speech:
1) haste in speech (accelerated pace makes it unclear, blurry, difficult to understand )
2) slurred pronunciation;
3) monotony of speech (it tires listeners and reduces interest in the content)
;
4) increased voice volume (turning into screaming)
.If necessary
(noise in a group, for example),
you should increase the volume slightly and pronounce the words more clearly, noticing the tempo;
5) inaccuracy in the pronunciation of individual sounds or words;
6) violations of vocabulary - grammatical design;
7) the use of parasite words in speech;
careless, sloppy pronunciation (the endings of words are not pronounced, individual sounds are swallowed, consonants are pronounced indistinctly);
9) letter-by-letter pronunciation of some words: what (instead of what, his (instead of evo, happiness (happiness)
etc. ; that is, as we write so we speak;
10) speech with a national accent, with characteristic features of local dialects: yakan, clack, etc.;
11) pronouncing words with incorrect stress;
12) dissonance of voice (hoarseness, hoarseness, nasality)
.
The shortcomings of educators’ vocabulary (speech) include :
1) frequent use of words with diminutive - affectionate suffixes (Tanechka, cup, pens, etc.)
;
2) speech is clogged with unnecessary words (well, that’s what it means, so to speak)
;
3) when communicating with older children, adapting to the children’s speech ;
4) use, use of new words in speech, not taking into account the age of the children.
Thus, when working with children, the teacher should pay attention to the following:
1) correctly pronounce all sounds of the native language, eliminate existing speech defects;
2) have clear, precise and distinct speech , i.e. good diction;
3) use literary pronunciation in your speech, i.e. adhere to spelling norms;
4) strive to correctly use intonational means of expression, taking into account the content of the statement;
5) when communicating with children, use speech at a slightly slower pace and moderate voice volume;
6) tell and convey the content of texts in a coherent and accessible form, accurately using words and grammatical structures (according to the age of the children)
;
7) the teacher’s speech must be calm, always balanced, polite not only towards children, but also towards all employees of the kindergarten (rude expressions are not allowed)
.
MAGAZINE Preschooler.RF
Report to the pedagogical council on the topic: “What should a teacher’s speech be like?” We all know well that the speech of an adult is a model, a standard for a preschooler. The correctness of speech and the culture of speech are determined by the language environment in which the child is: he will speak exactly the same as his parents, grandmothers, educators and his peers. Every word of the teacher should be meaningful, helping the child to understand the world around him and master the language. The speech of the teacher, who is constantly in the field of view of children, in communication with them, is the main source from which children receive a sample of their native language, cultural speech, therefore it must not only be correct, with a clear and distinct pronunciation of all the sounds of their native language, but and maintained at a certain tempo, volume, must be intonationally expressive, correctly grammatically formatted, coherent, understandable, with the correct and accurate use of verbal notations. Mastering the culture of communication and its tireless improvement are the professional responsibility of the educator. But what is speech culture? Speech culture is a complex concept. In everyday life, in everyday life, this means correct, competent speech. But speech culture is also a whole branch of linguistics, called orthology (correct speech). Speech culture refers to mastery of language norms, i.e. rules of pronunciation, stress, grammar and word usage. Speech culture is also speech skill, the ability to express thoughts. The literary language is recognized as the pinnacle of speech culture. Taking into account the interests of children and the characteristics of the child’s psyche, the teacher must master the basic methodological techniques of speech development and the skill of their application. E.I. Tikheeva examined in detail the “cultural and methodological requirements” for the teacher’s speech. 1. The teacher’s speech must be literate and literary. First of all, you should understand the peculiarities of your speech, take into account its errors and inaccuracies, and fight them through constant self-control and improving your language. 2. Ethics of speech requires special attention. In form and tone, the teacher’s speech should always be cultured and impeccably polite. 3. The structure of speech should be consistent with the age of the children. The younger the child, the simpler the speech addressed to him. With long complex sentences, children do not grasp the main meaning. 4. The content of the speech must strictly correspond to the development, stock of ideas, interests of children, and be based on their experience. 5. Particular attention is paid to accuracy, clarity and simplicity of speech. The accuracy of perception and clarity of understanding depend on the accuracy of speech. 6. It is necessary to regulate the pace of your speech. It is difficult even for an adult to follow the content of speech that is too fast, but a child is completely incapable of this. Not understanding the meaning, he simply stops listening. Speech that is too slow and drawn out is also unacceptable; it becomes boring. 7. You should regulate the strength of your voice, speak as loudly or quietly as the conditions of the moment and the content of the speech require. Children do not hear quiet speech and do not grasp its content. Children adopt loud speech that turns into screaming as a manner of speaking. Children scream, adults shout them down, and in this din the words and their content are drowned. 8. The teacher’s speech should be emotional, if possible figurative, expressive and reflect interest, attention, love for the child and care for him. The requirements formulated by E.I. Tikheeva back in the thirties of the last century are still relevant today and coincide in many respects with the modern understanding of humanistic speech communication and the teacher’s speech culture. The teacher must be self-critical of his own speech and, if there are shortcomings in it, strive to eliminate them. However, it is not always easy to establish and identify shortcomings in your speech, because... In the process of communication, the speaker’s attention is drawn primarily not to the form of speech (how to say), but to its content (what to say). For example, such shortcomings as haste, slurred speech, monotony of speech, increased voice volume, inaccuracy in pronouncing individual sounds and words, and other imperfections are not noticed. The teacher must adhere to literary norms of pronunciation, eliminate various accents in his speech, and correctly place emphasis on words. And now we will do exercises that help make speech clearer and more correct (additional material is used - cards) Task 1. Read proverbs and sayings, highlighting the words with the main meaning in your voice: Every vegetable has its time. It lays down softly, but sleeps hard. There is no better friend than your own mother. What is written with a pen cannot be cut out with an axe. Task 2. Read tongue twisters, proverbs, sayings, changing the tempo of your voice (whisper, quietly, loudly, in a moderate voice). He who loves to work cannot sit idle. A woodpecker was hammering a tree and woke up my grandfather with his knock. Nazar went to the market early in the morning. I bought a goat and a Nazar basket there. Task 3. Choose words that are close in meaning, i.e. synonyms for the following words: Predict (prophesy, portend, predict) Order (order, command, prescription, instruction) Error (miss, miscalculation, oversight) Task 4. Explain the meaning of the words Life (physiological existence) Rodent (mammal with long front teeth) Buffoonery (a stage performance built on comic, buffoonish positions) Various dictionaries provide great assistance in working on words and on the correct use of grammatical means. Dictionaries will help you clarify the meaning of obscure words, find out the meaning of unfamiliar words and inaccuracies in their use. Thus, the teacher’s speech is easily perceived and understandable to children if the words in it are precisely chosen, the phrases are grammatically clearly constructed, and it is intonationally correctly formatted.| Next > |
Teacher's speech
The Kindergarten Education Program says: “A child’s speech is greatly influenced by direct communication with adults. Children should be taught using the best examples of their native language.” Preschool children, imitating those around them, adopt not only all the subtleties of correct pronunciation, word usage, and phrase construction, but also those speech imperfections that are found in adults. The culture of children’s speech depends on the teacher’s speech culture.
The speech of the teacher, who is constantly in the field of view of the children, in communication with them, is the main source from which children receive a sample of their native language, cultural speech, therefore it must not only be correct, with a clear and distinct pronunciation of all the sounds of their native language, but and maintained at a certain tempo, volume, must be intonationally expressive, correctly grammatically formatted, coherent, understandable, with the correct and accurate use of verbal notations.
A story read by a teacher using expressive means will arouse children's interest, make them empathize, feel the power of words, and remember the content for a long time; the same story, read dryly, at a fast pace, without emotion, can only cause boredom and indifference to the work of art.
The teacher must be self-critical of his own speech and, if there are shortcomings in it, strive to eliminate them.
However, it is not always easy to establish and identify the shortcomings of one’s speech, since in the process of communication the speaker’s attention is drawn primarily not to the form of speech (how to say), but to its content (what to say). In addition, as a result of a long-term careless attitude to one’s speech, some shortcomings may become firmly entrenched and go unnoticed in the future. For example, such shortcomings as haste, slurred speech, monotony of speech, increased voice volume, inaccuracy in pronouncing individual sounds or words and other imperfections are not noticed.
To know about the imperfections of his own speech, the teacher needs to listen to the comments of his comrades. It is useful to record open classes on a tape recorder, so that during their analysis (or specially) it is possible; pay attention to the teacher’s speech, analyze its sound side, the use of lexical means, and grammatical design. Of course, you need to keep in mind that when recording on magnetic tape, speech improves due to increased self-control. It is all the more important that the manifested speech deficiencies become the subject of attention of both the teacher himself and his comrades. The teacher notes detected imperfections in his speech (poor diction, violations in lexical and grammatical formatting, etc.) in a special notebook, then develops a plan and organizes work to eliminate them.
