Pedagogical communication styles are the basis of the future society

Why and for what purpose to use parenting styles

Parenting styles help establish order in the family and choose a strategy for behavior with the child.
But what definitely won’t work is using one single style. Of course you can try. But does this make sense? Each parenting style has both pros and cons. And why not choose the best of them. One style helps to improve the child’s relationships in society, the other teaches independence. And the choice to use a certain style (or several) of education is obvious. However, parents' opinions may differ. But one or another method must be used. And provided that parents know how to cooperate with each other, this will help to come to a unified approach to education. At the same time, using several types at once, you can find your own unique style, which most often happens. But you need to know the basic styles, their advantages and disadvantages.

Choosing a parenting style

All parents certainly want their children to be self-confident in the future, control their behavior, not avoid new situations and, for the most part, be in a good mood. It will be more difficult in life for those who are uncommunicative, afraid of unfamiliar events, trying to escape from them, while being in a sad mood. This happens in a person who has poor self-control and lacks self-confidence.

That is why psychologists recommend that those parents who strive to raise active, sociable and easily adaptable children maintain a balance between control and democracy in family relationships. Both styles must be used in optimal quantities. At the same time, adults must accept the child, as well as his interests, without trying to change them.

Authoritative style: features, consequences, recommendations

The authoritative style of raising children is one of the most common among modern families. Its essence lies in the fact that both parents and children live according to the same family laws. In families that adhere to such a development system, the elders are more loyal to the younger ones, parents listen to the opinions of their children in various everyday or life situations, everyone has the right to choose and vote. Everyone is always ready to help, there is no misunderstanding or tension in relationships, parents are open and happy to make contact with their children. A feature of the authoritative style is the complete absence of any hierarchy; all members of a small social group are equal to each other.

With an authoritative method of educating the individual, the child develops harmoniously; at a more mature age, his talents and characteristics manifest themselves more clearly than with other models of upbringing, and family ties with elders only become stronger. Children whose parents adhere to this model of upbringing grow up to be independent, sensitive, responsible, able to admit their own mistakes and take responsibility for them. They also clearly understand the essence of the concepts of “punishment” and “reward”; they are not familiar with physical (violent) punishment, but this does not mean that they are spoiled. When raising the next generation, such children will never be encouraged to simply and unnecessarily pampered.

Key characteristics of the authoritative style:

Spaces of freedom increase as the child grows and his behavior improves

They expand as a child can grasp them. Parents pay attention to the normal behavior of children, highlight exceptional ones, ignore minor mistakes, and correct and punish major deviations. The rules and goals are clear. This is a style that implies an appropriate emotional relationship. Parents are confident in themselves and are not afraid to communicate with their children, although they are not susceptible to blackmail. They are consistent, not arbitrary. They have patience.. Consequences of the personality formation of children raised in an authoritarian style:

Consequences of the personality formation of children raised in an authoritarian style:

• High level of self-esteem and independence.
• They have adequate habits.
• They make decisions calmly and based on personal criteria.
• They are less dependent on the peer group, maintaining a higher level of influence in the family and greater ability to persuade children.
• They take the initiative to complete new tasks because they are confident in themselves.
• Therefore, they are more creative and innovative people.

Psychologists recommend this model as one of the most suitable for education, because when following the rules of this system, the process of both the development of the child’s personality and the re-education and modeling of discipline in parents occurs, which is also one of the main aspects of raising children. The authoritative parenting style is especially suitable for those parents who are completely lost and do not know how to raise their child.

Pedagogical position of the teacher-educator, Styles of activity management ml. schoolchildren

1. Authoritarian In the authoritarian style, the characteristic tendency towards strict management and comprehensive control is expressed in the fact that the teacher, much more often than his colleagues, resorts to an orderly tone and makes harsh remarks. What is striking is the abundance of tactless attacks against some members of the group and unreasoned praise of others. An authoritarian teacher not only determines the general goals of the work, but also indicates the methods for completing the task, strictly determines who will work with whom, etc. The tasks and methods for completing them are given by the teacher in stages. It is typical that this approach reduces activity motivation, since a person does not know what the purpose of the work he is doing as a whole is, what is the function of this stage and what lies ahead. It should also be noted that in social-perceptual terms, as well as in terms of interpersonal attitudes, the stage-by-stage regulation of activity and its strict control indicate the teacher’s lack of faith in the positive capabilities of students. In any case, in his eyes, students are characterized by a low level of responsibility and deserve the harshest treatment. Moreover, any initiative is considered by an authoritarian teacher as a manifestation of unwanted self-will. Research has shown that this behavior of a manager is explained by his fears of losing authority by revealing his lack of competence: “If someone suggests improving something by organizing the work differently, then he is indirectly indicating that I did not foresee this.” In addition, an authoritarian leader, as a rule, subjectively evaluates the success of his charges, making comments not so much about the work itself, but about the personality of the performer. With an autocratic leadership style, the teacher exercises sole control over the leadership of the team, without relying on assets. Students are not allowed to express their views, criticize, take initiative, much less claim to resolve issues that concern them. The teacher consistently makes demands on students and exercises strict control over their implementation. The authoritarian leadership style has the main features of an autocratic one. But students are allowed to participate in discussions on issues that affect them. However, the decision is ultimately always made by the teacher in accordance with his own guidelines. 2. Conniving The main feature of the conniving style of leadership is essentially the self-removal of the leader from the educational and production process, the removal of responsibility for what is happening. The permissive style turns out to be the least preferable among those listed. The results of its testing are the smallest amount of work performed and its worst quality. It is important to note that students are not satisfied with working in such a group, although they do not bear any responsibility, and the work rather resembles an irresponsible game. With a permissive leadership style, the teacher strives to interfere as little as possible in the life activities of students, practically eliminates himself from guiding them, limiting himself to the formal fulfillment of duties and instructions from the administration. An inconsistent style is characterized by the fact that the teacher, depending on external circumstances or his own emotional state, implements any of the leadership styles described above. 3.Democratic As for the democratic style, facts are assessed first, not personality. At the same time, the main feature of the democratic style is that the group takes an active part in discussing the entire course of the upcoming work and its organization. As a result, students develop self-confidence and self-government is stimulated. In parallel with the increase in initiative, sociability and trust in personal relationships increase. If in an authoritarian style there was enmity between group members, especially noticeable against the backdrop of obedience to the leader and even ingratiation to him, then in democratic management students not only show interest in work, revealing positive internal motivation, but become closer to each other personally. With a democratic leadership style, the teacher relies on the team and stimulates student independence. In organizing the activities of the team, the teacher tries to take the position of “first among equals.” The teacher shows a certain tolerance to students’ critical comments and delves into their personal affairs and problems. Students discuss the problems of collective life and make choices, but the final decision is formulated by the teacher.

4. Communication based on passion for joint creative activities.

This style is based on the unity of the teacher’s high professionalism and his ethical principles. After all, passion for creative research together with students is the result not only of the teacher’s communicative activity, but to a greater extent of his attitude to teaching activity in general. Theater teacher M.O. Knebel noted that the pedagogical feeling “drives you towards the youth, forces you to find ways to reach them...” This style of communication distinguished the activities of V.A. Sukhomlinsky. On this basis, V.F. Shatalov forms his own system of relationships with children. This style of communication can be considered as a prerequisite for successful joint educational activities. Passion for a common cause is a source of friendliness, and at the same time, friendliness, multiplied by interest in work, gives rise to a joint, enthusiastic search. Speaking about the system of relationships between a teacher and students, A.S. Makarenko argued that a teacher, on the one hand, should be a senior comrade and mentor, and on the other, an accomplice in joint activities. It is necessary to form friendliness as a certain tone in the relationship between the teacher and the team. Reflecting on the options for the relationship between a teacher and children, A.S. Makarenko noted: “In any case, teachers and management should never allow a frivolous tone on their part: scoffing, telling jokes, any liberties in language, mimicking, antics, etc. On the other hand, it is completely unacceptable for teachers and management to be gloomy, irritable, and noisy in the presence of students.” Emphasizing the fruitfulness of this style of relationship between teacher and students and its stimulating nature, which brings to life the highest form of pedagogical communication - based on passion for joint creative activity, it should be noted that friendliness, like any emotional mood and pedagogical attitude in the communication process, must have a measure. Often, young teachers turn friendliness into familiar relations with students, and this negatively affects the entire course of the teaching and educational process (often a novice teacher is driven to this path by the fear of conflict with children, complicating relationships). Friendliness should be pedagogically appropriate and not contradict the general system of relationships between the teacher and children.

5. Distance communication This style of communication is used by both experienced teachers and beginners. Its essence lies in the fact that in the system of relationships between the teacher and students, distance acts as a limiter. But here, too, moderation must be observed. Exaggeration of distance leads to the formalization of the entire system of socio-psychological interaction between teacher and students and does not contribute to the creation of a truly creative atmosphere. Distance must exist in the system of relationships between teachers and children; it is necessary. But it should follow from the general logic of the relationship between the student and the teacher, and not be dictated by the teacher as the basis of the relationship. Distance acts as an indicator of the leading role of the teacher and is built on his authority.

The transformation of the “distance indicator” into the dominant feature of pedagogical communication sharply reduces the overall creative level of collaboration between the teacher and students. This leads to the establishment of an authoritarian principle in the system of relationships between the teacher and children, which ultimately negatively affects the results of activities. A.V. Petrovsky and V.V. Shpalinsky note that “in classes taught by teachers with a predominance of authoritarian leadership methods, there is usually good discipline and academic performance, but external well-being may hide significant flaws in the teacher’s work on the moral formation of the student’s personality.”

Why is this communication style popular? The fact is that novice teachers often believe that distance communication helps them immediately establish themselves as a teacher, and therefore use this style to a certain extent as a means of self-affirmation in the student and even in the teaching environment. But in most cases, using this style of communication in its pure form leads to pedagogical failures.

Authority should be gained not through a mechanical establishment of distance, but through mutual understanding, in the process of joint creative activity. And here it is extremely important to find both a general style of communication and a situational approach to a person.

Communication-distance is to a certain extent a transitional stage to such a negative form of communication as communication-intimidation. 6. Communication - intimidation

This style of communication, which novice teachers also sometimes resort to, is mainly associated with the inability to organize productive communication based on passion for joint activities. After all, such communication is difficult to form, and a young teacher often follows the line of least resistance, choosing intimidating communication or distance in its extreme manifestation.

In terms of creativity, communication-intimidation is generally futile. In essence, it not only does not create a communicative atmosphere that ensures creative activity, but, on the contrary, regulates it, since it orients children not on what should be done, but on what cannot be done, and deprives pedagogical communication of the friendliness on which it is based. mutual understanding, so necessary for joint creative activity. 7. Flirting is again characteristic mainly of young teachers and is associated with the inability to organize productive pedagogical communication. Essentially, this type of communication corresponds to the desire to gain false, cheap authority among children, which contradicts the requirements of pedagogical ethics. The emergence of this communication style is caused, on the one hand, by the young teacher’s desire to quickly establish contact with children, the desire to please the class, and on the other hand, by the lack of the necessary general pedagogical and communicative culture, pedagogical communication skills and experience, and experience in professional communicative activities. A.S. Makarenko sharply condemned this “pursuit of love.” He said: “I respected my assistants, and I was simply a genius in educational work, but I convinced them that the last thing they needed was to be a beloved teacher. I personally have never achieved children’s love and I believe that this love, organized by a teacher for his own pleasure, is a crime...

This flirting, this pursuit of love, this boasting of love brings great harm to the teacher and education. I convinced myself and my comrades that this pendant... should not exist in our lives... Let love come unnoticed, without your efforts. But if a person sees the goal in love, then this is only harm...” Communication-flirting, as observations show, arises as a result of: a) the teacher’s misunderstanding of the responsible pedagogical tasks facing him; b) lack of communication skills; c) fear of communicating with the class and at the same time the desire to establish contact with students.

Styles do not exist in their pure form. And the options listed do not exhaust the wealth of communication styles spontaneously developed over long-term practice. In its spectrum, a wide variety of nuances are possible, giving unexpected effects that establish or destroy the interaction of partners. As a rule, they are found empirically. At the same time, the found and acceptable communication style of one teacher turns out to be completely unsuitable for another. The style of communication clearly reveals the individual’s individuality. The importance of individual communication style and a means of increasing a teacher’s communication skills. The psychological atmosphere and emotional well-being depend on the style. Ignorance of communication technology and the teacher’s lack of necessary communication techniques also play a certain role. Communication styles such as intimidation, flirtation and extreme forms of communication-distance are also dangerous because, if the teacher does not have professional communication skills, they can take root and “eat into” the creative individuality of the teacher, and sometimes become cliches that complicate the pedagogical process and reduce it efficiency. The most fruitful process of education and training is ensured by a securely built system of relationships. Such a system should be characterized by:

the interaction of factors of accountability and cooperation in organizing the educational process; the presence of a sense of psychological community among schoolchildren with teachers;

targeting an adult with high self-awareness and self-esteem;

the absence of authoritarian forms of educational influence;

using student interest as a factor in managing education and training; unity of business and personal communication;

inclusion of students in a purposefully organized system of pedagogical communication, including through various forms of activity: clubs, conferences, debates, etc.

As a result of numerous studies and experiments, psychologists and educators advise teachers to develop their communication skills as follows:

1) It is necessary to realize that the school is part of society, and the teacher’s attitude towards children is an expression of social requirements. 2) The teacher should not openly demonstrate a pedagogical position. For children, the words and actions of a teacher should be perceived as a manifestation of his own beliefs, and not just as a performance of duty. The sincerity of the teacher is the key to strong contacts with students.

3) Adequate assessment of one’s own personality. Self-knowledge and self-management should become a constant concern of every teacher. The ability to manage one’s emotional state requires special attention: an irritable tone, a predominance of negative emotions, and screaming are harmful to the educational process.

4) Pedagogically appropriate relationships are built on mutual respect between student and teacher. It is necessary to respect the individuality of each student, create conditions for his self-affirmation in the eyes of his peers, and support the development of positive personality traits.

5) The teacher needs to take care of a favorable self-presentation: show the children the strength of his personality, hobbies, skill, breadth of erudition, but not intrusively.

6) Development of observation, pedagogical imagination, the ability to understand the emotional state, and correctly interpret behavior. A creative approach to analyzing a situation and making decisions is based on the teacher’s ability to take on the role of another - student, parent, colleague - and take their point of view.

7) Increasing the speech activity of students by reducing the speech activity of the teacher is an important indicator of the teacher’s communication skills.

Even with minor student successes, be generous with praise. You need to praise in the presence of others, but it is better to blame in private. The teacher's speech should be expressive. And even if you don’t have a good voice, gestures, facial expressions, and glances can help you out.

9) Make parents of their students allies of pedagogical intentions.

10) The content of conversations should be interesting to both parties.

If the teacher follows these tips, he will avoid many problems and difficulties in communication.

Conscious formation of one's own software style is possible at a certain level of development of the ability to self-analyze professional activity. In this case, teachers, in the course of professional interaction with children, purposefully search for, select and accumulate means and methods of communication that ensure optimal effectiveness in interaction with children and correspond to their individuality. This, in turn, brings emotional satisfaction and leads to an experience of psychological comfort. Gradually, the composition of the means and methods of carrying out communicative activities is stabilized, and a certain stable integral structure is formed, namely, an individual style of pedagogical communication. In the course of spontaneous development of style, the teacher also uses known means and methods of communication that seem to him the most effective and individually convenient.

Subsequently, these means and methods of communication become stabilized, and an individual style of communication spontaneously develops, subjectively convenient, but not always professionally optimal, since the teacher does not pay due attention to analyzing the appropriateness of the means and methods of activity used from the point of view of the requirements of the activity. The sooner a teacher realizes the need to form his own style, the more opportunities there will be for the formation of a positive style, the more effective the process of becoming a professional will be.

Authoritarian parenting theory

This style implies a complete dictatorship. The child is kept under very strict control, so to speak, “with a tight rein”, prohibiting almost everything that can bring him joy.

If you imagine the “carrot and stick” method, then in this style of authoritarian education there is no carrot at all, only a stick. In fact, the only thing parents do is punishment, which the child is terribly afraid of.

This method has always caused heated debate among educators, dividing scientists into two camps. In the first, they proved that this brings positive results, developing obedience, integrity and organization in the offspring. The latter, on the contrary, spoke out categorically against the authoritarian type of education, explaining this by the fact that such children grow up with certain mental disorders and a completely suppressed will.

So what can actually be identified as the positive and negative sides of this method?

PRINCIPLES OF INTERACTION

A boss who lets the work process take its course risks “earning” a negative attitude from both the team and senior management.

A liberal management style is usually associated with a manager’s negligent attitude towards work and causes negative associations. For some companies, however, a laissez-faire management style is optimal. This choice of leadership style is most justified when working with teams of people in creative professions: designers, illustrators, and so on. In this case, constant control and strict requirements only interfere with the work process. A liberal manager rarely makes proposals, but also rarely refuses if an employee shows initiative, so many ideas and creative plans can be implemented without hindrance.

To successfully work in a company whose boss has chosen a liberal management style, an employee must have the following professional qualities:

• responsibility for assignments,
• independence to make decisions,
• responsibility and initiative.

The leader of such a team shifts all the rights and responsibilities onto the shoulders of the employees, maximally relieving himself of responsibility for the work process and its results, so you must be ready to take it upon yourself.

In any company, it is extremely important for a manager to understand that effective communication affects absolutely all areas of life. Corporate trainings from the Igroks training center will help you find effective tools for your staff and create excellent relationships within the team between employees

A manager who has chosen a liberal management style will also not help with advice or otherwise interfere in the work process, so employees will have to make independent decisions, relying only on their professional skills and experience. A liberal manager also rarely offers fresh ideas, so if an employee is interested in his professional development and the growth of the company, he will be forced to take initiative, show patience and perseverance. The liberal manager himself must always have a “back-up plan” in case he does not come to the rescue in time and the team cannot cope with the task on its own; in this case, as a manager, he is obliged to think through ways of retreat and minimize the company’s losses.

A liberal leader can also be compared to a conductor, a mediator between his superiors and his subordinates. He waits for instructions from above in order to convey them to the team, showing a minimum of personal initiative. In this regard, he must not only understand the requirements presented well, but also be able to convey them to his subordinates without losing their meaning. It is also useful for a manager who has chosen a liberal management style to be able not to lose face in communication with subordinates, to be able to organize work so that he is not accused of inaction.

Teaching styles (teacher leadership)

The first experimental psychological study of leadership styles was conducted in 1938 by the German psychologist Kurt Lewin, who subsequently emigrated to the United States with the Nazis coming to power in Germany. In the same study, a classification of leadership styles was introduced, which is still used today:

1.

Authoritarian.

2.

Democratic.

3.

Conniving (liberal)

With an authoritarian leadership style, the teacher takes everything upon himself. The goals of the activity and methods of its implementation are set individually by the teacher. He does not explain his actions, does not comment, is excessively demanding, is categorical in his judgments, does not accept objections, and treats students’ opinions and initiative with disdain. The teacher constantly shows his superiority; he lacks empathy and sympathy. Pupils find themselves in the position of followers, in the position of objects of pedagogical influence. The official, commanding, commanding tone of address predominates, the form of address is an instruction, teaching, order, instruction, shout. Communication is based on disciplinary influences and submission. This style can be expressed in the words: “Do as I say and don’t reason.”

This style inhibits personality development, suppresses activity, fetters initiative, and gives rise to inadequate self-esteem; in relationships, he erects, according to G.I. Shchukina, an impenetrable wall, semantic and emotional barriers between the teacher and students. With a democratic leadership style, communication and activity are based on creative cooperation. Joint activities are motivated by the teacher, he listens to the opinions of students, supports the student’s right to his position, encourages activity, initiative, discusses the plan, methods and course of the activity. Organizing influences predominate. This style is characterized by a positive emotional atmosphere of interaction, goodwill, trust, exactingness and respect, taking into account the individual’s individuality. The main form of communication is advice, recommendation, request. This leadership style can be expressed in the words: “We conceived together, planned together, organized, summed up.” This style attracts students to the teacher, promotes their development and self-development, causes a desire for joint activities, encourages independence, stimulates self-government, high adequate self-esteem and, what is especially significant, contributes to the formation of trusting, humanistic relationships.

With a liberal leadership style, there is no system in organizing activities and control. The teacher takes the position of an outside observer, does not delve into the life of the team, into the problems of the individual, and is content with minimal achievements. The tone of the address is dictated by the desire to avoid difficult situations, largely depends on the mood of the teacher, the form of the address is exhortations, persuasion. This style leads to familiarity or alienation; it does not contribute to the development of activity, does not encourage initiative and independence in students. With this leadership style, there is no focused teacher-student interaction. This style can be expressed in the words: “As things go, so let them go.” Note that in its pure form this or that leadership style is rarely found.

The democratic style is most preferable. However, elements of an authoritarian leadership style may also be present in a teacher’s activities, for example, when organizing a complex type of activity, when establishing order and discipline. Elements of a liberal leadership style are acceptable when organizing creative activities, when a position of non-interference and allowing the student independence is appropriate. Thus, the teacher’s leadership style is characterized by flexibility, variability, and depends on specific conditions, on who he is dealing with - junior schoolchildren or high school students, what their individual characteristics are, what the nature of the activity is.


What parenting styles are used by parents?

As you know, experts distinguish four styles of parenting:

• authoritarian style (characterized by excessively strict control on the part of parents, suppression of the child’s initiative and will);
• democratic style (characterized by a partnership with the child, division of powers, trust and soft control);
• permissive style (characterized by non-interference in the child’s affairs, excessive freedom and lack of control on the part of parents);
• chaotic style (characterized by the absence of a clear line of parental behavior, unsystematic and inappropriate actions in relation to one situation).

It is believed that the best parenting style is democratic. But it's not that simple. After all, a child is not a robot with a given program, a child is a small personality with his own needs, characteristics and requests, so it is impossible to use only one style. Each child needs an individual approach.

More parenting styles:

Chaotic

It is also called “inconsistent”. This style is characterized by the absence of a unified approach to education. Such an educational style can be formed due to: parents’ lack of experience, uncertainty, and inconsistency in the actions of adults.

All this leads to uncontrollable emotional reactions - swearing, screaming, crying, unreasonable punishments that do not correspond to the situation of “lisping” with a child. As a result, the child becomes uncontrollable and emotionally vulnerable.

In this case, one of the basic needs of the individual is neglected - the need for clear boundaries, rules, stability and orderliness in the surrounding world. In a child, this situation alternately causes anger, irritation, anxiety, and guilt, which often leads to social maladjustment.

In this parenting style, children explore the world around them under the protection of their parents. Parents believe that children need to be told about what they need and can explore. They are responsible for protecting their child in his learning process. This method focuses on creativity, empathy and responsibility.

Recommendations for parents: Parents should learn to control their actions. This principle of education is not bad if it has at least some boundaries. It is still worth using some methods in education. This will make the task easier for parents and make the child’s childhood calm.

Ignoring

In this case, this style is called indifferent. There is generally no control on the part of parents, as well as the relationship itself. Adults do not pay any attention to their children at all, do not engage or communicate with them. And there are no restrictions. This attitude on the part of the parents arises due to the fact that they are hostile towards their children. All this comes from their psychological trauma.

Recommendations for parents: Parents of this type of upbringing, or rather relationship, need to try to realize that their child is not to blame, and even more so, does not deserve such an attitude towards himself, despite the fact that bad things happened in the parents’ lives. This is your new life, try to give your baby what you missed so much in childhood.

Intuitive

It means that when it comes to parenting, you are likely to follow your intuition or outlook on life. Using this style, parents try to raise their children the same way they once raised themselves. They try to follow the same logic and rules that were applied to them in childhood. Very often this option brings the best results, especially if the parents were raised with dignity at one time. There is no point in worrying about your child not getting something. Most likely, the baby, on the contrary, will grow up to be a very well-mannered, balanced child. Because maternal intuition is very strong.

Recommendations for parents: sometimes you shouldn’t rely on intuition alone. It's better to have an idea of ​​what methods exist. But whether to use them or not is up to everyone.

Positive

This method involves the use of common sense based on strong family foundations and principles. At the same time, children grow up in a loving, warm, supportive, caring and positive atmosphere based on respect and trust. Parents develop their child's worldview and build their child's self-confidence to prepare them for life's unexpected circumstances.

Advice for Parents: A parent's role is to guide and inspire their children to believe in themselves, to control their own destiny and not to follow someone else's tune. It is believed that with this style of parenting, children have the best prospects for developing a positive mental attitude, good character traits, productive life skills, positive self-esteem and a happy and prosperous life.

Sometimes the relationship between parenting style and behavior can be very weak. And sometimes it's the other way around. However, it still exists and sometimes it is very useful to use educational methods in the family. The main thing to remember is that there is no ideal parenting style that will help you give your child everything that he and you dream of. But the child’s future depends only on you, so learn to analyze your behavior and what would be appropriate in any situation.

Styles and models of pedagogical communication when interacting with students

MAOU DO "DDT"

2020

“Styles and models of pedagogical communication when interacting with students”

Methodologist of additional education Kodochigova Elena Alekseevna

Pedagogical communication

- a specific form of communication that has its own characteristics, and at the same time is subject to general psychological patterns inherent in communication as a form of human interaction with other people, including communicative, interactive and perceptual components.

Pedagogical communication is a set of means and methods that ensure the implementation of the goals and objectives of education and training and determine the nature of the interaction between the teacher and students.

Research in the field of educational psychology shows that a significant part of pedagogical difficulties is caused not so much by the shortcomings of scientific and methodological training of teachers, but by the deformation of the sphere of professional pedagogical communication.

Whether pedagogical communication will be optimal depends on the teacher, on the level of his pedagogical skills and communicative culture.

Achieving a positive result of communication and interaction is associated with the accumulation and correct generalization of information about each other, depends on the level of development of the teacher’s communication skills, his ability to empathy and reflection, to observation, from the ability to listen, understand the student, influence him through persuasion, suggestion, emotional contagion, changes in communication styles and positions, the ability to overcome manipulation and conflicts. An important role is played by the psychological and pedagogical competence of the teacher in the field of psychological characteristics and patterns of communication and interaction.

Styles of pedagogical communication

There are six main teacher leadership styles for students:

• autocratic

  (autocratic leadership style), when the teacher exercises sole control over a group of students, not allowing them to express their views and critical comments, the teacher consistently makes demands on students and exercises strict control over their implementation;

• authoritarian

  (authoritative) leadership style allows for the opportunity for students to participate in the discussion of issues of educational or collective life, but the decision is ultimately made by the teacher in accordance with his own attitudes;

• democratic

  the style presupposes that the teacher pays attention to and takes into account the opinions of students, he strives to understand them, convince them, and not command, and conducts dialogical communication on equal terms;

• ignoring style

  characterized by the fact that the teacher strives to interfere less in the life activities of students, practically eliminates himself from guiding them, limiting himself to the formal fulfillment of the duties of transmitting educational and administrative information;

• permissive, conformist

  style manifests itself when the teacher withdraws from leading a group of students or follows their desires;

• inconsistent, illogical style

  - the teacher, depending on external circumstances and his own emotional state, implements any of the above-mentioned leadership styles, which leads to disorganization and situationality of the system of relationships between the teacher and students, and to the emergence of conflict situations.

Famous psychologist V.A. Kan-Kalik identified the following styles of pedagogical communication:

• Communication based on the teacher’s high professional standards and his attitude towards teaching activities in general. They say about such people: “Children literally follow on his heels!”
• Communication based on friendship. It presupposes passion for a common cause. The teacher plays the role of a mentor, a senior friend, and a participant in joint educational activities.
• Distance communication is one of the most common types of pedagogical communication. In this case, in relationships, distance is constantly visible in all areas, in training, with reference to authority and professionalism, in upbringing, with reference to life experience and age. This style forms the “teacher-student” relationship.
• Intimidating communication is a negative form of communication, inhumane, revealing the pedagogical failure of the teacher resorting to it.
• Communication-flirting is typical for young teachers striving for popularity. Such communication only provides false, cheap authority.

Most often in teaching practice there is a combination of styles in one proportion or another, when one of them dominates.

Among the classifications of pedagogical communication styles developed abroad in recent years, the typology of professional positions of teachers proposed by M. Talen seems interesting.

• Model I - "Socrates".

  This is a teacher with a reputation as a lover of controversy and discussion, deliberately provoking it in the classroom. He is characterized by individualism, unsystematicism in the educational process due to constant confrontation; students strengthen the defense of their own positions and learn to defend them.

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• Model II -
  Group Discussion Leader.
  He considers the achievement of agreement and the establishment of cooperation between students to be the main thing in the educational process, assigning himself the role of a mediator, for whom the search for democratic agreement is more important than the result of the discussion.
• Model III

  -
  “Master.”
  The teacher acts as a role model, subject to unconditional copying, and above all not so much in the educational process, but in relation to life in general.

• Model IV - "General"

  . He avoids any ambiguity, is emphatically demanding, strictly seeks obedience, because he believes that he is always right in everything, and the student, like an army recruit, must unquestioningly obey the orders given. According to the author of the typology, this style is more common than all of them combined in teaching practice.

• Model V - "Manager".

  The style is associated with an atmosphere of effective activity of the educational group, encouraging their initiative and independence. The teacher strives to discuss with each student the meaning of the problem being solved, quality control and evaluation of the final result.

• Model VI - "Coach".

  The atmosphere of communication in a group of children is permeated with the spirit of corporate spirit. Students in this case are like players of one team, where each individual is not important as an individual, but together they can do a lot. The teacher is assigned the role of inspirer of group efforts, for whom the main thing is the final result, brilliant success, victory.

• Model VII - "Guide".

  The embodiment of a walking encyclopedia. Laconic, precise, restrained. He knows the answers to all questions in advance, as well as the questions themselves. Technically impeccable and that is why it is often downright boring.

M. Talen specifically points out the basis laid down in the typology - the choice of role by the teacher based on his own needs, and not the needs of the students.

DIALOGUE AND MONOLOGUE IN PEDAGOGICAL COMMUNICATION

Different styles of communicative interaction give rise to several models of teacher behavior when communicating with students in the classroom. Conventionally, they can be designated as follows:

• Model dictatorial "Mont Blanc"

  - the teacher is, as it were, removed from the students; he hovers above them, being in the kingdom of knowledge. The students are just a faceless mass of listeners. No personal interaction. Pedagogical functions are reduced to an information message.

Consequence: lack of psychological contact, and hence the lack of initiative and passivity of students.

• Non-contact model (“Chinese Wall”)

  - is close in its psychological content to the first. The difference is that there is weak feedback between the teacher and the students due to an arbitrary or unintentional communication barrier. Such a barrier may be the lack of desire for cooperation on any side, the informational rather than dialogical nature of the lesson; involuntary emphasis by the teacher on his status, a condescending attitude towards students.

Consequence: poor interaction with students, and on their part - an indifferent attitude towards the teacher.

• Model of differentiated attention (“Locator”) -

  based on selective relationships with students. The teacher is not focused on the entire group of children, but only on a part, for example, on the talented or, on the contrary, the weak, on the leaders or outsiders. In communication, he seems to put them in the position of unique indicators, by which he focuses on the mood of the team and concentrates his attention on them. One of the reasons for this model of communication in the classroom may be the inability to combine individualization of learning with a frontal approach.

Consequence: the integrity of the act of interaction in the system of teacher - team of students is violated, it is replaced by the fragmentation of situational contacts.

• Hyporeflex model (“Teterev”)

  — lies in the fact that the teacher seems to be closed in on himself in communication: his speech is mostly monologue-like. When talking, he hears only himself and does not react in any way to the listeners. In a dialogue, it is useless for the opponent to try to insert a remark; it simply will not be perceived. Even in joint work, such a teacher is absorbed in his own ideas and shows emotional deafness to others.

Consequence: there is practically no interaction between students and the teacher, and a field of psychological vacuum is formed around the latter. The sides of the communication process are significantly isolated from each other, the educational impact is presented formally.

• Hyperreflex model (“Hamlet”)

  - opposite in psychological outline to the previous one. The teacher is concerned not so much with the content of the interaction as with how it is perceived by others. Interpersonal relationships are elevated to an absolute by him, acquiring a dominant meaning for him; he constantly doubts the effectiveness of his arguments, the correctness of his actions, and reacts sharply to the nuances of the psychological atmosphere of the students, taking them personally. Such a teacher is like an exposed nerve.

Consequence: heightened socio-psychological sensitivity of the teacher, leading to his inadequate reactions to the remarks and actions of the audience. In such a model of behavior, it is possible that the reins of government will be in the hands of the students, and the teacher will take a leading position in the relationship.

• Inflexible response model (“Robot”) —

  The relationship between the teacher and students is built according to a rigid program, where the goals and objectives of the lesson are clearly adhered to, methodological techniques are didactically justified, there is an impeccable logic of presentation and argumentation of facts, facial expressions and gestures are polished, but the teacher does not have a sense of understanding of the changing communication situation. They do not take into account pedagogical reality, the composition and mental state of students, their age and ethnic characteristics. An ideally planned and methodically practiced lesson breaks down on the reefs of socio-psychological reality, failing to achieve its goal.

Consequence: low effect of pedagogical interaction.

• Authoritarian model (“I am myself”) -

  The educational process is entirely focused on the teacher. He is the main and only character. From him come questions and answers, judgments and arguments. There is virtually no creative interaction between him and the class. The one-sided activity of the teacher suppresses any personal initiative on the part of the students, who recognize themselves only as performers and await instructions for action. Their cognitive and social activity is reduced to a minimum.

Consequence: lack of initiative among students is fostered, the creative nature of learning is lost, and the motivational sphere of cognitive activity is distorted.

• Model of active interaction (“Union”)

  — the teacher is constantly in dialogue with students, keeps them in a positive mood, encourages initiative, easily grasps changes in the psychological climate of the class and reacts flexibly to them. The style of friendly interaction predominates while maintaining role distance.

Consequence: educational, organizational and ethical problems that arise are creatively solved through joint efforts. This model is the most productive.

The most important factor determining the effectiveness of pedagogical communication is the type of teacher’s attitude.

By attitude we mean the willingness to react in a certain way in a similar situation.

The presence of a negative attitude of the teacher

one or another student can be determined by the following characteristics: the teacher gives the “bad” student less time to answer than the “good” student; does not use leading questions and hints; if the answer is incorrect, he rushes to redirect the question to another student or answers himself; blames more often and encourages less; does not react to successful actions of students and does not notice their success; sometimes he doesn’t work with him at all in class.

Accordingly, the presence of a positive attitude

can be judged by the following details: waits longer for an answer to a question; when in difficulty, asks leading questions, encourages with smiles and glances; if the answer is incorrect, he does not rush to evaluate, but tries to correct it; more often turns to students with his gaze during class, etc. Special studies show that “bad” students turn to the teacher four times less often than “good” ones; they acutely sense the teacher’s bias and experience it painfully.

By implementing his attitude towards “good” and “bad” students, the teacher, without any special intention, nevertheless exerts a strong influence on the children, as if determining the program for their further development.

The democratic style allows you to solve pedagogical problems most effectively

in which the teacher takes into account the individual characteristics of students, their personal experience, the specifics of their needs and capabilities. A teacher who masters this style consciously sets tasks for children, does not show negative attitudes, is objective in his assessments, is versatile and proactive in his contacts.

Essentially, this style of communication can be described as personal.

It can only be developed by a person who has a high level of professional self-awareness, capable of constant self-analysis of his behavior and adequate self-esteem.

Professionally important qualities of pedagogical communication

• interest in people and working with them, presence of NEEDS and communication skills, sociability, communication skills;
• ability of emotional EMPATHY and understanding of people;
• FLEXIBILITY, operational and creative thinking, providing the ability to quickly and correctly navigate changing communication conditions, quickly change the speech impact depending on the communication situation, the individual characteristics of students;
• the ability to sense and maintain FEEDBACK in communication;
• the ability to CONTROL YOURSELF, to manage your mental states, your body, voice, facial expressions, the ability to control your mood, thoughts, feelings, the ability to relieve muscle tension;
• ability for SPONTANEOUS (unprepared) communication;
• the ability to PREDICT possible pedagogical situations, the consequences of one’s influences;
• good VERBAL ABILITIES: culture, speech development, rich vocabulary, correct selection of linguistic means;
• mastery of the art of PEDAGOGICAL EXPERIENCES, which represent a fusion of life, natural experiences of the teacher and pedagogically appropriate experiences that can influence students in the required direction;
• the ability to PEDAGOGICAL IMPROVISATION, the ability to use all the variety of means of influence (persuasion, suggestion, infection, the use of various methods of influence, “devices” and “extensions”).

Thus, the personality of the teacher plays a special role in pedagogical communication today, whether it is doomed to failure or, conversely, to success.

Minuses

1. Since the child’s freedom is elevated to an absolute level, and his needs and desires are always satisfied, such children are very spoiled. And if inside the family with its attitudes this can somehow be solved, then outside - in kindergarten, school - personal freedom turns out to be a not very pleasant side for both those around them and the children themselves.
2. The absence of any prohibitions can ultimately play a cruel joke on the child. Solid rules for kids are like beacons by which they navigate; they must be immediately identified. Children raised in a liberal style do not understand that freedom is, first of all, responsibility; they do not know how to be demanding of themselves, and they themselves suffer from this. Such children are emotionally unstable and, when faced with prohibitions, can respond with aggression, hysterics, and sometimes become depressed from the “imperfection of the world.”
3. The conviction that “everyone is obliged to accept and love me” is crushed by severe disappointment. Demanding exclusive treatment, children face harsh opposition and experience difficulties in communication.
4. Growing up, a boy or girl turns out to be infantile, irresponsible, and completely unadapted to the realities of life. They think that solving their problems is the job of others. Often such young people cannot complete their education and in adulthood still live with their parents (which is not always fun for the latter, since the invasion of their personal space by grown-up children does not cause delight).
5. Natural disobedience, which arises from the lack of boundaries and punishments, becomes a subject of trade. Does it bother Dad that I play catch while he's working? Let him give you some candy. Moreover, over time, the stakes grow, and sweets are no longer enough.
6. Confidence in one's own uniqueness gives rise to inflated expectations from life for the most ordinary actions. For example, a child may think like this: after all, I go to these boring lessons every day, for this alone I should be given an A. As adults, such people will expect a promotion for simply going to work every day, and a diamond ring for cooking.

Communication style between teachers and children

The professional activity of a teacher is a process of continuous communication with preschoolers. The effectiveness of educational work in kindergarten largely depends on the nature of pedagogical communication. The teacher’s communication with children significantly influences the formation of the child’s personality and the characteristics of his relationship with others. In this regard, the study of the problem of pedagogical communication and the creation of scientifically based recommendations for organizing communication between a teacher and preschool children at the present stage of intensive development and improvement of public preschool education is of particular relevance.

In accordance with the central purpose of pedagogical influence, communication performs three functions.

The first function – “opening” the child to communication – is designed to create comfortable conditions in the classroom (in a state of psychological liberation, children develop more actively, strive to express themselves, and are not afraid to seem funny). Without the implementation of this function, it is not possible to identify the child’s attitude to what is happening around him. While knowing the true attitude of a preschooler to the environment helps the teacher plan further work together with him.

The second function – the child’s “participation” in pedagogical communication – manifests itself as a result of analyzing the process of interaction between the teacher and children. By implementing this communication function, the teacher helps the child cope with the difficulties that he encounters on his path of “ascent to the culture of humanity.”

The third function – “elevating” the child in pedagogical communication – is understood not as an inflated assessment, but as the stimulation of new value formations.

The problem of “leadership styles”, “communication styles” of a teacher with children was first raised abroad in the 30s by the American psychologist K. Levin. The classification of communication styles he proposed is the basis for the works of American scientists R. Lippitt and K. White, who distinguish three styles of professional communication:

The democratic style of communication is considered the most effective and optimal. It is characterized by broad contact with pupils, the manifestation of trust and respect for them, the teacher strives to establish emotional contact with the child, and does not suppress with severity and punishment; Positive assessments predominate in interactions with children. A democratic teacher feels the need for feedback from children on how they perceive certain forms of joint activity; knows how to admit mistakes made. In his work, such a teacher stimulates mental activity and motivation to achieve cognitive activity. in groups of educators whose communication is characterized by democratic tendencies, optimal conditions are created for the formation of children's relationships and a positive emotional climate of the group. The democratic style ensures friendly mutual understanding between teacher and student, evokes positive emotions and self-confidence in children, and gives an understanding of the value of cooperation in joint activities.

Authoritarian communication style.

Teachers with an authoritarian communication style, on the contrary, display pronounced attitudes and selectivity towards children, they are much more likely to use prohibitions and restrictions in relation to children, and abuse negative assessments; severity and punishment are the main pedagogical means. An authoritarian educator expects only obedience; it is distinguished by a large number of educational influences with their uniformity. A teacher’s communication with authoritarian tendencies leads to conflict and hostility in children’s relationships, thereby creating unfavorable conditions for the upbringing of preschoolers. The teacher’s authoritarianism is often a consequence of an insufficient level of psychological culture, on the one hand, and a desire to accelerate the pace of children’s development, despite their individual characteristics, on the other. Moreover, teachers resort to authoritarian methods with the best intentions: they are convinced that by breaking children and achieving maximum results from them here and now, they can more quickly achieve their desired goals. A pronounced authoritarian style puts the teacher in a position of alienation from the students; every child experiences a state of insecurity and anxiety, tension and self-doubt. This happens because such teachers underestimate the development of such qualities in children as indiscipline, laziness and irresponsibility.

Liberal communication style.

A liberal educator is characterized by lack of initiative, irresponsibility, inconsistency in decisions and actions, and indecisiveness in difficult situations. Such a teacher “forgets” about his previous requirements and, after a certain time, is able to present completely opposite requirements to the requirements he himself had previously given. Tends to let things take their course and overestimate the capabilities of children. Does not check whether its requirements are met. A liberal teacher's assessment of children depends on their mood: in a good mood, positive assessments predominate, and in a bad mood, negative assessments predominate. All this can lead to a decline in the authority of the teacher in the eyes of children. However, such a teacher strives not to spoil relations with anyone; his behavior is affectionate and friendly with everyone. She perceives her students as proactive, independent, sociable, and truthful.

The style of pedagogical communication as one of the characteristics of a person is not an innate (biologically predetermined) quality, but is formed and cultivated in the process of practice on the basis of the teacher’s deep awareness of the basic laws of development and formation of a system of human relations. However, certain personal characteristics predispose to the formation of a particular communication style. For example, people who are self-confident, proud, unbalanced and aggressive tend to have an authoritarian style. The democratic style is predisposed by such personality traits as adequate self-esteem, balance, goodwill, sensitivity and attentiveness to people.

Research has shown that after a teacher – an “autocrat” – has left, it is not recommended to appoint a “liberal” – an “autocrat” – to the group - it is possible. Any predecessor can be appointed as a “Democrat”.

In life, each of the named styles of pedagogical communication in its “pure” form is rarely encountered. In practice, it is often found that an individual teacher exhibits a so-called “mixed style” of interaction with children. A mixed style is characterized by the predominance of two styles: authoritarian and democratic or democratic style with inconsistent (liberal). The features of authoritarian and liberal styles are rarely combined with each other.

The theory and practice of pedagogical activity considers communication as a specific “face-to-face” interaction using a variety of communicative means (speech, facial expressions, pantomimic). It can be either included in other activities or manifest itself independently. In some cases, it is aimed at effectively solving problems of joint activities, in others - at establishing or implementing personal relationships.

Pedagogical communication is considered broadly and includes both the communicative influence of the teacher on children and various methods of educational influence, as well as the teacher’s attitude towards children.

N.E. Shchurkova offers the following characteristics of a teacher’s professional position (communication styles).

The first position is remote - determining the spiritual distance between the subjects of interaction. Here we can distinguish three main signs: “far”, “close”, “nearby”.

Distance “far” means a lack of sincerity in relationships, a formal fulfillment of one’s duties. A teacher who chooses a “close” distance is a “friend” for his students, realizing creative ideas with them. It is most realistic to consider such a position from a teacher in the field of art, sports, and science. The “nearby” distance presupposes a respectful attitude towards one’s professional responsibilities, towards one’s wards, and acceptance of their interests and aspirations.

The second position – level – characterizes the hierarchical relationship between the teacher and students in their interaction, i.e. This is the location of subjects to each other “vertically”: “on”, “under”, “equally”.

The position “above” is characterized by administrative pressure on the child, since “he is small, inexperienced, incompetent.” The “under” position is a reverence for the nature of childhood, a fear of interference in the child’s development process; More often than not, such a teacher “turns into an attendant” who indulges the child’s every whim. The position “on an equal basis” is the recognition of the Person in the child and in the teacher; At the same time, mutual respect for personality on both sides is characteristic. Only in exceptional cases does the teacher allow himself to take a position “above”, i.e. subjugate the will of the child due to the responsibility and experience of an adult.

The third position - kinetic (kinetics - movement) - presupposes the position of a person in relation to another in joint activity, in joint movement towards a goal: “in front”, “behind”, “together”.

The position “in front” expresses the vanguard role of the teacher, i.e. he leads his students. The role of the follower is expressed by the characteristic “behind”. “Together”: both entities develop a strategy for joint action to achieve a common goal. It seems that there can be no unambiguous choice here. In the main, the teacher is “in front”, in the little things – “behind”, in general – “together” with the children, he goes through life, overcoming its obstacles with them, teaching them to be independent, to take responsibility for their choices. This position is dynamic.

Thus, from the point of view of the purpose of the profession “teacher”, the reference position can be considered: “next to”, “on an equal footing”, “together”, but slightly “ahead”.

Providing freedom and supervision

Authoritative parents ensure that their children get the freedom they need, but also monitor their situation. They do not allow their children complete freedom, since complete freedom may allow them to be derailed from their goals or distract them, however, for minor decisions and some actions, they give a certain degree of dependence.

For example - Your child wants to go to a party with his friends. You ask him about the meeting location, what time he will be back, and whether drinks will be involved (since you wouldn't allow an underage child to drink). If you feel something is unusual, ask his older siblings or one of your family members or your neighbors to keep an eye on him while he is away.

Liberal style of raising children

Not only their actions and character traits, but also their entire future life path depends on what style of raising children their parents prefer.
The process of development of a child’s personality is undeniably influenced by the environment in which they develop and grow, as well as the actions of family members (especially parents), the style of communication between relatives and, in particular, with the children themselves. Family parenting style has a direct impact on the following factors:

• the child’s performance at school (and not only in elementary school, but throughout the entire period of study);
• sexual activity of a teenager and an adult in the future; the risk of teenagers getting involved in bad company and participating in criminal activities;
• tendency to violence, as well as to immoral acts; excessive consumption of alcoholic beverages or drugs;
• distorted self-esteem, awareness of one’s own role in society and family, comparison of one’s desires and capabilities.

One of the very popular styles recently is liberal.

Disadvantages of authoritarian parenting

Lack of individuality. As a child, a person lives the life of his authoritarian parents, and not his own. Growing up, he knows nothing about himself: what he is like, what he wants, what he dreams about and what he is interested in. With an authoritarian style of work as a teacher, there is no individuality in the classroom: all children are practically the same, with similar thinking and views, as well as a fear of expressing themselves.

Low self-esteem. A person who is constantly criticized and shamed usually does not grow up with a good opinion of himself.

It is important for a child to be told from childhood that he is good and loved, then everything will be fine with self-esteem.

Deviant behavior. Girls from authoritarian families often grow up shy and timid

The situation with boys is different: they rebel, defending their right to an independent life. This often results in aggressive behavior, addiction to bad habits, theft, and self-harming behavior.

Dependence on the opinions and behavior of other people. The child is constantly afraid of doing something wrong: saying, dressing, deciding, choosing. Because he is worried that he will be judged, as they do in the family. As a result, he cannot express himself, communicate confidently and calmly with other people, especially with those older than him. He often does not have his own point of view, because he was not allowed to do so at home, and becomes a conformist: he accepts the views that those around him currently accept. So he can easily fall under the influence of destructive teenagers, afraid to express his opinion.

Not being able to say the word “no”. In the family, no one listens to the child; he is not allowed to refuse anything. Growing up, a person often has to stand up for himself. But a child from an authoritarian family cannot do this. Therefore, various problems arise: from the inability to refuse to work extra time without pay to your boss and getting married without love, to taking drugs just because you couldn’t say “no.”

Lack of initiative. An ideal performer grows up who is ready to do whatever he is told. But in the modern world, in order to live successfully, it is important for a person to be noticed; sometimes it is necessary to take the initiative.

Neuroses and mental illnesses. A person who grew up under constant psychological pressure has practically no opportunity to grow up mentally and neurotically healthy.

Family influence

What are the features of raising children at home? They are directly dependent on many factors. If we consider the ideal option, then mom and dad, brothers and sisters, as well as loving grandparents should be near the baby. The process of raising children in a large, friendly family leads to the fact that they certainly grow up to be self-confident people, capable of solving assigned tasks and adhering to traditional spiritual values.

However, life often makes its own adjustments. One of the peculiarities of raising children in single-parent families is the lack of male influence. This is an extremely negative factor. It is worth noting that the father’s role in raising a child is quite high.

His presence is important not only for boys, but also for girls. A mother in a single-parent family needs to provide her child with an example of positive male images

In addition, the baby must have the opportunity to observe and communicate with his grandfather, uncle or older brother.

Sometimes a preschooler has both parents, but no brothers or sisters are expected to be born. These families have their own characteristics of raising a child. The main common mistake parents make in this case is excessive care and guardianship over their child. An only child often grows up to be an infantile person with inflated self-esteem. Subsequently, it becomes difficult for such a person to establish normal relationships with his peers, spouse and work colleagues. Parents raising an only child in the family should remember these dangers. To prevent narcissism and selfishness from becoming the main character traits, psychologists recommend creating certain conditions for raising children.

At the same time, it is important that such children always have communication with a group of peers. But it is worth keeping in mind that the best way to avoid the development of narcissism and selfishness is the birth of a brother or sister

There are a lot of problems in raising children in a family. After all, the features of this process are changeable and sometimes simply unpredictable. The fact is that throughout life, various circumstances, the financial capabilities of the family and the health of its members change.

At the same time, it is important for parents to use practical pedagogy and find an individual approach to their child. This will help overcome the difficulties of upbringing

But at the same time, we should not forget that the behavior of parents and their attitudes aimed at the child makes a significant contribution to the formation of the growing personality. This type of influence is called parenting style. Let's look at this in more detail.

Liberal - permissive style of family education

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With a liberal-permissive style, communication with a child is based on the principle of permissiveness and low discipline. To assert himself, the child uses whims, demands “Give me!”, “Me!”, “I want!”, and is demonstratively offended. The child does not understand the words “Must!”, “Impossible”, and does not follow the instructions and demands of adults. Parents with a liberal-permissive style of communication with a child are characterized by an inability or unwillingness to lead and guide the child.

It is difficult for liberal parents to set the boundaries of permitted, acceptable behavior for their children.

As a result, the child grows up selfish and conflicted.

Authoritarian – parents with an authoritarian style demonstrate a high level of control and cold relationships; have clear ideas about what their child should be like and achieve the goal by any means; categorical in their demands, uncompromising, any initiative or independence of the child is suppressed in every possible way; They dictate rules of behavior, they themselves determine their wardrobe, social circle, and daily routine. Methods of punishment and a commanding tone are actively used.

Authoritative (democratic ) - warm relationships, high control - optimal conditions for upbringing, according to psychologists. Democratic parents talk with their children, encourage initiative, and listen to their opinions. They coordinate the child's activities and set rules taking into account his needs and interests; recognize the right to freedom, but require discipline, which forms correct social behavior; always ready to help, nevertheless cultivating independence and responsibility.

The educational potential of a family is a range of factors and conditions that contribute to the comprehensive development of children, including the family microenvironment, the family’s lifestyle, as well as the family’s capabilities in the field of spiritual and practical activities.

It has a complex structure and represents a unity of components: pedagogical; socio-psychological; cultural and value; socio-economic; technical and hygienic; demographic.

Mechanisms of family education are specific means and ways of realizing the individual educational potential of the family. The main mechanisms of family education: the authority of parents; family parenting styles; family traditions; nature of leisure activities, etc.

6. PEDAGOGICAL PRINCIPLES OF L. V. ZANKOV’S DIDACTIC SYSTEM.

General characteristics of the developmental education system L.V. Zankova:

The main task is the overall comprehensive development of students.

Conceptual provisions of the Zankov system:

• Training must come before development.

• The child is a subject, not an object of the educational process.

• The purpose of training is the student’s mastery of independent learning activities, and not learning skills

Didactic principles L.V. Zankova:

• training at a high level of difficulty. A search area in which the child must analyze, compare, classify, etc. Involves tasks that probe the upper limit of students’ abilities;

• studying the material at a fast pace. Monotonous tasks in the study of one topic are avoided. Rapid progress forward simultaneously with a return to the past, but with the discovery of new facets. Meets children's needs to learn new things;

• the leading role of theoretical knowledge. Students, while performing the exercise, observe the material. At the same time, the teacher leads them to discover connections and dependencies in the material itself.

• the child’s awareness of the learning process (the principle of consciousness). Turned inward, as it were. What did I know before this? What new have I discovered?;

• work on the development of all (strong and weak) children. Every child contributes.

• problematization of content

• variability of the learning process, individual approach;

The goal of primary education according to Zankov is to give students a general picture of the world based on science, literature and other forms of art. A lesson in Zankov’s developmental education system: its main difference from a traditional lesson: polylogue in the classroom, based on the independent and collective mental activity of children; collaboration between teacher and student.

The main methodological goal of the lesson is to create conditions for the manifestation of cognitive activity of students. The course of knowledge is “from the students.”

The transformative nature of students’ activities: observe, compare, group, classify, draw conclusions, find out patterns.

Collective search directed by the teacher (questions that awaken students’ independent thoughts, preliminary homework). The teacher creates an atmosphere of interest for each student in the work of the class.

Creating pedagogical communication situations in the classroom that allow each student to show initiative, independence, and selectivity in ways of working; creating an environment for the student’s natural self-expression.

Pedagogical system RO L.V. Zankova gives students:

• development of the mind, will, feelings, morality, formation of the need to learn;

• joy from free mental work, creativity and communication;

• independence, confidence, responsibility;

• desire for cooperation.

Disadvantage of the Zankov system : 1) it does not continue in basic school 2) it is insufficient. training previously learned. knowledge

7. MAIN CATEGORIES OF PEDAGOGY: EDUCATION, UPBRINGING, TRAINING, THEIR INTERACTION IN THE PEDAGOGICAL PROCESS.

The main pedagogical categories include: 1) education; 2) education; 3) training.

Education is:

1) the result of learning, the assimilation of systematized knowledge, skills and ways of thinking;

2) a necessary condition for preparing a person for a certain job, for a certain type of activity.

A person who possesses only a certain amount of systematized knowledge cannot be called educated, since an educated person must also logically comprehend what he has learned, creatively applying the acquired knowledge in practice.

The volume of knowledge acquired and the level of independent thinking divides education as follows: 1) primary; 2) average; 3) higher.

By nature and focus, education can be divided into: 1) general; 2) professional; 3) polytechnic.

Education is usually characterized as a systematic and purposeful impact on the spiritual and physical development of the individual in order to prepare him for industrial, social and cultural activities. In pedagogy, a narrow and broad understanding of this category is distinguished.

In a broad social sense, education can be considered as the transfer of accumulated experience from the older generation to the younger. In a narrow sense, education is considered to be the directed influence of social institutions on a person with the aim of forming in him certain knowledge, views and beliefs, moral values, and political orientation.

In modern society there is a whole complex of educational institutions: 1) family; 2) friends; 3) educational institutions; 4) mass media; 5) literature; 6) art; 7) law enforcement agencies, etc.

Education is a specially organized, targeted and controlled process of interaction between students and teachers, thanks to which the student acquires knowledge, skills, and acquires a variety of skills. As a result of learning, a person develops a certain worldview and thinking, develops mental strength, potential abilities and capabilities.

8. DRIVING FORCES OF THE LEARNING PROCESS.

The learning process is an artificially organized cognitive activity with the aim of accelerating the child’s mental development and mastering the known patterns of the surrounding world.

Training is the planned and systematic work of a teacher with students, based on the implementation, consolidation and change of knowledge, behavior, and the individual himself under the influence of teaching.

The driving force of any process is contradiction. If the teacher resolves the contradiction, the child's development occurs. Contradiction:

1. The tasks that the teacher sets for students and the desires and opportunities to solve these problems. The resolution of this contradiction is associated with the development of students' interest in learning and their intellectual abilities.

2. Between already acquired knowledge and new material. The contradiction will not be resolved if the previously acquired knowledge is not recognized by the students.

3. Between the collective nature of learning and the individual nature of mastering material.

The contradiction can be resolved by applying an individual and person-centered approach.

Functions of the learning process (determined by its essence):

Educational – associated with the assimilation of knowledge and the formation of general educational and special education. skills in academic subjects.

Knowledge quality criteria:

- completeness (compliance with the program)

- depth (awareness)

-effectiveness (ability to apply knowledge in practice)

Educational - is realized as a result of the decision. tasks:

-formation of worldview

-moral development of personality

- aesthetic development of personality

Developmental – implemented as a result of the decision. tasks:

- formation of learning motivation

-development of mental processes (attention, memory, speech, imagination)

-development of general educational skills and learning skills

9. DIDACTIC REGULARITIES OF THE TRAINING PROCESS.

In the 17th century, when pedagogy became a science, Comenius formulated some rules related to the ease and strength of learning. Learning will be easy:

1) if it is directed from the general to the specific;

2) if the learning process is not burdened with an excessive amount of material being studied.

Rules related to training strength:

The training will be lasting:

1) everything that follows must be based on the previous one;

2) everything that is interconnected must be constantly connected;

3) everything must be fixed permanently.

In pedagogical science, discussions have been and are still ongoing on the problem of the laws of the learning process. Since the 19th century, K.D. Ushinsky, the founder of Russian pedagogy, drew attention to three patterns of mastering knowledge.

The first regularity : the assimilation of knowledge, mastery of skills and abilities occurs in the process of active activity of students.

The second pattern: the acquisition of knowledge occurs in unity with the acquisition of skills and abilities and with the holistic development of the individual.

The third pattern: mastery of knowledge is directly dependent on how the student approaches learning and what his motivation for learning is.

10. CHARACTERISTICS OF THE PRINCIPLES OF THE LEARNING PROCESS DETERMINING ITS PROCEDURAL SIDE

Principles are the basic starting points on which the theory and practice of the educational process is based.

The principles of the learning process are the basic requirements for the organization, which guide the teacher.

Classification of teaching principles (according to Skatkin and Lerner):

1.Principles that determine the content of education: scientific, systematic and consistent, connection with life.

2.Principles that determine the procedural side of learning: consciousness and activity, visibility, accessibility, strength, individualization and personal approach to students.

Principles that determine the content of education.

scientific character

(Training content should be based on facts)

systematic and consistent (

ensuring systematic and consistent assimilation by students of a certain system of knowledge in different fields of science)

connection of learning with life, with the life experience of students (

reliance on the content of children’s life experience contributes to a more complete, deeper mastery of educational material)

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Liberal style

Liberal (or indulgent) parents give their children too much freedom and do not hold them accountable for their actions. Typically, in such families, children have the rights of adults, but few responsibilities. No norms of behavior are imposed on the child; balanced independent decisions and self-control are not required or expected from him. Liberal parents play a leading role in the relationship with the child; they do not adhere to traditional methods of education, do not show strictness and try to avoid any confrontation and conflicts. Therefore, indulging parents raise dependent, emotionally immature (infantile) children who behave poorly and are responsible for their actions. Liberal parents are usually overprotective of their children, always open to communication with them, and are often perceived by the child not as parents, but as friends.

Parents who practice a liberal parenting style value their child highly, consider his weaknesses excusable, trust the child’s opinion, and are not inclined to prohibitions, restrictions and control.

Main characteristics of the style

Liberal parents:

• do not impose any rules and norms of behavior on the child;
• the rules of conduct they establish are often inconsistent;
• show care (often excessively) about the child and openly demonstrate love for him;
• often act more like friends than parents;
• may try to “bribe” the child with toys and gifts to behave well.

Consequences

Children of liberal parents:

• characterized by a lack of self-discipline;
• sometimes they lack social skills;
• can be selfish and demanding of others;
• often lack self-confidence due to a lack of boundaries and guidance.

Liberal parenting style: pros and cons

A recent study found that permissive parenting styles increased the likelihood of underage drinking and drug use; Teenagers raised in liberal environments are three times more likely to become alcoholics than their peers. Research also points to a strong relationship between permissive parenting styles and poor school performance, as parents show little interest in their children's education and do not engage in discussions with them about various topics. Other negative consequences include sleep disturbances and a lack of security.

Unmet psychological needs result in children not being able to fully participate in society, which impedes their social development, self-esteem and positive self-esteem.

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parenting styles

Liberal and indifferent parenting styles and their consequences for children

First love: joy or trauma for life?

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Many modern parents, who have read a lot of literature about the all-round free development of a child, have completely excluded authoritarian methods of education from their practice.
And they brought democratic partnerships with children to such an extent that children took away all the power in their families. What are the disadvantages of such upbringing? Children decide what they will cook for dinner, where the family will relax, what to wear, when to go to bed, what to watch on TV, and so on ad infinitum. Children rule family empires! Calling themselves liberal and modern, their parents hopelessly miss the opportunity to raise a worthy person, and they themselves turn from an adult into an irresponsible teenager, unsure of himself, compliant, unable to insist on his own and defend his point of view.

There are two dangerous extremes in education:

∙ authoritarian dictatorship, when parents do not take into account the interests of the child at all and force him to act one way or another, based on the principle: “Do it this way because I said so (I want, I demand)!”

∙ liberal connivance, when a child dictates his will to his parents and acts as he sees fit. “Do as you want!”

Both positions are essentially infantile, that is, to some extent, they relieve the parent of responsibility for the conscious choice of their child.

What else to read:

Are there obedient children?

How to properly prohibit a child

How to apply different views on education?

What to do if you are bored playing with your child?

Authoritarian dictatorship

Suppressing his independence, parents do not explain to the child why he should act this way and not otherwise. And they do this not because they don’t want to explain. But because they themselves don’t really know why. “This is my royal will!” - they might say. But such motivation is absolutely useless in education and in human activity in general.

Behavioral awareness

In any business, a child and any person must understand at least three things:

∙ expediency (necessity);

∙ usefulness (need);

∙ interestingness (pleasantness).

If what he is doing is interesting, necessary, useful, expedient, pleasant and necessary, then he will do it even without a frightening belt, a stick and an incentive chocolate bar (reward).

Conscious actions are the surest way to form a properly motivated and healthy child’s psyche.

Absolute freedom

When a parent wants at all costs to maintain friendly, partnership, democratic relations with a child and allows him everything, such a parent turns into a helpless teenager who is easy to control. That's what children do!

The child and parent change places. Fearing to traumatize the baby’s psyche, mom and dad allow the child to behave disgustingly in public places, eat anything, watch TV or sit at the computer until late at night, and not do homework.

Children turn into the center around which everything in the family revolves. The mother is afraid to form an inferiority complex in her son and praises him endlessly, even if he never washes his hands, does not clean his room, throws things around and behaves disgustingly. She is afraid to tell him the truth about him, so as not to humiliate, hurt, or shake his self-confidence. And creates a little monster! Dad, instead of telling his daughter that chocolate makes her gain weight and gets acne, calls her a cute little baby and allows her to get fat so as not to lower her self-esteem.

Such democracy harms both the parents, who know no peace, always pleasing the little monster, and the child, who sees no boundaries.

Meanwhile, children do not expect permissiveness, flirtation and ostentatious friendship from their parents. And adult friendly guidance. They must understand that friendship is friendship, and mom is mom, and dad is much older and more experienced and knows how to act.

What does a child want to see in his parents?

∙ support (caring for oneself, knowledge of his interests, needs, age characteristics);

∙ leadership (defining the boundaries of what is permitted, goal setting, planning);

∙ wisdom (the ability to explain, understand his condition, reduce tension, convince);

∙ active love (not to be confused with permissiveness and appeasement).

Sometimes parents think that they should become bosom friends with their child, wear the same jeans as his, and behave in much the same way as he did when he was ten years old, and all the problems of parenting will be solved by themselves. But those who have tried to behave this way very soon become convinced that the leader in such a misalliance is not an adult, but a child, to whom the father or mother carefully adapts.

Of course, the modern family is different from the old one, where all power belonged to the parents. Today we are convinced that the authoritarian style of communication does not bring positive results, suppressing the personality, not promoting the development of the child’s creative abilities. But too free a democracy does not make him happy. Turning into an anarchist, an uncollected person who does not know how to take responsibility for his actions.

How to be?

∙ Find the golden mean in upbringing, where wise adult guidance and a democratic communication style will help the child find himself and be calm.

∙ Give the child the opportunity to feel the bitterness of his own mistake. Your own bumps are the best way to avoid their recurrence in the future. Don’t do your child’s work, homework, or what he can and should do himself.

∙ Teach him to be responsible for his actions. Give him freedom, but ask about the results. Don’t take all the responsibility on yourself, but don’t shift it only to the child. He should always feel your ADULT guidance and support.

∙ Explain and convince him why he should act this way and not otherwise. Especially when it concerns fundamental issues of his safety and morality.

∙ Do not criticize or praise unnecessarily. There is a fine line between praising and approving, criticizing and truthfully pointing out mistakes. Sometimes at some talent show you can see over-praised children who are convinced that they are talented, although they absolutely cannot sing, dance or juggle. When the presenters ask them: “Has no one ever told you that you have no hearing?” – the would-be singers are very surprised. Don't do your children such a disservice, even if you love them very much.

∙ Be honest with them!

Liberal style of pedagogical communication

The liberal style of a teacher has many similarities with the liberal upbringing of a child, since the goal in both cases is the same - the development of certain traits.

This style does not involve familiarity, distance must be maintained, this is a mandatory rule. But the liberal style of the teacher implies respect for the student, the absence of condescension and disdain.

The result of the liberal style of pedagogical activity is the formation in the student of respect for himself and, as a result, for others, as well as an understanding of his responsibility and the significance of the decisions made.

The advantages of a liberal communication style are always respect and perception of a person as an equal, seeing in him potential and the ability to think and make decisions independently.

This statement is true in relation to leadership, teaching, raising children and any interpersonal relationships.