In domestic psychology, individual styles were studied in different types of activities: gaming, educational, labor, sports, artistic and creative, etc. Of particular interest in the context of our manual are studies of the individual style of pedagogical activity.

The style of pedagogical activity, reflecting its specificity, includes the management style, and the style of self-regulation, and the style of communication, and the cognitive style of its subject - the teacher. The style of pedagogical activity reveals the impact of at least three factors:

· Individually psychological characteristics of the subject of this activity - teacher, including individual-typological, personal, behavioral features;

· Features of the activity itself;

· Features of students (age, gender, status, level of knowledge, etc.).

In pedagogical activities, which is characterized by the fact that it is carried out in subjective-subject interaction in specific academic situations of the organization and management of educational training activities, these features relate:

· With the nature of the interaction;

· With the nature of the organization;

· With the subject-professional competence of the teacher;

· With the nature of communication.

An individual style of pedagogical activity is manifested in the following characteristics:

· Temperament (time and rate of reaction, individual pace of work, emotional response);

· The nature of reactions to those or other pedagogical situations;

· Choosing training methods;

· Selection of rates of education,

· Style of pedagogical communication;

· Responding to actions, to the actions of students;

· Manner of behavior;

· Preferences of certain types of rewards and punishments;

· Application of funds of psychological and pedagogical impact on students.

Speaking about the individual style of pedagogical activity, usually mean that, choosing certain means of pedagogical impact and forms of behavior, teacher takes into account their individual inclinations. Pedagogues with different individuality, from a variety of educational and educational tasks, can choose the same, but implement them differently.

The most complete picture of the styles of pedagogical activity give the work of domestic psychologists A.K. Markova, L.M. Mitina. They argue that the basis of the discrimination of style in the work of the teacher is the following foundations:

· Dynamic style characteristics (flexibility, stability, we switch to suck et al.);

· Performance (level of knowledge, skills, interest in schoolchildren in schoolchildren).

Based on these characteristics A.K. Markova and A.I. Nikonova were allocated the following customized Pedagogical Styles.

Emotional-improvisational style. Teachers with such a style features a predominant orientation on the learning process. The material presented in the lessons is logical is interesting, however, in the process of explanation, teachers often do not have feedback with students. The survey covers predominantly strong disciples. Lessons are held in a rapid pace. Teachers do not give students to independently formulate the answer. For teachers, adequate planning of the educational process is not enough: as a rule, the most interesting educational material is being worked out in their classes, and less interesting is set to the house. Control over the activities of students from such teachers is insufficient. Teachers use a large arsenal of a variety of learning methods. They often practice collective discussions, stimulates spontaneous statements of students. For teachers, intuitiveness is characterized, expressing in frequent inability to analyze the features and performance of its activities in the lesson.

Emotional-methodical style. Teachers with such a style are focused on the process and learning results. For them, adequate planning of the educational process is characterized, high efficiency, some predominance of intuitiveness over reflexiveness. Such teachers stepwise work out all the educational material, follow the level of knowledge of students, use the consolidation and repetition of educational material, carry out control of students' knowledge. Teachers are distinguished by high efficiency, using a variety of types of work in the lesson, collective discussions. Using an equally rich arsenal of methodological techniques in the development of educational material, as well as teachers with emotionally improvisational style, teachers with an emotional-methodical style seek, first of all, to interest students themselves.

A reasoning-improvisational style. For teachers with this learning style, the orientation of the process and the results of training are characterized, adequate planning of the educational process. Such teachers show less ingenuity in the selection and variation of learning methods, they are not always able to provide a high pace of work, less often practice collective discussions. Teachers (especially during the survey) prefer to influence students in an indirect way (through prompts, clarifications, etc.), giving an opportunity to answer in detail the answer.

Correspondence and Methodical Style. Teachers with this learning style are mainly focused on the results of training and adequate planning of the educational process, there are conservatism in the use of funds and methods of pedagogical activities. High Methodology (systematization of consolidation, repetition of educational material, knowledge control of students) is combined with a standard set of learning methods used, preference for the reproductive activities of students, rare collective discussions. During the survey, such teachers turn to a small number of students, giving everyone enough time to answer, their special attention is paid to "weak" students. For teachers, as a whole reflexiveness is characteristic.

Numerous studies presented in domestic psychology pedagogical style style. Most researchers describe the style of pedagogical communication through a system of communication operations characterizing:

· Easy to establish contacts with students;

· The breadth of students' attention to the attention of the teacher;

· Change frequency;

· Response rate of class mood;

· The ability to cope with extreme situations in the lesson;

· The direction of the teacher's activity or the organization of the educational process, or to the organization of students' attention;

· The length of the lesson steps, their sequence (from more complex to easier, or vice versa);

· Level of the provision of independence of students, the use of technical training;

· The ratio of control and evaluative impacts.

G.S. Abramova stands out on the basis of the characteristics of the teacher of the teacher of the student on the use of three-style teacher's relationship in its behavior with students: situational, operational and value.

Situational style Ensures the management of the behavior of the child in a specific situation. The teacher encourages students to think, remember, be attentive, but does not show how to do this, the activities of students are not organized.

Operational style Persecute the ability of the teacher to teach children to build their activities with regard to external conditions. The teacher reveals ways of action, shows the possibilities of their generalization and application in different situations.

Value style Relationships are based on the disclosure of the generality of the sense-forming mechanisms of different activities. The teacher provides a substantiation of actions not only in terms of their objective structure, but also from the point of view of interdependence in terms of human activity as a whole.

A.A. Korotaev, TS Tambovtseva studied in detail the operational structure of the individual style of pedagogical communication. They allocate three interrelated levels that are in hierarchical coenses:

· Organizational, estimated and perceptual operations that determine the relationship between teacher and students;

· Emotional-communicative operations caused by emotional content, communication and mood of communicating;

· Fatic and chain operations that determine the emotional tone, a circle of communication and its distance.

A.G. Ismagilova was performed an analysis of the individual style of pedagogical communication of educators of kindergartens as a complex multicomponent and multi-level system of different elements of pedagogical communication. Hierarchical levels are highlighted:

· Targets of pedagogical communication (didactic, educational, organizational);

· Actions with which the objectives are implemented (stimulating, organizing, controlling, estimated, corrective);

· Operations through which actions are carried out.

The level of operations is represented by different characteristics. So, stimulating actions Performed through such operations as prompting to activity, attracting several children to answer, prompting the prospect, prompting with a positive assessment, prompting a negative assessment. Organizing actions can be performed through the operations of the organization, information, explanations and issues. Controlling- This is monitoring the announcement of the correct or incorrect task execution, attracting children to control, control-response, control-refinement. Estimated action - This is the use of positive and negative emotional and evaluation judgments about the activities and behavior of children. Actions corrective by the behavior of children- This is a remark by instructing an undesirable action and remark by the name of the name of the child who violates the discipline. Action that corrective knowledge- This is a correction of answers with the attraction of children and a tip of the leading issue or the allocation of the response word.

At each level, the same and the same objective requirements of activity can be carried out in different ways, and the subject has the opportunity to choose the most adequate way to implement the requirements in accordance with its individual characteristics, it leads to the development of an individual style of pedagogical communication.

As a result of perennial research A.G. Ismagilova allocated four different individual style of pedagogical communication. Consider them in more detail.

. Pedagogues owning them prefer to use corrective and organizing actions. From the operations for them are characterized by a negative assessment, organization, information, questions, correction of behavior and correction of knowledge. And when choosing a goal, the priority of didactic and organizational goals is observed. In psychological literature, there is a division of all speech operations of pedagogical communication into two groups: direct, or imperative, and indirect, or optical. If you consider from this point of view, the communication operation characteristic of this style can be noted that it is mostly distinguished by direct impacts. In class for these educators, it is characteristic that they quickly respond to the behavior and actions of children, clearly regulate their activities, giving them some specific instructions, strictly followed their implementation, control the actions of children. These educators pay less attention to the activation of the guys, and if they do it, then more often enjoy a negative assessment. At the beginning of the classes usually solve the organizational task, they suggest order in the group and only then they are already moving towards learning. Strictly followed the discipline, during the lesson, there is no disregard of children, often make them comments. In a timely manner and quickly respond to children's responses, corrected errors, help find the necessary answer. Analysis of the implementation of communication objectives shows that these educators are more likely to put and solve didactic and organizational tasks, i.e., more attention is paid to the organizational and business side of the pedagogical process, ignoring the production of educational purposes. If you compare the features of this style with the well-known characteristics of the styles of pedagogical communication, it can be said that it approaches the authoritarian.

Psychological analysis shows that this style is mediated by a specific symptom complex of properties, among which are most pronounced: the strength, lability, mobility of the nervous system and the low level of subjective control.

Features of pedagogical communication, peculiar to the caregivers of this style, can be explained as follows. Due to the high mobility and lability of nervous processes, the activities of these educators are characterized by a high pace, a quick change of various tasks, a rapid response to children's activities, which causes a certain tension from teachers. And mental impassable inherent in these persons can enhance tensions, bringing it to nervousness, contributing to the rapid occurrence of fatigue. This, in turn, can cause dissatisfaction with the appearance of dissatisfaction. The low level of subjective control that characterizes the educators of this style contributes to the fact that they make little attention to analyzing the developing relationships with children, do not realize the imperativeness of their impacts, insufficiently control the negative manifestations of the properties of the nervous system and temperament in communication, are looking for the causes of their failures. And in others, they are trying to explain their coincidence.

Assessment and control. At the operational level, it is characterized by prompting with a positive assessment, control-repetition of the response, actions in the implementation of the educational problem - control-refinement of the answer, positive emotional-estimated judgments. At the target level - the predominance of didactic purposes. Teachers with such a style are mainly indirect influences that are directed primarily to the creation of a positive emotional atmosphere through the use of motivation to the activity of a positive assessment and frequent emotional and evaluation judgments about the behavior and activities of children. The positive emotional attitude of the latter in classes creates a good psychological climate, which makes it possible to pay significantly less attention to the issues of discipline and the organization of the guys. Significantly less often they use the solution of the organizational task at the beginning of the classes.

The second style is due to other symptom complex properties. This symptom complex is most pronounced: the strength and inertness of the nervous system, mental balance and extroversion. Obviously, this style is the same as the first, is significantly due to the individual-typological properties of the nervous system and temperament. Only, as opposed to the first style, it is determined by the inertia of nerve processes and mental balance.

Supporters with this style have a positive emotional atmosphere in classes in many ways, it is likely to be determined by their mental balance and extroversion, which ensure the absence of internal tensions, activity in communication. The trend towards developed subjective control, characterizing such educators, suggests that they control their relationships with children, seek to ensure their emotional well-being.

Organizational and corrective style. At the formational level, the activation is characterized for this style, the motivation of negative assessment, correction of behavior. At the target level - educational goals. In class teachers with this style, much attention is paid to solving educational challenges, using both stimulating and organizing, controlling corrective actions. When solving a didactic problem, they also often resort to stimulation, but at the same time strictly followed the discipline, often make comments to children. Paying a lot of attention to the stimulation of the activities of the guys, these educators prefer to use for this mainly the operation of the activation and motivation by a negative assessment.

The third style is determined by the following symptom complex properties: the mobility of nervous processes, mental impassable, introversion, satisfaction with the profession, pedagogical installations. Here, personal qualities (pedagogical plants, satisfaction with professional activities are performed on the fore. Significantly less in it is presented the mobility of nerve processes, mental balance and introversion. This gives grounds to assert that this style is due to the typological properties of the nervous system and temperament and personal qualities, and the determination is expressed significantly brighter. Educators who own such a style are paying more attention than others, creating a positive emotional atmosphere in classes, using stimulating actions for this. It becomes possible, apparently, thanks to their positive pedagogical beliefs formed. It is the latter and determine the priority of the decision in the occupations of educational tasks along with the didactic. The possibility of using pedagogical means in accordance with its pedagogical beliefs, a positive emotional atmosphere in classes contribute to high satisfaction with their professional activities.

Stimulating, controlling and corrective style. At the operational level, teachers with this style prefer to use the prompting with a positive assessment, control-announcement, control with the involvement of children, the correction of knowledge, at the target level - organizational goals. To communicate these educators, it is characterized by the allocation and solution of the organizational problem by stimulating and control, i.e., before switching to the decision of the didactic problem, they suggest order in the group, set up children to occupation using for this prompting with a positive assessment, and then, already in The course of classes, disciplinary comments are used much less frequently. In the process of implementing the didactic goal of teachers with such a style, controlling actions are more often used and significantly less focus on organizing actions.

The fourth style is mediated by the weakness of the nervous system, a high level of subjective control in the field of interpersonal relations, overestimated self-esteem of professionally significant qualities. Apparently, this style is the same as the third style, occupies an intermediate position, while the greatest style is more. In it, as in the second style, democratic trends are mostly manifested, which are probably due to the weakness of the nervous system of educators. The appearance in the fourth style of more rigid ways to communicate is obviously with the personal characteristics of the educators, namely, with their inadequately overestimated self-esteem of professionally significant qualities. The overestimated self-esteem makes it difficult to adequate analysis of the impacts used, indicates the insufficient awareness of negative moments in organizing interaction with children and thereby slows down the improvement of style towards its greater democratization. Consequently, in this case, the determining effect of personal characteristics on the formation of an individual style is observed.

Thus, differences in the styles are manifested in the nature of the formulation of the goals of pedagogical communication, in choosing actions, in choosing operations. Features of the individual style of pedagogical communication are due to a certain symptom complex of the individual multi-level properties of the teacher. In this case, the effect of the properties of the nervous system and temperament is not tough and unambiguous. Probably, natural deposits play a big role at the initial stage of style formation. The personal and socio-psychological characteristics of teachers, such as pedagogical beliefs, self-esteem of professionally significant qualities play the same role in the development of the style. With a certain level of their development, it becomes possible to master the methods of pedagogical communication, characteristic of opposing typologically caused styles.

In this way, Studies of the individual style of pedagogical activity and pedagogical communication reflect the diversity of the methods of implementing pedagogical activities. The individual style of any person cannot be accepted for a universal "perfect sample". The imposition of it "in the order of exchange of experience" can lead to the fact that the tasks of activity and communication will become insoluble. One of the most important tasks is to help a person find such a style that most consisted its individual features.

conclusions

· Individual activity style is a steadily used way to achieve typical tasks, which allows people with different individual-typological features of the nervous system, a different structure of the ability to achieve equal effectiveness when performing one and the same activity in different ways, compensating for the individual features that prevent the achievement of success .

· The formation of an individual style of activity involves the accounting of its internal conditions (individual-typical, personal characteristics of a person), as well as external conditions and requirements of activity.

· There is no "ideal" individual style of activity. It is important to help each person find a style of activity that most corresponds to its individual characteristics.

Issues for discussion

1. What is understood under the individual style of activity?

2. What the general structure of an individual activity is proposed by E.A. Klimov?

3. How can I reveal the foundations for the formation of an individual activity style?

4. How to consider the individual style of activity in Scientific School V.S. Merlin?

5. What is considered as the most important internal conditions for the implementation of the individual style of activity in the works of M.R. Schukina?

6. What are the internal prerequisites for the formation of an individual activity?

7. How do the style of pedagogical activity and pedagogical communication correlate?

8. What types of individual style of pedagogical activity are allocated by A.K. Markova and A.I. Nikonova?

9. What types of individual style of pedagogical communication were allocated by A.G. Ismagilova?

10. What is the importance of an individual activity style for self-development?

Part 3. Psychological and pedagogical support of self-knowledge and self-development in the context of life path

Purpose Psychological and pedagogical support of self-development and self-knowledge is the creation of such conditions that contribute to the generation of the person's desire not only to know itself, but also to identify the benchmarks of the desired changes in their own personality.

Maintenance principles Psychological and pedagogical support:

· Recognition of the unconditional value of the inner world of each personality, of each individuality, the priority of the needs, goals and values \u200b\u200bof self-knowledge and self-development;

· Following the natural development of a person in support not only for age patterns, but also on personal achievements that are enshrined in those efforts that a person has attached to move forward;

· Mattering a person to find independent decisions, assistance in making the necessary measure of responsibility, creating the necessary conditions for the personality of personal elections.

Mandatory condition for the implementation of psychological and pedagogical support is to account age features Self-knowledge and self-development.

When organizing psychological and pedagogical support children The achievement of initial trust contact between the child and adults, who acts as a "conductor" in the first travels of the child in its own inner world is becoming increasing importance. To establish confidence, the adult must very well understand the significant context of the child's vital world. It is important to remember that if for a child of preschool age, self-personality is revealed in the process of communication, interaction, the game, then the schoolboy learns himself, its capabilities, comparing, comparing his own successes and achievements with the results of peers, primarily in the process of training activities.

Understanding the desires, the needs of the child, the adult must be near and row a bit forward to create development prospects for a growing person. As the domestic psychologist M.R. Bityanova, "... to accompany the child on his life - this is a movement with him, next to him, sometimes - a little ahead, if you need to explain possible paths. Adult closely looks around and listens to his young satellite, his desires, needs, fixes achievements and emerging difficulties, helps advice and their own example to navigate the world around the world, understand and accept themselves. But at the same time it does not try to control, impose its paths and landmarks. And only when the child is lost or asks for help, helps him return to his way. Neither the child himself nor his impended satellite can not significantly affect what is happening around the road. An adult is also unable to specify the child the path for which you certainly need to go. The choice of the road is the right and duty of each personality, but if one who is able to facilitate the process of choice, it is possible at the intersections and developments with the child, to make it more conscious, is a big luck. "

Psychological and pedagogical support adults It is aimed at the actualization of self-knowledge and self-development during personality-professional self-determination and formation. Accompanying is carried out by providing different types of support:

· Information support - providing information that helps solve problems; assistance in analyzing the situation, feedback;

· Status support - an expression of approval, adoption, support for self-esteem; providing information necessary for self-assessment;

· Instrumental support - the provision of practical assistance in achieving the goal or solving problems, overcoming the crisis;

· Emotional support - an expression of proximity, empathy, caringness, understanding, trustful style of personal communication;

· Diffuse support - friendly communication, joint creative activity and recreation, as well as the creation of solidarity with others; In the situation of stress - distraction from the stressor, etc.

Support is aimed at meeting the various needs of a person-oriented person oriented and self-development: to be protected, recognized, belong common, to be able to self-realization, self-improvement. The mediating effect of support is valid at various levels:

· At the level of the cognitive sphere (the assimilation of new points of view, an alternative context in the perception of life situations);

· At the level of affective sphere (creating a sense of security, security);

· At the level of the motivational sphere (perception of external attention, care increases the internal motivation of a person);

· At the level of behavior (new ways to solve problems, providing alternative models of behavior, etc.);

· At the personal level (support of self-esteem, the provision of emotional support, support for internal control feelings, competences that are of great importance for mobilizing internal resources in stressful situations);

· At the physiological level (reduction of anxiety, stress removal).

When implementing psychological support, the teacher-psychologist must adhere to the following principles:

· Centered on the problem - the commitment of the goal, the tasks of the joint work of the teacher psychologist and its client;

· Democratic nature - the lack of prejudices regarding the opinions of another person, readiness to learn, without showing the desire for superiority, authoritarian inclinations;

· Remuneration of funds and purposes - certainty, sequence, hardness of moral, ethical norms; the desire to do something for the process itself, and not because it is a means to achieve some kind of purpose;

· The benefit of yourself and others is the lack of an insurmountable need to behave, inform or control;

· Accountability of actions and personality;

· Priority of the process of activity on its formal result;

· Immediateness and naturalness - the absence of artificiality, the desire to perform the effect;

· Creativity - the ability to creativity, which is present in everyday life as a natural way of expression by man itself;

· Freshness of perception - the ability to evaluate the most common events in life, feeling novice;

· Research creative personality position.

The theoretical and methodological foundations of the organization of psychological and pedagogical support can create the most favorable conditions for stabilizing self-esteem in a developing person, for the manifestation of self-impact, self-acceptance, to actualize a sense of personal control and responsibility for their own livelihoods.

1. Self-knowledge in childhood

A small child commits the first steps in the world's splashing around him, but the most important thing is gradually mastered in the space of their internal experiences, opens its own " I».

Most psychologists denied the existence of the foundation of itself in infancy, the beginning of the formation of self-consciousness is associated with the age of early childhood (A. Vallon, R. Zazzo, R. Meili, P. Messen, J. Kong, J. Kagan, A. Houston, with .L. Rubinstein, B.G. Ananev, I.I. Chesnokova. V.S. Mukhina, etc.). Some scientists indicate even later deadlines for the appearance of the image " I"A child, for example, preschool age, when we are being formed and thinking (E.N. Akundinova), or adolescence, when the formation of an abstract logical type of thinking (J. Piaget).

However, there are researchers who support the presence of elementary forms of self-consciousness at the infancy stage. M. Lewis, J. Brooks-Gann adhere to such views. As the initial them, the stage of the formation of a child's self-consciousness from birth to three months is distinguished when the infant has an emotional difference from other people. D.V. Olshansky highlights the "zero" stage in the development of self-consciousness, which also takes place from birth to three months. At this time, the child distinguishes its own external and internal sensations. V.M. Behterev was suggested that the simplest self-consciousness precedes consciousness - a distinct, clear ideas of objects - and is to be unclear the child of its existence.

Depending on which factors of the development of self-consciousness are considered as the main, as well as depending on the decision on the deadlines for the emergence of self-consciousness in ontogenesis, various stages of the formation of the foundations of a child of themselves are distinguished in various concepts.

So, from the standpoint of the theory of R. Meili, in which interpersonal interaction is considered the main factor in the development of self-consciousness, the first moments of the child belong to the two years, and in the third year of his life there is a desire to "show itself", a sense of shame, attempts to approve and show His power over others, etc. According to R. Vazzo, who studied mainly physiological, biological prerequisites for self-consciousness through the analysis of self-sustaining, self-relief, well-being, there are two main prerequisites for the formation of the "image I"In a child: the separation of their body from the objective world at the end of the first year of life and the separation of their own actions from their body in the second year of life.

THEM. Sechenov was made psychophysiological analysis of the formation of a child identity. The self-consciousness was considered as a process based on "complex reflex". Concepts were introduced: "personal sensual series" (self-sustainment, systemic feelings), as well as "series of personality actions", which include "objective rows" (sensations emanating from external subject objects), and "subjective series" (continuous sensations going from the own body of a child). "Personal sensual series" and "Rows of Personal Action" is the result of external influences. According to its inner content, they are reflexes, the end of which is always a movement, and the necessary satellite of the latter is a muscular feeling. By frequently recurring associated reflexes (through which I.M. Sechenov, the concept of memory was introduced) The child learned to group his movements, acquires the ability to delay them. This in turn cites the child to think, think, reason. At the same time, the process of thinking is already a different level of development of the reflex, in which there is the beginning of the reflex, its continuation, and the end - no movement. Self-consciousness as a consciousness, according to I.M. Sechenov, it does not occur immediately, not from the moment of the birth of a child, but as it is mastered by its own body in the process of turning ordinary actions into arbitrary actions. The formation of self-consciousness at the same time binds primarily with the formation of a "body scheme", which is based on the kintesthesic self-relief of the child during the movement of the body. And as the bodies of their body turn into peculiar "guns" of the child's activities, they are gradually realized, in the process of which the ideas about them are formed. Thus, according to Sechenov, in childhood, only two forms are developing intensively. I":" I feel "," I act. "

S.L. Rubinstein, formulating the position of an activity approach, as the main stages of the formation of self-consciousness allocated mastery by the child with his own body, the occurrence of arbitrary movements, independent movement and self-service.

In modern domestic psychology, the Genesis of the structure of children's self-consciousness is most intensively studied in the framework of the concept of the genesis of communication M.I. Lisina and concept of self-consciousness VS Mukhina.

From the standpoint of the concept of M.I. Lisina The formation of a child identity is traced during the development of communication with adults and peers and is considered as the formation of an affective-cognitive image itself. The features of the structure of the pain itself horizontally are noted. The existence of central, nuclear education, which is presented in the most recycled form of knowledge of the child about itself as a subject. In this education, there is no overall self-esteem, which is connected with the holistic attitude of the child to itself as a beloved environment, important to them or, on the contrary, a minor creature. In addition to the center, there is a "periphery", where concrete facts come, private knowledge that contribute to the establishment of a specific self-assessment expressing the child's attitude to success or fail of its individual, private action.

An individual style of pedagogical activity is called "a system of favorite techniques, a certain warehouse of thinking, a manner of communication, ways to present requirements" - features that are inextricably linked with the system of views and beliefs of the teacher.

Creative teachers in pedagogical style is infinitely diverse. As the director of the Moscow Center for Education No. 109 E. A. Yamburg, "It is difficult to imagine V. A. Sukhomlinsky, who gives it, like A. S. Makarenko, the order of conditional arrest for the insistently dust on the piano at the touching moment of farewell to Communards (the culprit gladly fulfilled the order), and Anton Semenovich, telling the children of fairy tales. "

Individual style of pedagogical activity manifests itself:

• in temperament (time and reaction rate, individual pace of work, emotional response);
• in the nature of reactions to those or other pedagogical situations;
• in choosing training methods;
• in the selection of funds of education
• in the style of pedagogical communication;
• in responding to the actions and acts of children;
• In the manner of behavior;
• in the preference of certain types of rewards and punishments;
• In the use of funds of psychological and pedagogical impact on children.

Individual style cannot be boring or replicated, it is determined by the properties of the personality and the body, the type of nervous system and temperament.

The formation of an individual style of pedagogical activity contributes to the focus of the teacher to develop another person, the desire to help his becoming. The desire for the search for the best solutions in this area accelerates the process of improving pedagogical skills, which is inextricably linked to self-knowledge, supporting the strengths and neutralization of the weaknesses of its type of nervous system and temperament, finding out the dominant professional-pedagogically significant feature, detection of the leading individuality factor.

When teaching pedagogical skills, it is not necessary to transform the type of higher nervous activity in the direction of a certain standard, but to form your style, depending on the individual psychological characteristics of the teacher.

Domestic psychologists (E. A. Klimov, V. S. Merlin et al.) They proved that it was through the individual style of activity that human capabilities are most fully implemented.

The dependence of the individual style of activity from the type of nervous system and temperament is investigated.

It turned out that, despite certain professional advantages of teachers who have a strong and movable nervous system (choleric and sanguits), there are quite large creative possibilities of both teachers with a strong, but low-live nervous system (phlegmatics), and teachers with a weak nervous system (melancholic) . The whole thing is to take into account the strengths and weaknesses of each.

Pedagogues with a strong and mobile nervous system are achieved by success due to speed, originality and even expression of solutions. They are relevant, expressive, they are inherent in the immediacy and expressiveness of emotional reactions.

Teachers, endowed with a strong but inert and balanced nervous system, rely more on previously prepared and carefully suspended projects and decisions. They act leisurely, thoroughly, kept in emotional manifestations, but they take tranquility, reliability, decorated, constancy and perseverance.

Masters and Creators are also the teachers and educators endowed with the weak type of nervous system. They are distinguished by special thoughtfulness, a subtle understanding of the situation, the ability to understand and respond, sympathize, capture the thin nuances of sentiment and the experiences of their pupils.

Thanks to the experience, ongoing work on themselves, all kinds of necessary behavior are available in principle, all kinds of teachers are available, but nevertheless, individual differences determine a special way of training, the originality of the mechanism and the decision-making pace, and their content. With this, it is necessary to be considered, in no case imposing the style of behavior alien to him alien to his teacher.

In addition to such leading types of teachers defined by the leading factor of individuality, as an errot, the artist, the organizer, etc., is distinguished by other styles: authoritarian, democratic, liberal, connoisseurs.

Authoritarian style Characterized by the centralization of the manual. The student is considered as an object of pedagogical impact, not an equal partner. In this case, all decisions are made by the educator alone, without any advice with educational. Management of pupils occurs with the help of orders that are given in a rigid or mild form, in the form of requests that cannot be executed.

The educator leads strict control over the activities of the child, is demanding of its orders. In this style of upbringing, the initiative is not encouraged or encouraged in strictly certain limits.

The teacher does not justify his actions before students. As a consequence, students lose their activity or exercise it only with the leading role of the teacher, they detect low self-esteem, aggressiveness. With an authoritarian style of the forces of students are aimed at psychological self-defense, and not to master knowledge and their own development. For the teacher, the low satisfaction of the profession and professional instability is characterized. Teachers with this style of leadership the main attention to the methodological culture, in the pedagogical team often leading.

Democratic style It is characterized by a certain distribution of powers between the teacher and the pupil regarding his training, leisure, interests.

The educator, taking decisions, is advised to the pupil, giving him the opportunity to express his opinion, make an independent choice.

The child control is carried out constantly, but, unlike an authoritarian style, there are always positive aspects of the work, results and achievements, and also draws attention to those moments that require additional refinement and special exercises. Thus, a democratic style - a style in which two interactive parties have a way to agree, but there is no possibility to make each other anything.

Teachers with a democratic style of leadership schoolchildren are more likely to have calm satisfaction, possess high self-esteem. Pedagogues with this style more pay attention to their psychological skills. For such teachers, great professional sustainability is characterized, satisfaction with their profession.

Liberal style It implies the lack of active activities by the teacher. The teacher is only connecting the link in the chain adult - the teacher is a child. The teacher leaves decision-making, transferring to the initiative to students, colleagues. The organization and control of students' activity carry out without a system, shows indecision, oscillations. In order to push the child to activities, he has to persuade him.

The role of the teacher is to solve any irrelevant issues, control the behavior and activities of the pupil from the case. Such a teacher has a weak influence on the course of upbringing and insignificant responsibility for the result, that is, it would be a third-party observer of all that is happening.

In the classroom, there may be an unstable microclimate, hidden conflicts.

Connorative style It is characterized by unconsciously indifference to the teacher to educational advances, the pupils and culture of the child. It happens for one of several reasons: from excessive love for the child, from the idea of \u200b\u200bcomplete freedom of a child in everything, from the most endanger indifference to the child and his fate.

But regardless of the reason for such a relationship, the teacher focuses on the satisfaction of the interests of the child, without thinking about the consequences, without putting the prospects for personal growth of the child. The main principle is not to prevent the child's desires, perhaps even to the detriment of his health, the development of intelligence, spirituality.

In real practice, none of the styles apply in the process of education in the "pure form".

A. K. Markova and A. Ya. Nikonov allocated such styles of pedagogical activities:

• Emotional-improvisational style (EIS);
• Emotional-methodical style (EMC);
• reasoning-improvisational style (fig);
• reasoning and methodical style (RMS).

The following grounds were based on the differences in style of style in the work of the teacher: the meaningful characteristics of the style (the predominant orientation of the teacher on the process or the result of their work, the deployment of indicative and assessment steps in its pile); dynamic characteristics of style (flexibility, stability, icon, etc.); Performance (level of knowledge and skills of teachings from schoolchildren, as well as the interest of students to the subject).

• 1. Emotional-improvisational. Focusing mainly on the learning process, the teacher is not enough adequately in relation to the final results plans its work; For a lesson, it takes the most interesting material, and less interesting (although important) often leaves students for independent work. Focusing mainly on strong students. Teacher's activities are highly operational: the lesson is often changing the types of work, collective discussions are practiced. However, the rich arsenal of the teaching methods used are combined with low methods, the consolidation and repetition of the educational material are not presented, the control of students' knowledge. The teacher's activities are characterized by intuitiveness, increased sensitivity depending on the situation in the lesson, personal anxiety, flexibility and impulsivity. In relation to students, such a teacher is a bit and perceptive.
• 2. Emotional methodical. Focusing on both the result and the learning process, the teacher adequately plans an educational process, stagesfully work out the educational material, not losing consolidation, repetition and control of students' knowledge. The activities of the teacher are highly operational, but intuitiveness prevails over reflectivity. The teacher seeks to intensify students not by external entertainment, but the peculiarities of the item itself. The teacher is imprise more sensitive to changes in the situation in the lesson, personally disturbed, but a bit and permeable to students.
• 3. Reasoning improvisational. The teacher is characterized by the orientation on the process and results of training, adequate planning, efficiency, combination of intuitiveness and reflectivity. The teacher is characterized by less ingenuity in varying training methods, it does not always use collective discussions. But the teacher himself speaks less, especially during the survey, preferring to influence students in an indirect way, giving the opportunity to make an answer in detail. Teachers of this style are less sensitive to changes in the situation in the lesson, they have no demonstration of pride, caution, traditionalness is characteristic.
• 4. Reasoning-methodical. Focusing mainly on the results of training and adequately planning an educational process, the teacher exhibits conservatism in the use of means and methods of pedagogical activities. High Methodology is combined with a small, standard set of training methods, preference for reproductive activities of students, rare collective discussions. The teacher of this style is distinguished by reflectivity, low sensitivity to changes in situations in the lesson, caution in its actions.

Speaking about the individual style of pedagogical activity, usually mean that, choosing certain means of pedagogical impact and forms of behavior, teacher takes into account their individual inclinations. Pedagogues with different individuality, from a variety of educational and educational tasks, can choose the same, but implement them differently.

In addition to the concept of "individual style of activity" in pedagogy, the concept of "creative style of activity" is used.

For creative style of activity, it is primarily characteristic of the independent formulation of problems, the so-called intellectual initiative, an independent and original way to solve the tasks set, the desire and ability to see and find a new one in the usual seemingly situations. The manifestation of the creative style of activity is infinitely diverse, but for the activities of masters of pedagogical labor, such features like versatility, feasibility and originality are particularly characteristic.

In the mechanisms of creative activities of the teacher, the interaction of logical and intuitive elements of activity plays a special role. But the importance of logical elements to the detriment of intuitive often exaggerates, "knowledge" and intellectual principles are revalued. But even the most perfect logic in pedagogical business is not enough. In practical pedagogical activities, especially creative, such integrative personal qualities, such as pedagogical intuition, ability and readiness for improvisation, pedagogical artistry play a huge role. It is through them that they work in practice and knowledge of theory (ideas, laws, principles, approaches, etc.), and pedagogical skills.

The teacher often has to work in terms of incomplete information, meaningfulness and variability of determining the pedagogical situation of factors, time deficit for decision-making. All this determines the need to study and use the intuitive principle in the work of the teacher.

Pedagogical intuition (FR. intuition from lat. intueri - It is closely looking attentively) - the component of the creative personality of the teacher, which is expressed in its ability to roll, logically not worked out solutions, to the right orientation in complex pedagogical situations. Pedagogical intuition is improved on the basis of knowledge and experience. The distinctive features of pedagogical intuition are the immediacy at the discretion of the decision in the absence of a cognitive intermediary, the fixation of the unimwaling moments in reasoning, that is, the surprise, insight ("insight") when deciding, interaction with unconscious in thinking, the special role of image and emotions as a regulator, "Background »Intuitive solutions as a prediction mechanism.

The levels of pedagogical intuition, according to S. A. Gilmanov, are: dointuitive (random level, often impulsive solutions), empirical (accumulating experience for comparison and choice, owning a number of techniques and skills, teacher chooses the most appropriate solution option), experimental logical (intuitive solution includes one or more leading provisions of science), scientific intuitive (the level is characteristic of teachers-masters who own a scientific rationale, although they deploy it only in certain situations), creative (The level on which the intuition plays the same role as in the activities of the scientist, writer, artist; the teacher is constantly "charged" to solve the main pedagogical problems, can specify them, put forward the hypothesis, mentally "lose" options).

It was found that a significant number of erroneous solutions are made on a diagnutive level, at the level of random, often impulsive decisions (I use what is familiar to what others do, what "lies the soul", which is fashionable, etc.). Less errors at the level of empirical intuition, when, accumulating experience for comparison and choice, as well as owning a number of techniques and skills, the teacher goes through several options, selecting the most suitable one. An experimental logical level of intuition is achieved when in the canvas of intuitive decisions include one or more leading provisions of science. The scientific and intuitive level is characteristic of teachers-masters who own a more or less complete scientific substantiation, although they deploy it only in certain situations, using, as a rule, with rolled actions and decisions. Finally, at the creative level, intuition plays the same role as in the activities of the scientist, writer, artist. The teacher is constantly "charged" to solve the main pedagogical tasks, can specify them, put forward the hypothesis, mentally "lose" options.

At the last two levels, the largest number (up to 80%) of the right, successful solutions was observed (S. A. Gilmanova).

The most successful pedagogical intuition develops in practice in the implementation of pedagogical reflection, when the decisions are made are analyzed, errors are revealed. Other directions of development of pedagogical intuition are the use of taking a holistic approach to the analysis of the pedagogical process, pedagogical situations; various exercises to stimulate thinking, emotional responsiveness, fantasy, behavior prediction; "Unqualified" tasks, tasks on the use of "Tips", various "ideas contests", collective "brain attacks".

Administration of pedagogical(Fr. improvision from lat. improvises. - an unforeseen, unexpected, sudden) - a component of pedagogical activity, which is the operational assessment of the teacher of the situation of pedagogical interaction, making a decision without a detailed logical reasoning and organic embodiment of a decision in communicating with students. Pedagogical improvisation is mediated by abilities, experiences, deep pedagogical and special knowledge, intuition, type of the nervous system of the teacher.

Pedagogical improvisation may be direct, organically inherent in teaching or educational work, or a "triggered" mismatch of the planned and real in the pedagogical process. The source of the improvisation of the pedagogical may be their own memories, the teacher's associations; external circumstances of the educational process; Specific circumstances of activity.

The process of pedagogical improvisation consists of several stages: pedagogical insight (internal impulse, an unusual idea as a response to a situation of pedagogical interaction); Instant understanding of the pedagogical idea and the instant choice of its implementation of its implementation; The embodiment of the pedagogical idea in practice; Comprehension, analysis of the process of implementing the idea and the decision to continue the pedagogical improvisation or the transition to the actions scheduled earlier.

Successful improvisation is possible only on well-prepared soil. After all, no wonder the semi is said that the best improvisation is pre-prepared improvisation. Experience in analyzing typical situations, foresight based on the knowledge of laws and trends, on a reasonable hypothesis, is the basis of successful improvisation. "Creativity," V. A. Sukhomlinsky emphasized, "in no case means that the pedagogical process is something incomprehensible, subject to only the Nativity and not amenable to the foresee. Just the opposite. It is a subtle foresight, the study of the dependences of many factors and patterns of the pedagogical process allow the authentic master to instantly change the plan. "

Psychological mechanisms of pedagogical improvisation are associated with intuition, with the interaction of conscious and subconscious mechanisms of creative activity. One improvisation is lighter, others are more difficult. The ego is connected with the abilities, experience, type of nervous system, the resourcefulness of the teacher.

Answering a question, whether the teacher has the right to improvisation, you can answer: not only has the right, he must constantly work on himself to be in a state of "improvisational readiness". In the ways of such training may be the performance of exercises calculated on the gradually reduced time, and, of course, the training in practical situations requiring improvisation.

Pedagogical artistry(Fr. artistisme. from lat. aRS (ARTIS) - Craft, art, skill) - a holistic characteristic of the teacher's activities and personality, reflecting his desire for non-standard solutions through shaped associations, the ability to organic pairing of deep shades of thought, experiences with external movements, with the entire structure of activity.

And the actor, and the teacher work in the publication situation, they need to be able to convince the audience, infect and captivate those who work with. Artistry is the ability of the teacher to act expressively, convincingly, be able to express in speech, in a facial expression and gesture, in all its appearance relationships and evaluation, if necessary, reincarnate, it is easy to "enter the image", to be externally attractive, possess "visuality". But artistry does not boil down to external expressiveness. Artistry has an internal basis, namely: the ability to think images, associative, strive for beauty and non-infrastructure and elegant solutions; The artistic teacher is distinguished by sincerity, the originality of thought, openness, deep emotional immersion in the situation, it has an inner culture, charm and strength of attraction.

Pedagogical artistry allows you to overcome the technocratism of education with its rigid system of restrictions, maximum "objectivity", "steep intellectivity" (K. Yaspers); It is an embodiment of the emotionally-shaped start of the educational process, gives him the opportunity to remain alive and generates meanings for a person for a drawing person, to influence not only to the mind, but also on the senses of students, transfer them the experience of an emotional and value attitude to the world.

Pedagogical artistry in the products of teacher art shows the internal content of the general and emotional culture of the teacher, its emotional susceptibility, psychological dorms, expressiveness of words and emotional states. Genuine pedagogical artistry is the wealth of the inner world of the teacher, the ability to think deeply and feel, beautifully solve pedagogical tasks, design the future, presenting it in images using fantasy and intuition, harmonically combining logical and aesthetic. Pedagogical artistry is the activities of the teacher, raised to the level of art, the highest level of perfection in the work of the teacher, when the activity rises to the desired spiritual height.

Today, pedagogical artistry is rather a desirable quality for the teacher than mandatory. To become artistic by request, reading or remembering the provisions contained in the books cannot be. It is important to understand and accept ideas, to join the work on identifying and developing the abilities and skills associated with fantasy, intuition, improvisation, technique and expressiveness of speech and movements, openness, persuasive in serving good and beauty, in the awakening and growing the best qualities of trusted teachers of young of people .

The creative style of activity is universal in the sense that covers all components, all the qualities and parties of the teacher's personality involves their flexible use in changing conditions; It is advisable, as it includes the focus on the solution of the main tasks with the most rational ways; Original, for it implies the development and use of primarily the strongest parties to the teacher's personality, its most striking abilities. Creative style of activity always implies a special handwriting, individual uniqueness. The well-known Soviet psychologist B. M. Heat wrote: "There is nothing unfulnable and scholastic ideas that there is only one way of successful performance of any activity. These ways are infinitely diverse, as a variety of human abilities. "

What is the basis of the professional development of the teacher? The own activity of teachers, their independence in the acquisition of new experience and knowledge and the inclusion of them in their practice.

Sources of such new knowledge can be articles from professional psychological and pedagogical and methodological journals, special literature of scientific and general education, the study of the advanced and innovative experience of colleagues.

Innovate experience- This is a pedagogical experience that gives high results in the educational process.

Innovative experience- These are new ideas, new methods and techniques used in organizing an educational process.

The best experience has a more massive nature and ideally can become the predominant in the work of teachers and schools. An innovative experience is unique, enriches the activities of the teacher with new ideas. However, using this experience, it is necessary to take into account whether it is progressive whether it contributes to the implementation of the goals and objectives of the pedagogical process, the achievement of high results. Only in this case should study this experience and use it in their work.

Attempts to directly copy the pedagogical experience of some teachers or educators by others, as a rule, are unpromising, often give the worst results. The use of the experience of colleagues should not be automatic transfer to their activities of other people's finds, and should be carried out on the basis of their rethinking and creative processing, taking into account the individuality of the teacher. The teacher should strive to always remain himself, that is, pedagogical personality. This not only does not reduce, but will significantly increase the efficiency of learning and raising children based on borrowing advanced pedagogical experience.

• 1. Comprehend two processes:
• 1) the transfer of knowledge and assimilation by their children;
• 2) understanding of children whom teacher teaches.
• 2. Constantly learn, get new experience and knowledge and include them in your practice.
• 3. Cooperate with colleagues when purchasing a new experience. Only when combining with other teachers it is possible to quickly and efficiently acquire new knowledge and the introduction of them into practice. Reflection, inevitably arising from the discussion of cases with colleagues, is most effective in the group, and it fastest contributes to the change in the "pedagogical worldview".
• 4. Turn in practice new knowledge and techniques. Before trying new in the class, you should conduct "training" in the colleague group. Having visited such a "training" as a student, the teacher will be able to better understand the reaction of real children to changes in methods or the content of training.

Conscious and targeted activities of the teacher for the development of their personality as a professional is called professional self-education.It involves the adaptation of its individual-unique features to the requirements of pedagogical activities, the continuous increase in professional competence, the continuous development of socio-moral and other personality properties.

The process of professional self-education begins when pedagogical activities acquire a personal, deeply informed value in the teacher's eyes, when the teacher realizes the social significance of his profession. The need for professional self-education is supported by a personal source of teacher's activity: beliefs, senses - debt, responsibility, professional honor, healthy pride, etc. All this causes a system of action on self-improvement, whose character is largely predetermined by the content of the professional ideal.

The stages of the process of professional self-education are:

• self-knowledge (identification of general self-assessment, self-assessment of professional qualities, level of focus on the pedagogical profession, the level of sociability; identification of the features of the volitional development, the emotional sphere, cognitive processes, etc.);
• self-programming (drawing up self-education program as materialization of its own forecasting about the possible improvement of their personality);
• self-moving ("Use of self-regulation tools, exercises for the development of observation, imagination, ability to classify facts and phenomena, to establish causes and identify the motives of the behavior and activities of participants in social interaction, solve analytical, prognostic and projective tasks).

Multicomponent personality and professionally significant independent cognitive activity of the teacher, including general education, subject, psychological and pedagogical and methodological self-education - this professional self-education teacher.

Bulatova O. S. Pedagogical artistry. M., 2001.

Heat B. M. Abilities and Gifts // Problems of individual differences. M., 1961. P. 42.

See: Chernyavskaya A.P. Pedagogical technique in the work of the teacher. M., 2001.

The success of the performance of professional activities and the production of optimal methods and techniques of its implementation, namely the productivity of the interaction of the teacher with students, primarily due to the formation of a system of professionally significant qualities.

The mastery of the teacher, as the highest level of development of his professionalism, is the result of pedagogical experience and creative self-development. In order to achieve the heights of professional skills, it is necessary to form in the process of pedagogical activity its own individual style of activity that ensures its effectiveness.

N.N. Nikitin Nikitina N.N. Introduction to Pedagogical Activities: Theory and Practice / N.N. Nikitina, N.V. Kislinskaya. - M.: Academy, 2004. - 288 p. Considers pedagogical skills as an alloy of the personality and professional competence of the teacher, as a complex of personality properties that ensure a high level of self-organization of professional-pedagogical activities. The composition of these properties The scientist combined into groups (Fig. 1).

Figure 1 - Structure of the individual style of the teacher

The teacher contributes to the disclosure of many parties to the personality of students with his individuality, with his example, which students often imitate in everything, contributes to the formation of a humane vital position of a schoolboy, raising respect for human rights and personal freedoms.

In pedagogy, there are many criteria for which scientists allocate the individual style of the teacher's activities. So, relying on research Z.N. Vyatkina, we note an important aspect for us that the individual style of activity is not congenital, it can be produced during the life of spontaneously and can be formed as a result of targeted learning. In this case, the teacher should have a positive attitude towards its activities and the desire to improve their knowledge and skills.

Based on this, the individual style of the teacher's activity consists of several components included in the structure of its activities: constructive, organizational, communicative and gnostic. These components are interrelated, depend on each other and form a single integer. This is a dynamic structure in which some components play a leading role, others - subordinate. Low level of development of all components cannot provide effective pedagogical activities.

The predominance of one or another component in the activities of the teacher depend on the typological properties of the nervous system. Therefore, depending on the leading role of one of the components of Z.N. Vyatkin allocates three styles due to typological properties of the nervous system:

1. Organizing and communicative. This style of activity is inherent in teachers of a strong moving type of nervous system. Its main signs are: a creative and diverse nature of the lesson, a tendency to improvisation; efficiency in solving various pedagogical problems directly during the lesson; The large intensity of communication, its relaxed character.

2. Constructive organizational. This style of activity is inherent in teachers of a strong inert type of nervous system. Its main signs: the sustainability of the system of requirements for the organization of students during the class (stereotyped flow), pronounced quality control of tasks; monotonous disciplinary effects; Standard means of communication.

3. Constructive communicative. This type of activity is peculiar to the teachers of the weak type of nervous system. For him are characteristic: increased responsibility in the preparation and conduct of classes; care in the selection of educational material; intensive communication; Smooth, calm, friendly tone of handling students (Fig. 2).

Figure 2 - Classification of ISD (according to the typology of Z.N. Vyatkina)

N.I. Petrova notes that the individual style of pedagogical activity is the question of which individual-peculiar methods and techniques are most effective for teachers with various typological features. And it determines the individual style as a specific system of methods of pedagogical activity, due to persistent personal qualities and the emerging personality with an active positive attitude towards its activities. The researcher highlights two opposite individual style of the teacher's activities: "inert" and "movable" and the third, intermediate between them, style.

The classification is based on the main properties of the nervous system. Moreover, the process of forming an individual activity of each group has its own characteristics. Teachers with a strong mobile nervous system are faster producing an individual activity style.

According to V.S. Merlin, the style of the teacher's activity depends not only on the temperament, the psycho-physiological properties of the teacher's personality and are not determined by them fatally. The conditions for pedagogical activities, or a pedagogical environment (historical period, features of the object of pedagogical activity, that is, the child) are significant on the style of activity.

V.A. Sloshenin considers the formation of an individual style of the teacher's work in the process of its innovative training. The complex of individual peculiarities of the teacher, in his opinion, can only partially meet the requirements of innovative pedagogical activities. Consequently, the teacher consciously or spontaneously mobilizes its targeted quality for quality and simultaneously compensates or overcomes those that impede the achievement of success.

Relying on the theory of integral individuality V.S. Merlin, the scientist determines the individual style of activity as a holistic system of operations that ensures the effective interaction of the teacher with students and the objectives of the objectives of innovative pedagogical activities, the properties of various levels of the teacher's personality. The author claims that the specificity of pedagogical activities requires a teacher awareness of individual style and its correction in the changed conditions.

The basis for determining the individual style of E.G. Kostyashkin put the components of the personality structure and proposed the following styles of pedagogical activity:

Intellectual, which is characterized by a tendency to scientific and analytical activities;

Emotional, which is characterized by high emotionality, sensitive response to changes in the internal state of the student;

The organizational type includes the individual properties of other types and therefore the most versatile.

The literature dominates the classification of the styles of pedagogical activity on the basis of the forms of relations arising between people involved in the sphere of this activity, which allocate three main activities: authoritarian, democratic, consisting:

1) Directive style of professional activity (authoritarian). This style is based on an authoritarian approach to the learning process; It is a characteristic feature of information learning. The subject of the educational process is only a teacher. The student is considered as an object of pedagogical impact, not an equal partner. The teacher solely decides, makes decisions, establishes a tough control over the fulfillment of the requirements that prevent them, uses its rights without taking into account the situation and opinions of students, does not justify its actions before students.

2) COLLEGAL STYLE OF PROFESSIONAL ACTIVITY (Democratic). This style is based on the functional management structure, when the teacher delegates the duties, part of its functions transfers students. This style is inherent in the use of an explanatory and illustrative method of learning and using innovative forms. When it is implemented, the number of subjects of the educational process increases. The student is considered as an equal partner in communication, a colleague in a joint search for knowledge. The teacher attracts students to making decisions, takes into account their opinions, encourages the independence of judgments, takes into account not only the performance, but also the personal qualities of students.

3) The liberal style of professional activity is based on a democratic and humanitarian approach, on compliance with the rights and freedoms of the educational process based on tolerance and cooperation. The teacher leaves decision-making, transferring to the initiative to students, colleagues. This style is inherent in the problem of learning. Here, all participants in the educational process are its subjects.

The main characteristics of the manifestation of listed styles in pedagogical activity are presented in Fig. 3.

Figure 3 - Features of the individual activity style

The most complete actual idea of \u200b\u200bthe styles of pedagogical activity was proposed by A.K. Markova and A.Ya. Nikonova In their opinion, the ISD of the teacher should be viewed as a sustainable combination: the motive of activities expressed in the predominant orientation of the teacher to separate parties of the educational process; goals manifested in the nature planning; ways to perform it; techniques for assessing performance results. They believe that ISD may be the subject of formation and self-deformation, and the formation process depends on the individual personality characteristics of the teacher, its pedagogical experience, the nature of the claims imposed on it.

The following grounds are based on the differences in style: the meaningful characteristics of the style (preferential orientation of the teacher on the process or the result of their work, deploying a teacher of indicative and assessment stages in its work); dynamic style characteristics (flexibility, stability, switching, etc.); Performance (level of knowledge and skills of teachings from schoolchildren, as well as the interest of students to the subject) (Fig. 4).

Among the most important meaningful characteristics, such as:

Preferential teacher orientation: on the learning process, process and results of training, only on the results of learning;

Adequacy - inadequacy of the planning of the educational process;

Efficiency-conservatism in the use of means and methods of pedagogical activity;

Reflexivity-intuitiveness.

Figure 4 - Characteristics of the Individual Style of the Teacher's Activity

Similarly, dynamic characteristics are distinguished (Fig. 5).

Figure 5 - Dynamic Characteristics of Individual Pedagogical Style

On this basis, scientists allocate four Pedagogue ISDs, two of which are polar: emotional-improvisational (EIS), and reasoning-methodical (RMS), and two - intermediate: emotional-methodical (EMC) and reasoning-improvisational (Fig. 6) .

Figure 6 - Classification of an individual activity style

(according to typology (A.K. Markova)

They are characterized by such features:

1. Emotional-improvisational style. Pedagogues with EIS are oriented to the learning process. Its activity is highly operational, the material is logical, it is interesting, however, in the process of explanation, such a teacher may have no feedback with students. During the poll, the teacher with Eis turns mainly to class, to strong disciples, polls in a rapid pace, gives them a little gives them, do not wait until the guys formulate answers. A rich arsenal of methods used are combined with low methods, the material is sufficiently fixed and the material is controlled. Eis is more characterized by intuitiveness, inability to analyze the features and performance of its activities in the lesson.

2. Emotional-methodical style. The EMC teacher is characterized by the orientation of the process and the results of training, adequate planning of the educational process, high efficiency, the predominance of intuitiveness over reflexivity. Its activities present the consolidation, repetition and control of students' knowledge. Such a teacher is distinguished by high efficiency, it often changes the types of work in the lesson, practices a collective discussion. Using a rich arsenal of methodological techniques in the processing of educational material, the teacher with EMC seeks to activate students with the features of the subject matter.

3. reasoning-improvisational style. For a teacher with rice, the orientation on the procession of training results, adequate planning of the educational process, efficiency, combination of intuitiveness and reflexivity is characteristic. This style is less ingenuity in varying learning methods, is accompanied by a low pace of work, collective discussions. Picagogues Rice speak a little in the lesson for themselves, especially during the survey, preferring to influence students in an indirect way (through prompts, clarifications, leading issues), giving the opportunity to meet the statement.

4. reasoning and methodical style. The teacher with the RMS, focusing on the results of learning and adequately planning the educational process, exhibits conservatism in the use of means and methods of pedagogical activities. High methodology (systematics of fixing, repetition of educational material, knowledge control of students) is combined with a small, standard set of methods used by the preference of the reproductive activities of students, rare collective discussions. In the process of polling, the teacher with the RMS refers to a small number of students, giving each enough time to response, paying special attention to weak students. For a teacher of this style, reflexiveness is characteristic.

As an integral indicator, the styles of pedagogical activities are classified highlighting flexible, positive and conservative.

The flexible style of pedagogical activity is characterized by the variability and rationality of ways of activity, a stable combination of emotional and methodical components, providing high results of pedagogical activity. The teacher of this style is focused on the process and result; uses a variety of forms of organization of educational activities of students in the process of enhancing their mental activity in the occupation, organization of communicative activities and feedback; It has a high level of professional knowledge, skills and skills, allowing to work out all the educational material and include the entire group.

The personal features of the flexible style teacher are equalized artistry, artistry, tolerance, adequate self-assessment, the formation of self-regulation mechanisms, behavior flexibility, the formation of communication skills, high level of pedagogical communication and much more. Considering the presence of intense situations in the pedagogical activity, flexible style is characterized by motivated and subordinate goal organizing the choice of ways and techniques of activity. This is manifested in maintaining control, using self-regulation skills, in the ability of the teacher independently and successfully cope with the situation.

Positive is a positive style of pedagogical activity, characterized by the relative variability of methods and techniques of pedagogical activity and not enough to a stable combination of emotional and methodical components. Positive style teachers have a sufficient level of professional knowledge and skills to master the teacher's profession, a motivational focus on professional growth, use general and traditional methods and techniques of pedagogical activities.

The personal features of the teacher of a positive style of pedagogical activity include the manifestation of impassional, unmotivated mood change under the influence of various factors, exaggeration or close in the expression of natural feelings, insufficiently pronounced ability to self-regulation, self-assessment instability, etc.

In tense situations, the teacher of a positive style of pedagogical activity remains a controlled choice of methods and techniques of activity at the beginning of the situation, possibly uncontrolled, sometimes the hysterical behavior of the teacher in the process of a tense situation and loss of control over it. This is expressed in the appeal of the teacher for help to parents, teacher, director, psychologist, etc.

A conservative style is distinguished by the lack of variability of methods and techniques of activity, predominance or emotional, or methodical components. The teacher of the conservative style of pedagogical activity is not able to fully ensure the achievement of the necessary results of activity or ensures their "expensive price" (violation of relationships, reducing the level of psychological comfort, violation of mental and physical health, etc.). This is expressed in the lack of compensation for possible negative manifestations of the individual style of the pedagogical activity of the teacher.

The personal features of the teacher of this style are a high degree of sensitivity to critical comments and insults, a low level of self-regulation, impassableness, emotional instability, anxiety, etc. In tense situations, a teacher may be lost in touch, thanks to which he was aware of the meaning of the choice of methods and techniques of activity, his behavior and source motive. Such behavior forces the width, director, parents or others to intervene in the situation on its own initiative.

An individual style of pedagogical activity is manifested in: Nomov R.S. Psychology Part III. Psychology of pedagogical activities / R.S. Nobes. - M.: Vlados, 2003. - P. 445-457.

Temperament (time and reaction rate, individual pace of work, emotional response);

The nature of the reactions to those or other pedagogical situations;

Choosing training methods;

Selection of funds of education;

Pedagogical communication style;

Responding to the actions and actions of children;

Manner of behavior;

Preference for certain types of rewards and punishments;

In the use of funds of psychological and pedagogical impact on children.

Formed individual style of pedagogical activity Three main factor: Nizhegorodova L.A. Features of the individual style of pedagogical activity in the conditions of an innovative educational environment / L.A. Nizhegorodova // Integration. - Chelyabinsk: Chipipkro, 2012. - P. 32.

Individually-psychological peculiarities of a teacher who form the style of pedagogical activities include individual-typological features, personal and behavioral features.

Under the peculiarities of pedagogical activities are understood as the conditions for the implementation of the teacher of professional activities and the content of the discipline, course, educational material.

The features of students who are important for the style of pedagogical activity are determined by such factors as age, gender, status, level of knowledge, etc.

In pedagogical activities, these features are also associated with the nature of interaction, with the nature of the organization, the subject-professional competence of the teacher and the nature of communication.

Thus, the individual style of pedagogical activity is a system of skills, methods, techniques, methods for solving problems in the process of working for this teacher. The complex of individual characteristics of the teacher can only partially satisfy professional requirements. Therefore, the teacher, consciously or spontaneously mobilizing his professional-sion qualities, at the same time compensates or somehow overcomes the qualities that impede the achievement of success. As a result, an individual activity is created - a unique version of the techniques typical for this teacher in typical conditions for it.

Thus, in situations with elevated demands on the tempo and rhythm of activity, the teacher with a movable type of nervous system successfully solves the task through the use of its termination, the ability to easily speed up the actions and move from one state to another.

In the same objective conditions, an inert type teacher uses completely different means. It can get rid of himself from the need to respond quickly to signals due to prudency, increased attention to preventive measures. In the process of pedagogical activity, it produces a tendency to systematically, thoroughness in work, it produces professional blanks in advance, which reinforce its weaknesses, so even in the situation of Zeitnota, it retains equilibrium and confidence.

Pedagogical style is an integrative performance characteristic, reflecting management style, communication style, behavior style and cognitive pedagog style. The style of pedagogical activity arises where the teacher has freedom of expression. A teacher, seeing the diversity of the methods of performing professional activity, can limit themselves to some one, which will make up its style of activity.

Those., The effective individual style of pedagogical activity is such a style with which the teacher constantly finds optimal combinations in the method of stimulation, reorientation and mobilization of students, flexibly solving the pedagogical situation in achieving finite educational and educational purposes. A certain algorithm of these combinations in the organization and regulation of business behavior of teachers and characterizes one or another individual style of pedagogical activity.

individual style pedagogical integral

Psychological support of the individual style of the teacher

The professional fate of every psychologist develops in different ways. In some schools, the psychologist works for the prospect of developing an educational institution: deals with expertise innovative educational programs, finds out how new they are and relevant to practice, as it will contribute to the intellectual and personal development of students; Develops recommendations for improving the style of the teacher's activities in the face of a new educational environment. In other schools, the psychologist implements a standard set of its professional duties: psychodiagnostics, counseling, psychoprophylaxis, etc. Taking into account the specifics of the school, it can be noted that not every psychologist is an independent specialist, but in any case he should not teach the teacher, but to respect him - it is an ultra-conceit in the work of a psychologist. The specific task is to aware of the subject of its activities and a professional approach to working with him.

The subject of the psychologist is subjective in man. Psychotechnology is the use of a subjective person. The educational process is the formation of yourself as "I". It is advisable to communicate, working with the teacher in such a way that he has intensified the desire to optimize the social environment of the child, to intensify the educational functions of the social environment. For this, we need a alloy of professional and personal in the work of the teacher, i.e. Individual style of pedagogical activity. What is his psychological nature?

Style Studies laid the beginning of the work of A. Adler, who introduced the concept of "lifestyle", in the initial version of the "Life Plan", or "traveling image". Lifestyle is the most characteristic feature of the dynamic personality theory. In this concept, essentially the ideographic, the method of adaptation to life is unique for the individual, especially in terms of the objectives and ways to achieve themselves. According to Adler, lifestyle includes a unique compound of features, ways of behavior and habits, which, taken together, determine the unique picture of the existence of an individual.

The individual style of activity is determined by the originality of actions applied by the individual for the purpose of the target. Therefore, the activity of the activity can not be erroneous. It may be erroneous only a specific action.

Prerequisites for developing an individual activity activity are: 1) the presence of a zone of uncertainty of activity resulting from the fact that the same ultimate goal can be carried out using various actions; 2) The desire of a subject to choose such an individual actions system, thanks to which the most successful success is achieved.

Individual style of activity is characterized by an individual-peculiar system of psychological means to which a person consciously resorts or spontaneously resorts in order to best balance its (typologically determined) individuality with surrounding subject external conditions. This definition emphasizes the two conditionality of the style of individuality and the medium.

An individual style is chosen not only because it is more successful than others, but also because it brings more emotional satisfaction, causes the condition of comfort. Performing any activity leaves freedom to exercise its individuality in the formulation of intermediate goals, the choice of funds necessary to achieve them and implement the main goal.

The style of pedagogical activity arises where the teacher has freedom of expression. A teacher, seeing the diversity of the methods of performing professional activity, can limit themselves to some one, which will make up its style of activity. The zone of uncertainty is subjective and is located where one teacher sees many pedagogical solutions, the other sees only one thing. The tendency to high frequency of impacts, the fussiness in the work is often associated with disorientation in the object of influences or inevitable to apply the knowledge of the psychology of individual people to develop an individual system of influences.

The next step in the development of the style approach was the introduction of V.S. Merlinic concepts of individual communication style. The communication style was considered as a special case of activity. As noted by A.S. Makarenko, the educator should be able to most accurately, impressively, to express his feelings and thoughts, should be particularly demanding for his appearance, behavior manners, speech intonation, must find the most appropriate tone in each his address to the child.

Thus, one of the tasks of psychological support is that in the process of cooperation with the teacher to help him find or develop his own style of pedagogical activity, which is most suitable for its individual characteristics. The ability to develop a style indicates a teacher's ability to show its strong positive qualities for professional activities.

The ratio of typical and individual in the activities of the teacher

The word "style" translated from the Greek means an instrument for the letter, i.e. instrument of mental activity.The style occupies a binder between the individuality and the environment. On the one hand, the style is created by a person, and on the other, it acts as a way of any activity (unspecified - behavior and targeted - activities) transforming the environment. This circumstance generates some duality of the style of the style and the dual condition of its formation and existence. For the researcher, it is possible to approach the phenomenon of the style, or studying the individuality of the person who has breeding the style, or analyzing the features of the activity in the process of which this style arose.

Typical - what can be brought up by society and in society itself, and the individual - which is formed by this person, due to its upbringing, individual development. Typical in the activities of the teacher is something characteristic of a certain group of professionals who unite, for example, joint creative activity, passion for the new pedagogical idea, etc. Typical becomes those features that are purchased by a teacher in communication and joint activities that are characteristic of a professional and social environment where a person rotates. Individual - these are the features that the person himself develops, - preferabity, composure, etc.

In domestic psychology, a rich experience of studying the individual style of activity has been accumulated. Individual style usually understand the stable system of methods or techniques. Depending on the typological properties of the nervous system, polar, individually-stable techniques of activity can be folded, allowing people to achieve the same high results. At the same time, any individual style of activity can only be formed if the subject has a positive attitude towards it. An individual style acts simultaneously and as a certain way of expressing a personality relationship to actually implemented by it, and as a condition for the formation in the future in the subject of actively creative to her relationship.

An individual style can also be told about communication, which is a special, relatively independent activity. In the activities of the teacher, the style of his communication with students at different stages of their age development plays a major role. In psychological and pedagogical literature, on the basis of existing research, there are five most commonly encountered styles of leadership by students, namely: autocratic (self-teleste); authoritarian (domineering); democratic (support on the team and stimulating the independence of students); I ignoring (practical elimination of students' activities, formal fulfillment of their duties); inconsistent (situationality of a system of relationship with students).

Individual style of pedagogical activity - Skill, methods, methods, methods for solving problems in the process of work for this teacher. The complex of individual characteristics of the teacher can only partially satisfy professional requirements. Therefore, the teacher, consciously or spontaneously mobilizing his professional qualities, at that time the time compensates or somehow overcomes the qualities that impede the achievement of success. As a result, an individual activity is created - a unique version of the techniques typical for this teacher in typical conditions for it.

Thus, in situations with elevated demands on the tempo and rhythm of activity, the teacher with a movable type of nervous system successfully solves the task through the use of its termination, the ability to easily speed up the actions and move from one state to another. In the same objective conditions, an inert type teacher uses completely different means. It can get rid of himself from the need to respond quickly to signals due to prudency, increased attention to preventive measures. In the process of pedagogical activity, it produces a tendency to systematically, thoroughness in operation. It produces professional blanks in advance, reinforcing its weaknesses, so even in the situation of Zeitnota, he retains equilibrium and confidence.

An effective individual style of pedagogical activity is such a style with which the teacher constantly finds optimal combinations in the method of stimulation, reorientation and mobilization of students, flexibly solving the pedagogical situation in achieving finite educational and educational purposes. A certain algorithm of these combinations in the organization and regulation of business behavior of teachers and characterizes one or another individual style.

Pedagogical style individual style functions

In the style methodology, the following functions are highlighted: 1) The style is a manifestation of integrity, individuality; 2) style is associated with a certain orientation and identity value system; 3) Style performs a compensatory function, helping individuality to be most effectively adapted to the requirements of the medium.

The main thing in pedagogical communication is the creation for a student situation of success. The main focus of the teacher should be sent to constructive (so that the student can rely on the attitude of the teacher to himself), positive (his positive attitudist teacher teaches a learned to think of success categories) pedagogical assessment, which goes into the internal assessment by the student of its efforts and the results obtained. If the student has a positive self-assessment of its educational abilities, then he will develop interest in study. To implement such a direction in working with students, an individual approach to the child is essential, the basis of which is the individual style of its own pedagogical activity formed by the teacher.

In order to educate the personality, knowledge and understanding of it is necessary. It is important that this study is not, as usual, the shaft, the flow of events, the upbringing "at all", when the individual personality is actually lost and overlaps only when the troubles have happened. Students prefer teachers who are less likely to use disciplining effects, whose behavior is characterized by flexibility, adequately age and individuality of the student and corresponds to the structure of the lesson.

The relationship between the teacher S. Deficing is one of the most important ways of educational impact on the emerging personality of a schoolboy. However, the teacher's activities do not always develop good relationships with students. In many respects, it depends on the style of the guide or from the style of communication with them, from the individual style of pedagogical activity.

In order to realize the conditions for pedagogical activities in its funds, the teacher needs to own a flexible individual style. An important component of flexibility is a cognitive style as stable individually and psychological methods for receiving and processing information. It is characterized by the "sharp" eye and the mind of the teacher. Cognitive style includes: a) the vision of veiled in performed activities, including latent signs of a specific situation; b) the vision of the future (notice that today is not in demand, but may come in handy tomorrow, the day after tomorrow); c) the vision of the prospects (the identification of the sprouts of the new, positive, i.e. what can be reinforced in their pedagogical solutions). Positive or negative consequences of teacher's professionalization are determined by his personal characteristics as a subject of pedagogical activities, the specifics of the object, the versatility and the content of pedagogical activities.

In general, this means the ability to build a perspective strategy, during the desire to which one clings for another, as a result, the time begins to work on achieving the outlined result. Then the teacher "manages to catch the tail system": A scenario is created, a predetermining student behavior: reflexive management consists in creating external pedagogical conditions that become internal conditions regulating activity (behavioral, activity) student.

The conditions of pedagogical activity are transformed into means of its optimal implementation when they: 1) contain a pedagogical "stuffing" (in essence contribute to the achievement of the pedagogical effect); 2) create favorable incentives (external and internal) to actualize the creative potential of the student's personality; 3) become a support for the achievement of pedagogical purposes (this requires the inclusion of constructive thinking, it is whether it helps to find something that can be rearred in its activities at this stage of its implementation); 4) Latent, hidden conditions for a specific situation become objective, "working" and actually affecting the successful implementation of pedagogical activities, if the teacher knows how to see about if he has developed "lateral", creative thinking. Consequently, a psychologist can help the teacher to learn to recognize such conditions, especially latent, and take them into account in specific pedagogical activities.

Good teachers should be not anonymous, faceless, but to have their own manners and personal attitudes towards learning and education. If the teacher could not work out an individual style in his professional activity, he would not be able to take the author's position in the educational process and space.

The effect of the pedagogical situation on the manifestation of teacher's personal qualities

Approaches to the analysis of the situation can be conditionally divided into two groups. According to the first approach, the situation is a combination of external conditions that do not include the person himself and independent of it. With regard to the teacher, this means that the pedagogical situation exists as it were, regardless of him and he only faces her in his work. According to the second approach, the situation includes both the external circumstances and the person himself, which its presence affects the situation. Then it turns out that any pedagogical situation is somehow defined by the teacher himself (its preceding effects on students) and students (their reactions).

Examples of various manifestations of personal properties, depending on the changes in the social situation, suggest that each individual does not preserve the uniformity of behavior in various situations. Rather, we can say that we all use different masks for different cases: in every person "many personalities". No matter how much the general laws of response person on this or that situation there existed, this cannot lead to an adequate understanding of the individual due to the uniqueness of the individual. An alternative to the general law was the use of ideographic methods, reflecting a distinct personality structure as its individual style.

An individual behavior style is something that cannot be described by the traditional listing of common characteristics. It remains with all the variety of forms of expression. Voice, manner hold on, handwriting, even artworks carry the imprint of uniqueness. In order for uniqueness to take place, a system of specially designed success situations is needed. Situations of failures arise spontaneously in the context of pedagogical activities.

The situation of success is much more effectively spursting the student than the situation of failure. Teachers Khorona know that relevant praise and ability to notice in time and encourage the slightest success, even the most modest, stimulates the activity of the child. Moreover, such a reception (this can be attributed here, called A.S. Makarenko "Advanced Praise") not only does not exclude the demand, but even implies it. To do this, before presenting the requirements, you need to raise into order to whom they are facing, psychologically prepare for their implementation. The ability to find in the identity of each student the strengths for which you can and need to rely, should become an indispensable professional responsibility of each teacher.

The situational style of interaction of the teacher and the student is characterized by three varieties: situational (situational), operational, value. The situational specification is manifested in the fact that the student is perceived by a teacher as a means of solving a pedagogical problem. Style by type "Do what I do." The operational variety of style is characterized by the principle of "do in the same way as I", i.e. teaches a child to build their activities with the conditions of action. Value - this is a relationship style in general form - may be expressed as follows: "Man is a measure of everything", i.e. Actions are justified not only from the position of their objective structure, but also from the position of interdependence in terms of human activity.

Analysis of the situation is to study the contradiction, identifying conditions and reasons that have made the situation of the problem; Studying the situation in its reality (the causes of its occurrence, the main components and functions). Analysis of the situation should include an analysis of the trends of real and promising changes. Types of analysis of the situation may be diverse: systemic - elementary (fragmentary); Initial - final. The pedagogical analysis scheme should be flexible and adequate to the situation. Thus, the analysis of the pedagogical situation is a phased consideration of a path that connects the pedagogical idea with its implementation in particular conditions of the pedagogical process.

A significant role in the implementation of the idea is played by the "Law of Situation": a decrease in subjective difficulties in reducing objective complexity. It is subjective conditions that determine the content of the situation solved by a person. Favorable situation is expressed by a degree that shows how this situation allows the teacher to influence the pedagogical process.

A certain type of situation determine the specific style of behavior. For example, the behavior of the eleventh grader at the usual lesson and on the "Last Call" festival. In order to a deeper understanding of the influence of the pedagogical situation on the manifestations of the teacher's personal qualities, the psychological phenomena described by Torndayk and Lado can be considered. According to the "Law of the Tornday's effect", the strength of communication between the situation and the response increases when the establishment process between them is accompanied or replaced by the state of satisfaction. The reaction ending with pleasant consequences is fixed, if it has unpleasant consequences, they are trying to drown out or avoid ("The Act of Radi's Performance"). The identification of the laws of the situation in order to prevent adverse outcomes is related to the recognition of situations that are potential sources of small correction of undesirable behavior, especially in those situations where the teacher can become a "victim" of manipulating students.

The influence of the teacher's personality on the pedagogical situation

The most vivid examples of the manifestation of individual styles of pedagogical activity can be observed in non-native teachers who do not go traditional ways, but seeking to realize the entire set of pedagogical functions. They maximize the functions of their professional activities and the features of the pedagogical situation, which allow them to most effectively provide their personal impact on the educational process.

V.F. Shatalles, characterized by a clear, mathematically accurate orientation of thinking, created a sufficiently rigid structure of the organization of the educational process based on a schematic presentation and designation of the material (system of reference signals).

Democratic, based on trust, approach to students allows S.D. Shevchenko effectively use student self-government in training, disclose the creative possibilities of schoolchildren.

Research approach B.I. Degtyarev to students focuses on a permanent study of their personality. They show possible ways to train students with rational learning skills and developing their self-knowledge.

The focus on the formation of humane relationships of teachers and students was based on the pedagogical system F.G. Deak, which was successfully implemented through the principle of role participation of schoolchildren in the organization of the educational process. You can also call the different creative peculiarity of S.A. Amonashvili, G.G. Kravtsov, E.P. Ilina, S.N. Lysenkov, I.P. Volkova, etc.

The cumulative effect of the pedagogical effect with such a coincidence of personal parameters with the corresponding functions of activity is so strong, which allows you to neglect any disadvantages in the behavior of this person and not to focus on the other functions of activity, the significance of which in the shade of the activities carried out sharply decreases. In everyday life, such a phenomenon is usually called the "skate" of the teacher, it is he who is the core of his professional personality.

Features of the individual style of pedagogical activity

During the development of relevant labor skills, the personality of the teacher on the steps of professional skills is going on, the specific system of how to perform activities is developing - an individual style of pedagogical activity is formed.

The individual style of the teacher as a system of its activities, its functions and hierarchical structure can be characterized as follows:

Sainful characteristics: 1) PRESENTAL CHITING ORIENCE: a) on the learning process, b) on the process and results of learning, c) on the results of training; 2) adequacy - the inadequacy of the planning of the educational process; 3) efficiency - conservatism in the use of means and methods of pedagogical activities; 4) Reflexivity - intuitiveness.

Dynamic characteristics: 1) Flexibility - traditional; 2) impulsiveness - caution; 3) stability - instability with respect to a changing situation; 4) a stable emotional and positive attitude to students - an unstable emotional attitude; 5) the presence of personal anxiety is the lack of personal anxiety; 6) In the unfavorable situation, the focus of reflection on itself is the focus on circumstances - the focus on others.

Resultive characteristics: 1) homogeneity - the heterogeneity of the level of knowledge of students; 2) stability - the instability of students in the skills of teachings; 3) High - the average low level of interest in the subject studied. Based on the previously marked, it is important to emphasize the integration of the style of pedagogical activity. Thus, the individualization of thinking is based on the personal characteristics of the professional skill of the subject of pedagogical labor.

Types of teacher's activities

• 1. Emotional-improvisational. Focusing mainly on the learning process, the teacher is not enough adequate to the end results; For the lesson, it takes the most interesting material, less interesting (although important) often leaves students for independent work, focusing mainly in strong students. Teacher's activities are highly operational: the lesson is often changing the types of work, collective discussions are practiced. However, the rich, arsenal of used learning methods is combined with low methods, the consolidation and repetition of the educational material are not sufficiently represented, the control of students' knowledge. The teacher's activities are characterized by intuitiveness, increased sensitivity depending on the situation in the lesson, personal anxiety, flexibility and impulsivity. In relation to students, such a teacher is a bit and perceptive.
• 2. Emotional-methodical. Focusing on both the result and the process, it stages to work out all the educational material, without losing consolidation, repetition and control of students' knowledge. The activities of the teacher are highly operational, but intuitiveness over reflexiveness prevails. The teacher seeks to intensify students not by external entertainment, but the peculiarities of the item itself. The teacher is imprise more sensitive to changing the situation in the lesson, personally disturbed, but a bit and permeable in relation to students.
• 3. reasoning-improvisational. The teacher is characterized by orientation on the process and results of training, adequate planning, efficiency, combination of intuitiveness and reflexivity. A teacher is characterized by less ingenuity in varying learning methods, it does not always adhere to a high rate of lesson, does not always use collective discussions. But the teacher himself speaks less, especially during the survey, preferring to influence students in an indirect way, giving the opportunity to make an answer in detail. Teachers of this style are less sensitive to changes in the situation in the lesson, they do not have a demonstration of self-examination, caution, traditional is characteristic.
• 4. reasoning-methodical. Focusing mainly on the results of learning and adequately planning an educational process, the teacher manifests conservatism

in the use of means and methods of pedagogical activity. High Methodology is combined with a small, standard set of training methods, preference for reproductive activities of students, rare collective discussions. The teacher of this style is distinguished by reflectivity, low sensitivity to changes in situations in the lesson, caution in its actions.

Compensation problem and individual activity style

The issue of compensation in most cases is considered as a search for the laws of replacement of one missing or insufficiently developed professionally important quality by others, and the problem of individual style of activity is as disclosing the patterns of manifestation of individual qualities (abilities) in the way of activity. Considering the problem of compensation from the standpoint of the psychological system of activity, V.D. Shadrikov notes that individual professionally important qualities do not compensate for each other, while interacting with each other, form an individually peculiar system, manifested in an individual method of activity. Compensation is not replacing some qualities by others, but replacing one method of activity to others.

Congruit Communication is such a communication in which all messages, verbal and non-verbal, correspond to a certain transmitted value. Uncongenant - there will be the one in which words and behavior transmit various contradictory messages. It is important to notice uncongenant behavior as an interlocutor, and its own and be able to effectively respond to it. Self-government in communication is the necessary measure of the prevention of non-corrunt communication and includes the following skills: identify their problems in relations with people; build projections of the dynamics of these contradictions; set goals achieving a solution to the problem; choose adequate tools and be able to realize them in the practice of communication; develop new corresponding situations, criteria for assessing the success of interaction with people; control the process of execution of plans; If necessary, create a moral situation and implement the appropriate correction.

The moral situation is included in the process of moral solution in such a situation that does not provide sufficient information to make a decision and at the same time requires maximum speed in the preference of any option of a deed. A kind of accumulating moral experience of a person, intuition, as it were, "replaces" the missing opportunity to weigh all the "for" and "against" against each of the options of the act.

Psychological Mechanisms of Individual Communication Style

Under the mechanisms of pedagogical communication stylethe individual-typical features of the socio-psychological interaction of the teacher and students are understood. In the style of communication, the expression is found: a) the features of the communicative opportunities of the teacher; b) the achieved level of the relationship between the teacher and pupils; c) the creative personality of the teacher; d) Features of the student team (V.A. Kan-Kalik, 1979, p. 66). In psychological and pedagogical literature, a variety of professional pedagogical communication styles are described. Their abundance sharpens the relevance of awareness and acquired by the teacher's own individual style of communication with students.

• 1. The most fruitful style of communication is communication based on wiping joint creative activity.
• 2. Fully productive is the style of pedagogical communication based on a friendly location.
• 3. A rather common style is a communication distance, which willingly use both experienced teachers and beginners.
• 4. Communication distance in its "pure form" to a certain extent is a transitional stage to such a negative form as communication-elimination.
• 5. No less negative role in working with students, fought-flirt plays, which is also associated with the inability to organize productive pedagogical communication.

Studies can be conditionally distinguished by four groups of class managers from the point of view of the intensity of their communication with students. The first group include those teachers who communicate with students limit the narrow framework of business issues (about studying, on discipline) and do not seek to closely communicate with pets (talk about life, about happiness, about work, etc.). In the second group you can include class managers who clearly strive for nearly communicating with high school students, but they do not have this. This is due to different reasons: in some - due to lack of time, from others - due to the lack of students to trust communication, since these teachers either become in the position of the mentor, or do not know how to keep trusted secrets, or do not cause student sympathies . The third group consists of teachers who relate to high school students with respect, enjoy their trust and sympathy, but for various reasons their communication with students does not have a regular character. However, in cases where the student has difficulty, he goes to these teachers, and communication takes place on the frank and trust level. The fourth group is those teachers who are constantly communicating with students, and communication goes beyond the daily mentor duties of the teacher and is distinguished by a large degree of confidence and intensity.

Various subjective and objective factors, as well as psychological mechanisms, whose knowledge is a prerequisite for the manifestation and approval of the high pedagogical culture of the teacher as a subject of pedagogical activities are influenced by the formation of an effective individual style of activity of the teacher. Effective style is the one when the teacher constantly finds optimal combinations in the method of stimulating and intensify students, flexibly solving the pedagogical situation in the process of achieving final educational purposes. A certain algorithm of these combinations in self-organization and self-regulation of professional behavior of teachers and characterizes one or another individual style of pedagogical activities mentioned above.

Taking confrontation of manipulation

Pedagogical activity is saturated with situations in which manipulation is manipulated by the participants of the educational process. How to behave if he encountered a manipulator manipulator?

First of all, it is necessary to free yourself from the idea of \u200b\u200b"cruise" (according to A. Ellis): allow yourself to be yourself and inform about it to your interlocutor: "I'm afraid you overestimate my selflessness, alas, I am not ready to perform this work for free." Thus, the teacher can become an actualizer.

The actualizer perceives life as a growth process, and those or other defeats or failures perceives philosophically, calmly, as temporary difficulties, analyzing that can be learned for themselves. He may be wrong, but it is able to correct his mistakes, ready to assist when necessary, and is capable of joint creative work.

It is necessary to recognize the tactics of the human "manipulator"; openly put a question about her; Doubt the desirability and legality of such tactics, i.e. discuss it. If the "manipulator" is covered by expressions of the type: "Yes, this, of course, is very interesting," while no, even minor interest is not experiencing, then you need to apply a reception that allows you to put a "manipulator" in an awkward position, saying, for example: " I do not trust you".

It is important to determine the intentions, goals and means of the "manipulator". Perhaps the "manipulator" wants to shift its responsibility to the teacher. It is advisable to find out what hook he wants to catch his sacrifice. Very often, our advantages provide us with a "bear service". For example, when the teacher says that he is a kind person, so he can agree and fulfill the request.

It is useful to have a solid position, try to be internally directed personality, i.e., a self-sufficient person who can solve its own problems. Internally guided personality is a personality with a psychic compass built in childhood (parents or a people close to the child are installed and launched). Such a compass is constantly undergoing changes under the influence of various authorities.

Against manipulation, each person independently produces countermeasures for itself, taking into account their individuality. You can critically consider the receptions proposed below and construct your own.

Ask the opponent to set out the same thing, but positive.

"Show, explain to me why it is true."

Skip some hostile comments past the ears.

Search for confrontation techniques to manipulation is communicative creativity, i.e. Search and finding a teacher of new tasks and ways to cooperate with students. This requires the following communication skills:

1) the ability to quickly and correctly navigate in the conditions of communication; 2) the ability to properly plan their speech correctly select the content of the act of communication; 3) finding adequate tools for transmitting this content; 4) the ability to provide feedback. In case of violation of units of communication, it will be more difficult to achieve the expected results. It will be ineffective.

Structuring a situation means the ability to change the situation in accordance with its needs and goals. In pedagogy, this is the active intervention of the teacher in the created position, its transformation in accordance with the pedagogical objectives.

Pedagogical management involves the transformation of the education object - a student in a subject of self-education. To this end, the teacher constantly includes the process of solving pedagogical problems of students themselves, and the position of the teacher can be "hidden", and the actions are mediated, going through the team. Methods and conditions of communication are important here in order to obtain a positive result, the conditions contributing to communication are necessary. They are as follows: 1) A person must be aware of what he can be interesting to people, that he does for them; 2) never approach a person thinking that it is more bad in it than good; 3) Communication, the relationship of people should be active, should manifest itself not only in words, in contemplative attitude to reality, but in real activities; 4) It follows that the person manage to correctly reveal the behavior of the other, i.e. The fact that this other wanted to say to his behavior.

Situational analysis functions in the context of manipulation - disclosure of the pedagogical meaning of the situation; Determination of the development and use of the pedagogical meaning of the situation for educational purposes (upbringing and training). Consequently, the situational analysis is the basis of the psychologically competent analysis of the actions of the participants in pedagogical interaction.

Questions and tasks

• 1. Individual pedagogical style is a stable or situational psychological phenomenon?
• 2. Do you agree that the individual style of activity depends on the type of temperament?
• 3. In what situations the individual style of pedagogical activity is most pronounced?
• 4. What are the main differences between the individual style of pedagogical activity from an individual approach to the student?
• 5. What features in the appearance and in the manner of the behavior of the teacher may be carriers of information about its individual style of pedagogical activity? Give examples.
• 6. Is the individual style of pedagogical activity possible in the conditions of multimedia learning?
• 7. Watching teachers, determine the specific difficulties that they have in work, and the specifics of individual style aimed at overcoming these difficulties.
• 8. Justify the role of the situation / failure in the self-development of the pupil personality in various educational systems.
• 9. Install how the individual style has a positive and negative impact on the executed pedagogical activity.
• 10. Select psychological mechanisms that affect the situation of success / failure to self-evinted personality.
• 11. Submit a system of techniques for creating a situation of success and overcoming failures of failure (to issue a scheme).
• 12. Consider the features of a teacher's relationship with students in different life situations: at a lesson, with the presentation of a new material, in a class conversation, with an individual testing of students' knowledge and their assessment, when communicating into an extracurricular time in the conditions of community use.

Seminar Plan

"Pedagogical style psychology"

• 1. Psychological features of the individual style of pedagogical activity.
• 2. The influence of the style of pedagogical communication on the effectiveness of educational activities.
• 3. Features of perception and evaluation by a teacher of situations in which the style of pedagogical communication is most pronounced.
• 4. Effect of style of pedagogical communication on the communicative culture of interpersonal relations in the group of students.

Main literature

• 1. Can-call in A. Fundamentals of professional-pedagogical communication. Grozny, 1979.
• 2. Kashapov M. M. Psychological foundations of the decision of the pedagogical situation: studies. benefit. Yaroslavl, 1992.
• 3. Klimov E.L. Individual activity style. Kazan, 1969.
• 4. Klyueva N.V. Psychological support of pedagogical activities (technology of work of a psychologist with teachers). Yaroslavl, 1998.
• 5. Markova A.K., Nikonova Al. Psychological features of the individual style of the teacher // Questions of psychology. 1987. No. 5.
• 6. Merlin B.C. Essay of integral research individuality. M., 1977.
• 7. Mitina Ji.m. Psychology of the professional development of the teacher. M., 1998.
• 8. Sadrikov database. Activities and abilities. M., 1994.
• 9. Shadrikova and A. The role of pedagogical assessment in the professional mastery of the teacher. Studies. Manual for studies IV-V courses. M., 1992.

additional literature

• 10. Belkin AS. Success situation. How to create it. M., 1991.
• 11. Grimak L.P. Communication with me. M., 1991.
• 12. Klimov EA. Individual style of activity depending on the typological properties of the nervous system. Kazan, 1969.
• 13. Merlin B.C. Lectures on the psychology of human motives. M., 1991.
• 14. Glassel W. School without losers. Per. from English Perm, 1972.
• 15. Mitina L.M. Psychological aspects of the work of the teacher. Tula, 1991.
• 16. Orlov Yu.M. Climbing to individuality: a book for a teacher. M., 1991.
• 17. Rogov E.I. Teacher's personality: theory and practice. Rostov N / D, 1996.
• 18. Schurkova N.E. and others. New technologies of the educational process.

Federal Education Agency of the Russian Federation

Graduation qualifying work

Formation of individual style

teacher's pedagogical activity

Introduction

I. Individual style in the structure of the personality and activity of the teacher

1.1 Teacher's Personality Structure and Individual Style

1.2 Individual manual and pedagogical communication style

1.3 Individual Pedagogical Style

Conclusions by I Chapter

II. Problem of the formation of an individual style

2.1 The problem of diagnostics of the individual style of activity and communication of the teacher

2.2 Formation and correction of individual style of activity and teacher communication

Conclusions of II Chapter

Conclusion

List of used literature

Applications

Introduction

Modern pedagogical process - a multifaceted phenomenon, reflecting complexity and contradictions of public life. Problems arising in this process are increasingly solved by the usual ways. Experience and everyday knowledge is not enough, and it becomes necessary to appeal to scientific and pedagogical knowledge.

But success in practice is impossible without the ability to comprehend its own activities from scientific positions. Today, this truth is relevant than ever. If the teacher does not want to get down from the course in the ocean of various innovations, technologies, textbooks and other materials, which is wider than wider, threatening those who did not have time to acquire modern "plaques", he can not do without science.

Development of a problem The formation of an individual style of teacher's pedagogical activity is one of the most attractive problems of scientific pedagogy.

Consideration of the individual style of teacher's pedagogical activity is important for a number of motives: First of all, it has methodological importance for the theory and practice of education and schoolchildren training, the most rational construction and organization of the learning process, allows you to deeper to understand the problem of the individual style of the teacher's own activity.

Today, one of the most important teachers in the professional training becomes the problem of the formation of an individual style of teacher's activities.

The object of the study is the structure of the personality and pedagogical activities of the teacher. The subject of research is features of the manifestation and process of forming an individual style of teacher's pedagogical activity. The purpose of our work is to characterize the features of the manifestation of the individual style of the teacher's pedagogical activity and identify the features of the process of its formation. In accordance with the purpose of our work, we set themselves the following tasks:

1. Show a place of individual style in the structure of the teacher's personality;

2. identify the features of the manifestation of the individual style of leadership and pedagogical communication;

3. Allocate the main types of individual style of pedagogical activity;

4. Analyze the possibilities of diagnosing the individual style of activity and communication of the teacher;

5. Remove the features of the process of formation and correction of the individual style of activity and communication of the teacher.

The work consists of introduction, two chapters, conclusions on chapters, conclusion, bibliographic list, two applications.

Chapter 1. Individual style in the structure of the personality and activities of the teacher

1.1. Teacher's personality structure and individual style

Gifted, creative person is always an individual. The formation of individuality at the teacher contributes to the upbringing of the creative identity of the child. Each adult, consciously choosing a pedagogical profession by the time of this choice has already been formed as a person and is undoubtedly an individual.

What should he have to be? What are his professionally important qualities? Turn to the structure of the teacher's personality.

At one time, F.N. Bolin singled out 10 professionally personal characteristics of teachers:

Ability to understand the student

The ability to identify material

The ability to convince people

Organizational abilities

Pedagogical tact

Creative work

Ability to respond quickly to pedagogical

situations and flexibly behave in them,

Ability to this subject

Ability to interest students

The ability to foresee the results of your work.

In addition to these 10 abilities, F.N. Bonobolin allocates general personal properties that ensure the effectiveness of pedagogical activities. This is conviction, focus, principle.

Rainse refers to the professionally personal characteristics of the teacher:

a) a benevolent attitude towards students

b) orientation for children in learning,

c) high verbal understanding

d) emotional stability,

e) interest in contacts and openness in communication,

e) cordiality and goodwill,

g) responsibility and businesslikeness.

Yu.N. Kulytkin and G.S. Suhobskaya, in turn, divided the qualities of the teacher's personality into 3 groups:

1. Personal properties that are somehow connected with the development of empathy in the teacher, i.e. The ability to understand the inner world of another person (cognitive side of empathy) and penetrate his feelings, respond to them and empathize with another person (emotional side of empathy).

2. The ability to actively affect the student, the dynamism of the personality. It is manifested in the richness of internal energy, the initiative and flexibility of the teacher, in the diversity of its impacts.

3. Emotional stability, the ability to "own themselves".

The effectiveness of pedagogical activity, according to the authors, can only be achieved with the developed professional self-consciousness of the teacher. Professional teacher self-consciousness is structured from 4 elements:

1) how does a teacher see and evaluate himself ("current me");

2) what the teacher sees himself and evaluates to the initial stages of work at school ("Retrospective I");

3) what the teacher would like to be ("Ideal");

4) How, from the point of view of the teacher, they are considered and evaluated by other people - colleagues, students ("reflective I").

His knowledge, skills, professionally important identity qualities The teacher applies constantly at various stages of pedagogical activities. These stages are:

1. Creative self-configuration on pedagogical activities.

3. Pedagogical prediction.

4. Target formation.

5. Planning.

6. Implementation, evaluation of results and correction.

These stages are united for all teachers, but what knowledge, the skills are needed by the teacher, what personal qualities is appropriate to be revealed in one situation or another, each of the teachers decides itself. It is such a choice and underlies the concept of the style of pedagogical activity.

Style Studies marked the beginning of the work of A.Dler, who introduced the concept of "lifestyle", in the original version of the "Life Plan", or "traveling image". Life style It is the most characteristic feature of the dynamic theory of personality. In this concept, essentially the ideographic, the method of adaptation to life is unique for the individual, especially in terms of the objectives and ways to achieve themselves. According to Adler, lifestyle includes a unique compound of features, ways of behavior and habits, which, taken together, determine the unique picture of the existence of an individual.

Individual activity style Determined by the originality of actions applied by an individual for purpose. Therefore, the activity of the activity can not be erroneous. It may be erroneous only a specific action.

Prerequisites for developing an individual activity activity are: 1) the presence of a zone of uncertainty of activity resulting from the fact that the same ultimate goal can be carried out using various actions; 2) The desire of a subject to choose such an individual actions system, thanks to which the most successful success is achieved.

Individual style of activity is characterized by an individual-peculiar system of psychological means to which a person consciously resorts or spontaneously resorts in order to best balance its (typologically determined) individuality with surrounding subject external conditions. This definition emphasizes the two conditionality of the style of individuality and the medium.

An individual style is chosen not only because it is more successful than others, but also because it brings more emotional satisfaction, causes the condition of comfort. Performing any activity leaves freedom to exercise its individuality in the formulation of intermediate goals, the choice of funds necessary to achieve them and implement the main goal.

The next step in the development of the style approach was the introduction of VSMerin's concept individual style of communication. The communication style was considered as a special case of activity. As noted by A.S. Makarenko, the teacher should be able to most accurately, impressively, to express his feelings and thoughts, should be particularly demanding for his appearance, behavior manners, the intonation of speech, must find the most appropriate tone in every handle to the child.

As a whole style is not transmitted: it is original, original, unique, differs "faces with no one expressive." Individual in the activities of the teacher is special, unique signs of external and especially internal appearance inherent in this teacher and distinguishing it from other teachers. These are essential individually unique signs having a rod, personal character.

The teacher's style assumes in his personality an individual, raised to a high degree of socially significant and elevated, beautiful.

The individual style of the teacher is created by studying the overall methodology and support for it, comprehending the experience of other teachers, creating personal experience, which includes "someone else's" experience with the recording and the created methodology.

A teacher who owns a pronounced individual style, in something goes ahead of the general methodology and other creatively working teachers. He can have its own ways, principles, methods, means, forms and techniques of work. At the same time, he who is passionate about his search and finds may not all be used from achievements of the general methodology and advanced pedagogical experience.

Only an outstanding teacher has its own style :, - This is the case of a personal creative teacher's initiative that does not contradict with science and advanced pedagogical experience, but which complements and enriches them.

The teacher as creative personality can develop and manifest itself in different directions. The first direction implies pedagogical innovation. The uncommonness of the teacher manifests itself in the fact that it invents new paths, methods, funds, principles, forms and techniques. This is the rarest direction. There are only units on it. The second direction is more common. There is only relative novelty: it is used what was opened by others in former times and in modern times, but that united in something individual and certainly painted by the teacher's personality.

But the style of the teacher is not only the behavior of the pedagogical, methodical.

In addition to the appearance, mind, moral, civilian qualities and artistry, portrait characteristics of teachers given by students reflect the unity of the wonderful qualities of the teacher and the form of their manifestation. In this case, the style features are total, final character.

Style is a combination of distinctive qualities of the teacher as a person and a professional. At the same time, the best teachers make up a group community. In their group portrait, typological qualities are found. A. P. Chekhov in a letter A. S. Suvorin from November 3, 1888 argued: "You can collect all the best created by artists in all ages, and, using the scientific method, to catch something in common, which makes them similar to each other. And what causes their value. This is general and will be a law. The works that are called immortal, generally a lot ... "

The style of pedagogical activity arises where the teacher has freedom of expression. A teacher, seeing the diversity of the methods of performing professional activity, can limit themselves to some one, which will make up its style of activity. The zone of uncertainty is subjective and is located where one teacher sees many pedagogical solutions, the other sees only one thing. The tendency to high frequency of impacts, the fussiness in the work is often associated with disorientation in the object of influences or inevitable to apply the knowledge of the psychology of individual people to develop an individual system of influences.

According to A.K. Markova Individual style is a non-mental characteristic of the teacher's personality. An individual style is a sustainable combination of tasks, means and methods of pedagogical activity and communication, as well as more private features, such as the rhythm of work, determined by psycho-physiological characteristics and past experience.

The larger among teachers and educators there will be a variety of personalities, the most likely they will teach and bring up children with many different and at the same time useful individual qualities. The teacher has the right to implement his individual handwriting in the work, while the main argument in favor of its individual manner will be the mental and personal development of his students. Working in her style, the teacher is less tightened and tired. The optimal individual style provides the greatest result with minimal time and strength costs.

Speaking about the individual style of pedagogical activity, usually mean that, choosing certain means of pedagogical impact and forms of behavior, teacher takes into account their individual inclinations. Pedagogues with different individuality, from a variety of educational and educational tasks, can choose the same, but implement them differently. In this regard, one comment should be made, which concerns the perception and dissemination of advanced pedagogical experience. Analyzing it, the teacher must remember that such experience is almost always inseparable from the personality of his author and represents a peculiar combination of common pedagogical finds and teacher's personality. Therefore, attempts to directly copy the pedagogical experience of some teachers or educators by others, as a rule, are unpromising, and often give the worst results. This is because the psychological personality of the teacher is difficult to reproduce, and without it, the results inevitably turn out to be different. The way out of this situation is to, highlight the main thing in the forefront pedagogical experience, consciously put and practically solve the problem of its individual creative processing. In other words, any pedagogical experience is not worth copying; Perceiving the main thing in him, the teacher should strive to always remain himself, i.e. Bright pedagogical personality. This not only does not reduce, but will significantly increase the effectiveness of learning and education of children based on borrowing advanced pedagogical experience.

1.2. Individual style of leadership and pedagogical communication

The most common classification of manual style styles includes authoritarian, democratic and liberal styles.

For authoritarian style of manual The teacher takes everything. Objectives of activity, the methods of its implementation are singlely asked by a teacher. He does not explain their actions, does not comment, exhibits excessive demands, categorically in judgments. It does not accept objections, with disregard refers to opinions, the initiative of students. The teacher constantly manifests its superiority, he has no empathy, sympathy. Pupils are in the position of the slave, in the position of the objects of pedagogical impact.

The official, ordinal, bosal tone of circulation prevails, the form of treatment is an indication, teaching, order, instruction, shock. Communication is based on disciplinary influences and subordination.

This style can be expressed by words: "Do as I say, and do not talk."

This style inhibits the development of the personality, suppresses activity, does the initiative, it gives rise to inadequate self-esteem; In relations, he erects, according to G. I. Shchukina impenetrable wall, semantic and emotional barriers between the teacher and students.

For democratic style leadership Communication and activities are built on creative cooperation. Joint activity is motivated by the teacher, he listens to the opinions of students, supports the right of a pupil to his position, encourages activity, initiative, discusses the plan, methods and course of activity. The organizing effects prevail. This style is characterized by a positive-emotional atmosphere of interaction, benevolence, confidence, demanding and respect, consideration of the individual personality. The main form of circulation is the Council, recommendation, please.

This style of management can be expressed by the words: "together conceived, together we plan, we organize, sum up."

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

For liberal manual style There is no system in organizing activities and control. The teacher takes the position of a third-party observer, does not delve into the life of a team, in the problems of a separate person, is content with minimal achievements. The tone of the appeal is dictated by the desire to avoid complex situations, largely depends on the mood of the teacher, the form of appeal - exhortation, persuasion.

This style leads to panibrate or alienation; It does not contribute to the development of activity, does not encourage the initiative, the independence of pupils. With this style of guide, there is no targeted interaction of the "teacher-student".

This style can be expressed by the words: "As everything goes, so let him go."

Note that in its pure form, one or another style of leadership is rare. Most preferred democratic style. However, the activities of the teacher may also be elements of authoritarian management style, for example, when organizing a complex activity, when establishing order, discipline. The elements of the liberal style of the leadership are permissible when organizing creative activities, when it is advisable to the position of non-interference, providing a pupil of independence.

Thus, the style of the teacher's leadership is characterized by flexibility, variability, depends on the specific conditions, from who he is dealing with - with younger schoolchildren or high school students, what are their individual characteristics, what is the nature of the activity.

How to exercise pedagogical management of the educational process without breaking, and strengthening the independence of pupils? The correct answer to this question will help to avoid many serious mistakes in education, leading to the emergence of difficult students. Perennial observations found that many teachers, despite the passage of pedagogy and psychology courses, are hampered in solving this problem. At the same time, some believe that children need to provide the degree of independence and in such forms of its manifestation to which they at this stage of the development of the person and seek. Others believe that without the coercive influences of the educator, sometimes reaching a student's aspirations, not to do. You only need to select the appropriate management forms and sometimes change them. The third point of view comes down to the statement that with age, the independence of children should be increased, and the control influence of an adult is reduced. Finally, the last group of teachers is convinced that the independence of schoolchildren cannot be considered in opposition to the pedagogical leadership, i.e. they do not see any problem here.

Analyzing the first point of view, you can agree that it is absolutely necessary to stimulate the independence of schoolchildren. After all, the upbringing of independent, initiative, which occupies the active position of people is one of the main goals of the modern school. However, as experience shows, the weakening of the pedagogical leadership always leads to undesirable consequences. S.A.Monashvili, special attention that pays for the formation of independence and activity from his students, makes a fair conclusion that the so-called "free education" leaves a child in captivity of its impulsive actions and unconscious needs.

Representatives of the second point of view can be reminded that the learning of knowledge and rules of conduct is impossible without the leadership of the adult (D. B. Elconin). However, imperative style often causes students discontent, leads to their conflicts with the teacher.

The extremes of the above two points of view seemed to be filmed third. However, to see development in a simple increase or decrease is metaphysical, and therefore incorrect approach. Indeed, with age, the child, mastering some relatively simple activity becomes more independent, more independent of the leadership of an adult. But then it is also necessary to absorb more complex activities, and therefore he is experiencing an even greater need to help adult. Similarly, it is impossible to say that the management of an adult should become less with the age of a student. For example, the management of the teenager's personality formation requires more educational efforts and mastery of the teacher than the educational impact on the younger schoolboy (V.A. Krutetsky).

Pedagogical leadership needs a child for the entire period of schooling. All this time must be promoted by the formation of independence of students. Therefore, the governing effects of educators and the desire of students for activity and independence are two most important factor detectable in the educational process. They are in unity, as both are absolutely necessary for the normal mental development of children. This unity is dialectical, contradictory, as the management has the nature of the external influence, is associated with the activities of the teacher, the educator, and independence is directly due to internal motives, expresses the active activity of the student. Contracted is found when pedagogical leadership begins to prevent the development of the activity and independence of the student. In this case, it is expressed in the conflict of the relationship of the educator with students, in the emergence of difficult students. The aggravation of the contradictions can be removed and even prevented if the teacher constantly takes into account age and individual changes in the student of the student and in a timely manner changes its control influences in accordance with them. The inconsistency of these factors is smoothed with age as education addlections by self-education.

So, for the proper upbringing of the student, it is not necessary to suppress his personality, not providing him with full freedom of action, not a mechanically dosed increase in independence, but the continuous cooperation of the teacher and the student.

The mental development of the child is achieved by resolving not only intrapersonal contradictions, as many domestic psychologists consider, but also external contradictions in the system of relations with other people, primarily with the teacher, parents and peers.

Each of the guide styles, identifying attitudes to the partner of interaction, determines its character: from submission to partnership - to the absence of aimed exposure. It is essential that each of these styles implies the dominance of either the monologic or dialogical form of communication. More detailed in the nature of the inclusion in the activities of the teacher of communication Differentiation of styles is proposed by V.A. Kan-Kalika.

What is the style of pedagogical communication, in what is his originality, how is it formed? This should be told in detail.

For productive communicative activities, the teacher should know that communication permeates the entire pedagogical impact system, each trace element. At the teacher's class, it is necessary to master the communicative structure of the entire pedagogical process, to be the most sensitive to the slightest changes, constantly relate the elected methods of pedagogical impact with singularities at this stage. All this requires a teacher of the skill at the same time to solve two problems: 1) design features of their behavior (their pedagogical individuality), his relationship with students, i.e., style of communication; 2) construct expressive means of communicative effects. The second component is constantly changing under the influence of the emerging pedagogical and communicative tasks, respectively. In the choice of the system of expressive means of communication, the established type of educational relationship with students is played.

The following characteristics of communication in the process of pedagogical activity can be distinguished:

1) the general existing teaching system of the teacher and students (a certain style of communication);

2) communication system, characteristic of a specific stage of pedagogical activities;

3) a situational communication system that occurs when solving a specific pedagogical and communicative task.

Under the style of communication, we understand the individual-typological features of the socio-psychological interaction of the teacher and students. In the style of communication, the expression is found: a) the features of the communicative opportunities of the teacher; b) the circumstances of the relationship between the teacher and pupils; c) the creative personality of the teacher; d) Features of the student team, and it is necessary to emphasize that the style of communication of the teacher with children-category is socially and morally saturated. It embodies the socio-ethical plants of society and the educator as his representative.

Installed the most common styles of pedagogical communication. Perhaps the most fruitful is communication based on enthusiastic with joint creative activities.

The basis of this style is the unity of the high professionalism of the teacher and its ethical installations. After all, enthusiasm together with students with creative search - the result is not only the communicative activity of the teacher, but to a greater degree of his attitude to pedagogical activity as a whole. Soviet theater teacher M. O. Knebel noted that the pedagogical feeling "drives you to young people, forces to find ways to her ...".

This style of communication was distinguished by V. A. Sukhomlinsky. On this basis, they form their relationship system with children V. F. Shatalov, I. P. Volkov, etc.

The style of pedagogical communication is quite productive. based on friendly location. This style of communication can be viewed as a prerequisite for successful joint educational and educational activities to a certain extent, it will prepare the allocated communication style. After all, friendly location is the most important communication regulator in general, and business pedagogical communication is especially. This is a stimulator for the development and fruitfulness of the teaching relationship with students. Friendship and fascination with joint business-styles of communication, closely related. Fascination with a common business-source of a friendship and at the same time friendly, multiplied by the work of work, creates a joint passive search. Speaking about the system of relations of the teacher with pupils A. S. Makarenko argued that the teacher, on the one hand, should be a senior comrade and mentor, and with another partner of joint activities. It is necessary to form friendly as a certain tone in the relationship of the teacher with the team.

Stressing the fruitfulness of the friendly style of the teaching relationship and pupils and its stimulating nature, causing the highest form of pedagogical communication, on the basis of passionateness to joint creative activities, it should be noted that friendship, like any emotional mood and pedagogical installation in the communication process, must have a measure. Often, young teachers turn a friendly friendly relationship with students, and this adversely affects the entire course of the educational process (often on such a path of a novice teacher pushes the fear of conflict with children, complications of relationships). Friendly must be pedagogically appropriate, do not contradict the general system of relationship between the teacher with children.

Pretty common is Communication distance.This communication style is used both experienced teachers and beginners. Its essence lies in the fact that in the system of relations between the teacher and students, the distance is the distance. But here you need to observe the measure. Hypertrophing of the distance leads to the formalization of the entire system of socio-psychological interaction of the teacher and students and does not contribute to the creation of a truly creative atmosphere. The distance must exist in the system of mutual relations of the teacher and children, it is necessary. But it should flow out of the general logic of the relationship of the student and the teacher, and not to dictate the teacher as the basis of relationships. The distance acts as an indicator of the leading role of the teacher, is built on his authority.

The transformation of the "remote indicator" in the dominant of pedagogical communication sharply reduces the general creative level of collaboration of the teacher and students. This leads to the approval of an authoritarian principle in the system of relations between the teacher with children, which ultimately adversely affects the results of activities. A. V. Petrovsky and V. V. Shpalinsky noted that "in classes where teachers teach with the predominance of authoritarian leadership methods, it is usually a good discipline and performance, however, the external well-being can hide a significant exemption of the work of the teacher on the moral formation of the student of a schoolboy" .

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

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

In the system of school learning, the communication style affects not only the attitude of students to the subject, but also for the general mood of children, the atmosphere of their emotional well-being in activities. Thus, according to A. A. Bodalev and L. I. Krivolapa, "the state of quiet satisfaction and joy is relatively more likely to have students from those class teams, at the head of which there is an educator who adheres to the democratic principles in its communication with teenage schoolchildren."

The democratic forms of communication of the teacher with students positively affect the effectiveness of the educational process primarily because they are more mobile, flexible, allow you to constantly adapt to the method of exposure to the necessary system of communication, and most importantly, create a socio-psychological unity of the teacher and students needed for productive Joint activities.

Communication distances to a certain extent is a transitional stage to such a negative form of communication, how communication is frightened. This style of communication, which is also sometimes referring to novice teachers, is mainly associated with the inability to organize productive communication on the basis of enthusiastic activities. After all, such communication is difficult to form, and the young teacher often comes along the least resistance line, choosing a failure or a distance in the extreme manifestation.

In creative relationship, disfigure is generally unpromising. In essence, it not only does not create a communicative atmosphere, providing creative activities, but, on the contrary, regulates it, since it focuses the children not to do what it is necessary, but what can be done, deprives the pedagogical communication of the friendship on which it comes Understanding, so necessary for joint creative activity.

A. S. Makarenko sharply condemned such "pursuit of love." He said: "I respected my assistants, and I was just a genius in educational work, but I convinced them that the least you need to be a favorite educator. I personally never sought childhood love and believe that this love organized by the teacher for his own pleasure is a crime ...

This is a flirting, this pursuit of love, this bragity love brings great harm to the tutor and upbringing. I convinced myself and my comrades that this lettering ... should not be in our life ...

Let love comes unnoticed without your efforts. But if a person sees a goal in love, then this is only harm ... "

Communication-flirting, as shown by observations, arises as a result: a) the misunderstanding of the teacher facing responsible pedagogical problems facing him; b) the lack of communication skills; c) fear of communication with the class and at the same time desire to establish contact with students. As can be seen, a certain role is played by ignorance of communication technology, the lack of the teacher of the necessary techniques of communication.

Such styles of communication, like frustration, flirting and extreme forms of communication distances are also dangerous because, in the absence of a teacher, professional communication skills can be rooted and "enthusiastically" into the creative individuality of the teacher, and sometimes become stamps complicating the pedagogical process and reduce its effectiveness .

The psychologist K. N. Volkov revealed the following requirements that the schoolboy places to the teacher as a mandatory conditions for the emergence of a sense of confidence: "... contact, the ability to easily and flexibly enter into communication with children ...; Democratization of the style of the leadership, involving a combination of respect for the identity of each student with the necessary demands; Understanding, patience, a variety of interests, the ability to keep up with the times, erudition, sensitivity, the ability to empathize-in-one, all that can open the soul of the younger person to meet the tutor. "

In productive styles of communication, the logic of communication is implemented, suggested in naught Time A. S. Makarenko: I am not so much a teacher as a senior who leads the lives of his pupils in their own participation. Such an approach, of course, suggests a friendly communication of the teacher with students based on enthusiasm joint activities.

Communication style directly affects the atmosphere of emotional well-being in the team, which, in turn, largely determines the effectiveness of educational activities. The most fruitful process of upbringing and learning is ensured precisely a reliablely built relationship system. Such a system should be characterized by:

1) the interaction of the factors of statements and cooperation in the organization of the educational process;

2) the presence of schoolchildren feeling a psychological community with teachers;

3) an approximate of an adult with high self-consciousness, self-esteem;

5) use as a factor management education and training of students' interest;

6) unity of business and personal communication;

7) Including students in an expediently organized system of pedagogical communication, including through a variety of activities: mugs, conferences, disputes, etc.

1.3 Individual Pedagogical Style

First, the style of pedagogical activity as a more general characteristic of the professional activity of the teacher, which includes in integrated form as the individual characteristics of the teacher and the features of the activity and activities of students, which he trains, and, secondly, individual style of pedagogical activity, In which the dignity of the style of pedagogical activity of the teacher and its individuality is most clearly. At the same time, we proceed from the assumption that the optimal use, the disclosure of the teacher's individuality is a necessary condition for increasing the importance of its professional activity to the level of meaning of life.

In choosing training methods;

In the manner of behavior;

The styles of pedagogical activities are primarily divided into three general, considered above: authoritarian, democratic and liberal-connoisseurs, filling at the same time in fact "pedagogical" content. We present their description, this A.K. Markova.

Authoritarian style. The student is considered as an object of pedagogical impact, not an equal partner. The teacher solely decides, makes decisions, establishes a tough control over the fulfillment of the requirements that prevent them, uses its rights without taking into account the situation and opinions of students, does not justify its actions before students. As a consequence, students lose their activity or exercise it only with the leading role of the teacher, they detect low self-esteem, aggressiveness. With an authoritarian style of the forces of students are aimed at psychological self-defense, and not to master knowledge and their own development. The main methods of the impact of such a teacher are the order, a teaching. For the teacher, the low satisfaction of the profession and professional instability is characterized. Teachers with this style of leadership the main attention to the methodological culture, in the pedagogical team often leading.

Democratic style. The student is considered as an equal partner in communication, a colleague in a joint search for knowledge. The teacher attracts students to making decisions, takes into account their opinions, encourages the independence of judgments, takes into account not only the performance, but also the personal qualities of students. The methods of impact are the urge to action, the Council, please. Teachers with a democratic style of leadership schoolchildren more often experience calm satisfaction, high self-esteem. Teachers with this style more pay attention to their psychological skills. For such teachers, great professional sustainability is characterized, satisfaction with their profession.

Liberal style. The teacher leaves decision-making, transferring to the initiative to students, colleagues. The organization and control of students' activity carry out without a system, shows indecision, oscillations. In the classroom an unstable microclimate, hidden conflicts.

The most complete actual idea of \u200b\u200bthe styles of pedagogical activity was proposed by A.K. Markova, A.Ya. Nikonova As these authors note, the following foundations are based on the acquisition of the teacher's work: the meaningful characteristics of the style (the preferential orientation of the teacher on the process or the result of their work, deploying a teacher of the estimated and assessment stages in its work); dynamic style characteristics (flexibility, stability, switching, etc.); Performance (level of knowledge and skills of teachings from schoolchildren, as well as the interest of students to the subject). On this basis, the authors highlighted four types of individual styles that characterize the modern teacher.

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

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

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

Corrective - Methodical Style (RMS). Focusing mainly on the results of training and adequately planning an educational process, the teacher with the RMS exhibits conservatism in the use of funds and methods of pedagogical activities. The high methodology (systematics of fixing, repeating learning material, knowledge control) is combined with a small, standard set of learning methods used, preference for reproductive activities of students, rare collective discussions. In the process of survey, the teacher with the RMS refers to a small number of students, giving everyone a lot of time on the answer, paying special attention to weak students. For a teacher with RMS, as a whole reflexiveness.

The described description of the styles of teaching training activities can be considered as a certain model, reflecting the specifics of the subject of this activity.

Conclusions by I Chapter:

Consider the main signs of the individual style of pedagogical activity. He manifests itself:

In temperament (time and reaction rate, individual pace of work, emotional response);

In the nature of reactions to those or other pedagogical situations;

In choosing training methods;

In the selection of funds of education;

In the style of pedagogical communication;

In responding to the actions and acts of children;

In the manner of behavior;

In the preference of certain types of rewards and punishments;

In the use of funds of psychological and pedagogical impact on children.

The decisive effect on the development of the individual, the motivation of the activities and behavior of the student is provided by the style features of pedagogical communication and pedagogical leadership, they also affect interpersonal relations, the moral and psychological atmosphere of the children's team.

The most common classification of guidance styles, including authoritarian, democratic and liberal styles, as well as pedagogical activity styles include emotional-improvised, emotional-methodical, reasoning-improvisational, and reasoning-methodical.

Under the individual style of pedagogical activity (duty) means a system of methods, techniques and forms of professional work of the teacher, reflecting the originality of his individuality.

In relation to the personality of the teacher, an individual style is a combination of peculiar manifestations of it as a person, a person and a professional, in whose activities are organically related to each other, principles, methods, techniques, means, methods and forms of pedagogical impact, integrated into something holistic.

Chapter 2. Problem of the formation of an individual style of teacher's activities

2.1. Diagnostics of individual style of activity and communication teacher

T.V. Maximova closely connects the individual style of pedagogical activity with the characteristics of the meaningful orientations and proposes to use, to study their characteristics, a complex of methods: Questioning, circular works on the problems of sense orientation and individual style of pedagogical activity, the method of studying the value orientation of M. Rokich, test . A. Leontiev "sense -namental orientation", test questionnaire level of subjective control of E. F. Bazhin and A. M. Etkinda, Personal questionnaire G. Aizenka Methods of diagnostics such as an emotional reaction to the impact of environment stimuli V. V. Boyko, "Blankov Test »Studying the motivational and behavioral characteristics of activities developed by R. V. Yershova.

Analysis of the materials obtained by it showed that many young teachers had not yet thought about the problem of the meaning of life and did not associate her with their own professional activities. At the same time, large individual differences were discovered in sense-sensitive orientations - from abstract, formal answers to questionnaires to deep reflections in writings on this topic. For many, the instability of meaningless orientations is characteristic: already starting working at school, they have not yet found themselves, did not make a final professional choice, they did not answer the main question: what to devote life (some put their professional choice depending on whether marry). The results of the study allowed T.V.Maximova to distinguish three levels of meaning of life characteristic of teachers with various individual style of pedagogical activity.

1. "Sitational" meaning of life, which actually comes down to the planning of life for the nearest period and does not affect the main personalities and human aspirations.

2. The "landed" life sense, expressed in orientation on elementary material and spiritual values \u200b\u200b(the presence of a certain authority in the production team, an increase in the level of material security, family well-being).

3. The "sublime" meaning of life, the components of which - the maximum creative self-realization, the desire to devote their life to his beloved business, to help their pupils to find the only and unique life meaning for every life.

The distribution of the subjects under this indicator turned out to be as follows: about half of them (48%) characterized by the "landed" meaning of life; 30% of the subjects possess "situational" and 22% - "sublime" meaning of life. Optimal use, disclosure of the teacher's individuality - a necessary condition for increasing the importance of its professional activity to the level of meaning of life.

I. A. Winter allocates three factors affecting the formation of an individual style of pedagogical activity:

a) individual-psychological features of the teacher;

b) features of the activity itself;

c) Features of students.

For a school psychologist and teachers who are interested in this problem, you can recommend techniques that diagnose the individual style of the teacher. These techniques are developed by a pedagogical laboratory under the Tyumen branch of the USSR social inventions. The techniques are described quite fully, easy to use. There are three small "batteries" techniques. The first includes methods of studying the basic components of an individual activity (source): determining the power of the weakness of nerve processes, determining the equilibiousness of nerve processes, detecting the inertness of nervous processes.

The second "battery" techniques are aimed at identifying the type of pedagogical orientation and preferences of a certain type of pedagogical activity. These include: Methods of determining the type of activity: mental, artistic, middle (by I.P. Pavlov); methodology for identifying the type of pedagogical activity center; Methods for determining the level of communicativeness as a tendency to organizational and extracurricular work.

The third "battery" includes methods of self-observation and self-analysis of the process of formation and improving individual activity: studying attitudes to itself - "I-concept"; study of the degree of activity, independence, determination; Study of psychoanalytic abilities and teacher's observation.

Below we give some diagnostic techniques that we consider the most effective. (See Appendix 1.2.)

2.2. The formation and correction of the individual style of activity and communication of the teacher

The process of becoming an individual style of teacher's pedagogical activity is closely related to the process of its professional formation as a whole. In the professional formation of a person, four stages are distinguished: the formation of professional intentions, vocational training, professional adaptation and partial or complete realization of the person in professional work.

The formation of professional intentions occurs in the school and, as numerous studies show (I.S.Kon, D.I.Feldstein, I.V. Dubrovina, G.Kruhlova, etc.), it does not always have adequate interests and abilities Schoolchildren, often the choice of specialty is not thought out, superficial. This is especially true of pedelus, where they do not always come with the desire to become a teacher. The content of the last three stages is the formation of a personality attitude towards itself as a subject of its own professional activity. It is these stages that are most important as from the point of view of understanding the main mechanisms and the dynamics of the formation of a person and in terms of pedagogical influence on its further fate.

In order for training in the university to be effective, students should be formed in students. Klaus calls two classes of exercise prerequisites - cognitive and motivational. At the same time, he proceeds from the situation that training activities are determined, on the one hand, the fact that a person already knows and can, by which cognitive premises, it has, and on the other, whether he wants to learn than, why, why And to what extent wants to master. Therefore, the author distinguishes a cognitive variable ability to teach and motivational variable setting to the teaching.

As studies show, the absolute majority of students have more or less sustainable motives of study. At the same time, there are those who have a negative attitude towards learning in the university. The reasons for this are different, but the most common are the following.

1. The inconsistency of the previously existing idea of \u200b\u200bthe profession is that the student met in the university.

2. Insufficient preparedness for systematic and intense learning activities.

3. The desire to go to another specialty. However, students more often have a negative attitude towards individual academic disciplines with a general positive attitude to study. It is obvious that a motivational sphere should be formed to the effectiveness of vocational training, an adequate content of training and the social conditions in which it flows.

The indicator of the dynamics of the motivational sphere of personality in the process of vocational training can be the dynamics of the ratio of the image "I" and the image of an ideal professional, the degree of their proximity. The closer the student's own image to the ideal image of a professional, the more confident he is in his power, the higher his motivation work in the specialty. Another thing is that this identification is not always adequate, but even in this form it is useful for a novice teacher.

Two groups of reasons that force the student doubt the correctness of the chosen profession were revealed. For reasons of the 1st groups, there is a low assessment of their abilities. The reasons 2 groups include the difficulties of an objective nature, often related to the pedagogical profession (the difficulty of work, the workload of the teachers, the need for a great job of the house).

Psychological readiness is a mental state of personality, expressing in the ability to make independent decisions in case of complex professional tasks, evaluate their capabilities in their relationship with the upcoming difficulties and achievements of certain results.

Eliminate psychological readiness in a wide and narrow sense of the word. In the broad sense of the word - this is a professional pedagogical orientation of the individual, the tendency to engage in pedagogical activities. In a special, narrow sense - knowledge of psychology and ability to apply these knowledge in practice.

And finally, they allocate 3 levels of psychological readiness.

Low level - external motives for choosing a profession, attitudes toward how to the next step increase in education, the learning of knowledge is mainly reproductive, do not show much interest in special disciplines, they are indifferent to solving pedagogical problems, a little read psychological and pedagogical literature, practical work with Children leave indifferent. Self-esteem is overestimated, the reflectivity is low. After practice, it is often want to change the profession.

The average level is the presence of professional interests, but the tendency is more to academic work than to educational, therefore training activities are professional orientation, although there is insufficient competence. The decision of pedagogical tasks template, thinking is inflexible, self-analysis is difficult, self-esteem is often understated.

A sufficient level is a positive attitude to pedagogical activities and educational work, with interest to the pedprates, they show independence and creativity in solving pedagogical tasks, participate in scientific work, a lot of psychological and pedagogical literature read a lot. Self-assessment objective and critical.

Manage the process of forming an individual style of teacher's pedagogical activity can be elementary actions, algorithms, through the creation of appropriate models of various creative solutions, and it is possible through the creation of the most favorable conditions for its flow, for example, through the appropriate psychological atmosphere, a stimulating personality.

The first approach is associated with the theory of solving pedagogical tasks and analysis of situations, which allows the teacher to manage the search for optimal pedagogical solutions. But the formation of the style of the teacher's work takes place in the atmosphere of interaction with children, requires it to continuously manage its mental state and creative well-being.

That is why an important role in the management of creativity is given to the second path - the creation of the necessary prerequisites for the formation and development of creativity, causing creative well-being. Without the ability to manage your own mental state, without creating relevant external and internal conditions, the teacher will not be able to realize theoretical knowledge in communicating with colleagues and children.

A certain influence on the formation of an individual style of teacher's pedagogical activity is provided by the school administration through the appropriate organization within school administration.

The essence of socio-psychological methods is to affect the employee with the help of logical and psychological techniques so that the task has become the need for its activities. Therefore, the leadership of the school studies the individual features of subordinates, their attitude to work, activity, vital tone, etc. In obtaining and processing such information assists a school psychologist.

In working with the pedagogical team, the following factors are taken into account: the motives of the teachers, the level of cohesion of the collective, the presence of formal and informal structures in it, etc. Currently, there is an urgent need to identify the level of "maturity" of the pedagogical team in order to improve the educational process, consolidating a positive psychological climate in the team, identifying problems requiring permission, determination of the methods of development of the team.

Socio-psychological management methods are used in the school differentiation, taking into account the control stage. At the same time, each level uses common methods for all levels - a personal example, belief, confidence conversation, support for personal initiative, criticism and self-criticism, etc., and methods inherent in this step. This is due to the specific activity at different management levels. A group of aspects of social and psychological methods for managing the pedagogical process that affects the formation of an individual style of the teacher and the student:

The formation of beliefs;

Methods of awakening public activity and strengthening feelings

responsibility among teachers and students, including the involvement of all

teachers in creative work on a methodical theme, self-education;

Development of the livelihoods of the community-wide team;

Formation of public opinion.

Public opinion serves as a powerful, effective method of socio-psychological impact, creates prerequisites for transforming the motivational system of the person and its entire mental personality sphere, i.e. It is an active management factor.

The use of social and psychological management methods allows you to create a business, creative situation in the team and increase the effectiveness of teacher's development, training and education of the student.

At the same time, in the professional activities of teachers there are negative trends that are especially painful for the teacher's personality as a professional:

Reducing the prestige of pedagogical activity;

Growth of psychological tensions in interpersonal relationships

(teacher-student, parent teacher, teacher teacher, teacher-administration);

Changes in the content of teaching;

Lack of sufficient training in high school on educational issues

work, pedagogy and psychology, self-regulation;

Low level of equipment of the pedagogical process;

Dissatisfaction with the material and spiritual sphere (salary, dwelling, the availability of the cultural environment);

Insecurity in tomorrow, unfavorable personal situation and perspective - all these are sources of psychological instability that have a consequence of a decline in professional activity and dissatisfaction with the life situation.

Features of professional activities lead to serious changes in health.

Understanding these problems requires other builds of pedagogical

activities. In any case, the exact "diagnosis" can be delivered only after the psychodiagnostic individual examination with reliable and well-validated techniques.

Special psychological methods are used to correct the psychological qualities of the teacher, and in some cases, informing the teacher about the insufficient or too strong development of certain quality, which allows you to stimulate it to self-educational work, independent activities on the regulation of your personal sphere. But for this you need to clearly know and clearly describe the substantive essence, the main characteristics of this quality.

So, for more efficient management of the process of forming an individual style of the teacher, a psychodiagnostic individual examination system is needed, with the help of reliable techniques, further correctional work on the results of the survey.

Formation of individual communication style

Practice shows that the same method of impact applied by various educators gives an unequal effect, and not because it does not correspond to the situation, but because the person of the teacher itself is alien.

This compliance of the style of communication and personality often lacks many novice teachers.

Recall the movie "Let's live to Monday." A young English teacher first builds relationships with children based on friendly location. This style corresponds to her personality and is happy to be accepted by schoolchildren as organically arising from the personality of the teacher. But there is an episode with a malfuncting ravene, and the teacher in despair decides to dramatically rebuild the entire system of relationship with children. And what? Schoolchildren (high school students) together reject a new style of teacher's behavior. And not only because he is in itself formulated, does not contribute to sincerity in relationships, but also because it does not correspond to the individuality of the teacher.

Mastering the basics of professional-pedagogical communication should occur at an individual creative level. All elected components of professional-pedagogical communication are peculiar and uniquely manifested in the activities of each teacher. That is why the most important task of a novice teacher is to search for an individual communication style, a search that should be kept systematically.

Forming an individual style of communication, the teacher must first identify the peculiarities of its psychophysical apparatus as a component of creative individuality through which the "broadcast" of his personality is carried out. And then draw attention to compliance (inconsistency) of its communicative processes with the individual-typological features of children.

Imagine this situation: the classroom includes a choleric teacher, characterized by mobility, desire for frequent change of impressions, responsiveness and community, quickly to all reacting. Call Petrov answer homework. And Petrov-Phlegmatic, i.e., a slow man, he needed time to gather. But the teacher is choleric! He begins to be nervous, misunderstanding is based on the inconsistency of individual styles of activity and communication. The teacher should know about these possible contradictions and consistently overcome them.

Multiplicity, multidimensity of pedagogical communication, covering all spheres of pedagogical activities, implies various manifestations in various spheres of pedagogical work. So, it is quite obvious that the communication of the teacher in the classroom and in his free time will be different. It is not about a fundamental difference of communication styles, but about some shades caused by the features of activities, while maintaining the established style of relationships. Therefore, covering all spheres of pedagogical activities, communication requires constant adjustment by the teacher in different situations. It is necessary to carefully study and form your own individual communication style, using the entire set of funds mentioned earlier. In this case, the necessary experience of communication in a wide variety of spheres will be accumulated, to strengthen the skills of communication, to improve the communicative culture of the teacher as a whole.

Completing the conversation about the styles of professional-pedagogical communication, I would like to note that in every current pedagogical team, except for the individual style of the teacher's communication, there is a common style of communication of teachers with children. Writer Sergey Lvov in his essay "Creek" writes: "I often have to speak in schools. I almost always know in advance what will communicate with the audience-across the asked, joyful, creative or tense, painful. The most important signs are whether the loud-binds and in the corridors are spent the loud swords of teachers or all the wishes, comments, the requirements are spelled with calm voices. The volume of teacher votes is an error-free indicator of the school level. "

Forming and determining the sociological psychological atmosphere, the overall style of communication significantly affects the individual styles of teachers' communication. In this regard, you can talk not just about communication technology, but about its moral atmosphere. And it is important that the climate of courtesy and tacty, recovery and delicacy reigns in the team!

The facilitated style of pedagogical communication, both general and individual, contributes to solving a whole complex of tasks: first, the pedagogical effect becomes an adequate personality of the teacher, communication with the audience becomes a pleasant, organic for the teacher himself; secondly, the procedure for establishing relationships is significantly facilitated; Thirdly, the effectiveness of such an important function of pedagogical communication as the transfer of information is increasing, and all this happens against the background of the emotional well-being of the teacher and students at all stages of communication.

1) study and analysis of their personal qualities and features;

2) establishing positive and negative moments in personal communication. Work to overcome shyness, stiffness;

3) mastering elements of pedagogical communication, taking into account individual characteristics;

4) Mastering the technology of pedagogical communication (use the diversity of techniques, forms of interaction, combine verbal and non-verbal means, reflecting, empathy to perceive the pupil);

5) fixing the individual style of communication in real pedagogical activities.

Take advantage of this program, take care of the study and formation of your individual style of pedagogical communication and leadership, remembering the main thing: the style of communication and management depends on the moral attitudes of the teacher - from love for children, a friendly attitude towards them, from the humanist orientation of the teacher's personality. The style depends on the knowledge of the foundations of pedagogy and the psychology of communication, the ownership of communicative skills (perceptual, verbal).

Conclusions of II Chapter

The process of becoming an individual style of teacher's pedagogical activity is closely related to the process of its professional formation as a whole.

For the process of professional formation of the personality of the future teacher, the continuous interaction of objective and subjective factors is characterized, in the process of which internal psychological readiness for future pedagogical activities are formed in the structure of the student's personality.

One of the tasks of psychological support of the pedagogical process is that in the process of cooperation with the teacher to help him find or develop his own style of pedagogical activities, most corresponding to its individual characteristics. The ability to develop a style indicates a teacher's ability to show its strong positive qualities for professional activities.

For more efficient management of the process of forming an individual teacher, a psychodiagnostic individual examination system is needed, with the help of reliable techniques, further correctional work on the results of the survey.

Often, the same method of impact, used by various educators, gives an unequal effect, and not because it does not correspond to the situation, but because the person's personality is alien. Matching the style of communication and personality often lacks many novice teachers.

The facilitated style of pedagogical communication, both general and individual, contributes to solving a whole complex of tasks: first, the pedagogical effect becomes an adequate personality of the teacher, communication with the audience becomes a pleasant, organic for the teacher himself; secondly, the procedure for establishing relationships is significantly facilitated; Thirdly, the efficiency of information transfer increases, and all this happens against the background of the emotional well-being of the teacher and students at all stages of communication.

Conclusion

Style is an alloy of individual and typical, i.e. what is inherent in the teacher as a representative of a particular era. Typical is some common features peculiar to many creative teachers and are part of the individual. Typical and individual accompany each other, interdepend each other.

Style is a combination of distinctive qualities of the teacher as a person and a professional. At the same time, the best teachers make up a group community. In their group portrait, typological qualities are found.

The style of pedagogical activity arises where the teacher has freedom of expression. A teacher, seeing the diversity of the methods of performing professional activity, can limit themselves to some one, which will make up its style of activity.

According to A.K. A stable combination of tasks, tools and methods of pedagogical activities and communication, as well as more private features, such as the rhythm of work, defined by psycho-physiological characteristics and past experiences, is also an individual style-characteristic for this teacher.

The larger among teachers and educators there will be a variety of personalities, the most likely they will teach and bring up children with many different and at the same time useful individual qualities.

Working in her style, the teacher is less tightened and tired. The optimal individual style provides the greatest result with minimal time and strength costs.

Consider the main signs of the individual style of pedagogical activity. He manifests itself:

In temperament (time and reaction rate, individual pace of work, emotional response);

In the nature of reactions to those or other pedagogical situations;

In choosing training methods;

In the selection of funds of education;

In the style of pedagogical communication;

In responding to the actions and acts of children;

In the manner of behavior;

In the preference of certain types of rewards and punishments;

Attempts to directly copy the pedagogical experience of some teachers or educators by others, as a rule, are unpromising, and often give the worst results. This is because the psychological personality of the teacher is difficult to reproduce, and without it, the results inevitably turn out to be different.

Any pedagogical experience is not worth copying to copy; Perceiving the main thing in him, the teacher should strive to always remain himself, i.e. Bright pedagogical personality. This not only does not reduce, but will significantly increase the effectiveness of learning and education of children based on borrowing advanced pedagogical experience.

Style features of pedagogical communication and pedagogical leadership are decisive on the development of the personality and behavior of the student. The most common classification of manual style styles includes authoritarian, democratic and liberal styles.

Note that in its pure form, one or another style of leadership is rare.

For productive communicative activities, the teacher should know that communication permeates the entire pedagogical impact system, each trace element. At the teacher's class, it is necessary to master the communicative structure of the entire pedagogical process, to be the most sensitive to the slightest changes, constantly relate the elected methods of pedagogical impact with singularities at this stage. All this requires a teacher of the skill at the same time to solve two problems: 1) design features of their behavior (their pedagogical individuality), his relationship with students, i.e., style of communication; 2) construct expressive means of communicative effects.

Reflecting on the options for the relationship between the teacher with the children, A. S. Makarenko noted: "In any case, teachers and leadership should never allow the tone of frivolous: torsion, telling the jokes, no liberties in the language, torsion, and mp. On the other hand, it is completely unacceptable that teachers and guidance in the presence of pupils are sullen, irritable, crying. "

The most complete actual idea of \u200b\u200bthe styles of pedagogical activity was proposed by A.K. Markova, A.Ya. Nikonova

1. Emotional-improvisational style (EIS).

2. Emotional-methodical style (EMC).

3. reasoningly - improvisational style (fig).

4. Corrective - Methodical Style (RMS).

In order to diagnose the features of the individual style of pedagogical activity, it is advisable to use a whole complex of methods: the questionnaires, circulating works on the problems of sense orientation and individual style of pedagogical activity, the method of studying the value orientation of M. Rokich, Test D. A. Leontiev "sense -namental orientation", test questionnaire Level of subjective control of E. F. Bahin and A. M. Etkinda, Personal questionnaire G. Aizenka Methodology of diagnostics such as an emotional reaction to the impact of environmental stimuli V. V. Boyko, "Blank Test" to study the motivational and behavioral characteristics of activities developed by R. V. Yershova.

The process of becoming an individual style of teacher's pedagogical activity is closely related to the process of its professional formation as a whole.

A certain influence on the formation of an individual style of teacher's pedagogical activity is provided by the school administration through the appropriate organization within school administration.

The following factors are taken into account with the pedagogical team: the motives of the teachers, the level of cohesion of the team, the presence of formal and informal structures in it.

Special psychological methods are used to correct the psychological qualities of the teacher, and in some cases informing a teacher about insufficient or too strong development of a certain quality, which allows you to stimulate it to self-educational work.

Mastering the basics of professional-pedagogical communication should occur at an individual creative level. All elected components of professional-pedagogical communication are peculiar and uniquely manifested in the activities of each teacher. That is why the most important task of a novice teacher is to search for an individual communication style, a search that should be kept systematically.

Completing the conversation about the styles of professional-pedagogical communication, I would like to note that in every underlying pedagogical team, except for the individual style of the teacher's communication, there is a common style of communication of teachers with children. The general style of communicating the team significantly affects the individual styles of teachers' communication.

It is important that the climate of courtesy and tacty, recovery and delicacy reign in the team!

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ATTACHMENT 1

Express - diagnostics of personality response methods for conflict situations (Methods K.N. Thomas)

With the help of the Methodology of the American Social Psychologist, K.N.Tomas (1973), the typical ways of responding to conflict situations are determined. It can be revealed as far as the person is inclined to rivalry and cooperate in the group, in the school team, whether he seeks to compromise, whether conflicts avoid conflict or, on the contrary, trying to sharpen them. The technique also allows us to estimate the degree of adaptation of each member of the team to joint sports activities.

Text technique

b) instead of discussing what we disperse, I try to pay attention to what we both agree.

2. a) I try to find a compromise solution;

b) I'm trying to settle it with all the interests of another person and my own.

3. a) Usually I persistently strive to achieve my own;

b) Sometimes I sacrificed with my own interests for the interests of another person.

4. A) I try to find a compromise solution;

b) I try not to hurt the feelings of another person.

5. a) Clearing the controversial situation, I'm trying to find support from another all the time;

b) I try to do everything to avoid useless tensions.

6. A) I'm trying to avoid trouble for myself;

b) I try to achieve my own.

7. a) I try to postpone the decision of a controversial question in order to solve it completely with time;

b) I consider it possible to give in something to achieve the other.

8. a) Usually I persistently strive to achieve my own;

b) I first try to determine what all affected interests and controversial issues consist.

9. a) I think that it is not always worth worrying because of some kind of disagreement;

b) I make efforts to achieve my own.

10. a) I firmly strive to achieve my own;

b) I'm trying to find a compromise solution.

11. a) First of all, I strive to clearly determine what all affected interests and controversial issues consist;

b) I try to reassure the other and mainly to keep our relationship.

12. a) I often avoid occupy a position that can cause controversies;

b) I let the opportunity to remain another in my opinion if he also goes to meet.

13. a) I offer an average position;

b) I insist that everything was done in my opinion.

14. a) I inform another point of view and ask about his views;

b) I'm trying to show another logic and advantages of my views.

b) I try to do everything you need to avoid tension.

16. a) I try not to hurt the feelings of another;

b) I usually try to convince another in the advantages of my position.

17. A) Usually I persistently strive to achieve my own;

b) I try to do everything to avoid useless tensions.

18. a) if it makes another happy, I will give him the opportunity to insist on my own;

b) I will give another opportunity to stay with my opinion if he goes to meet me.

19. a) First of all, I try to determine what all affected interests and controversial issues consist;

b) I try to postpone controversial issues in order to solve them completely with time.

20. A) I'm trying to immediately overcome our differences;

b) I try to find the best combination of benefits and loss for both of us.

21. a) leading negotiations, try to be attentive to another;

b) I always tend to direct discussion of the problem.

22. A) I'm trying to find a position that is in the middle between my and the position of another person;

b) I defend my position.

23. A) as a rule, I am concerned to satisfy the desires of each of us;

b) Sometimes I give others to take responsibility for the decision of the controversial issue.

24. a) if the position of another seems very important to him, I try to meet him;

b) I try to convince another compromise.

25. A) I'm trying to convince another in his right line;

b) leading negotiations, I try to be attentive to the arguments of another.

26. a) I usually offer an average position;

b) I almost always strive to satisfy the interests of each of us.

27. a) Often, I strive to avoid disputes;

b) If it makes another person happy, I will give him the opportunity to insisted on my.

28. a) usually I persistently strive to achieve my own;

b) Clearing the situation, I usually strive to find support from another.

29. a) I offer an average position;

b) I think that it is not always worth worrying because of the emerging disagreements ..

30. A) I try not to hurt the feelings of another;

b) I always occupy this position in the dispute to wetogether we could succeed.

For each of the five sections of the questionnaire (rivalry, collaboration, compromise, avoiding, fixture) calculates the number of responses that coincide with the key.

Rivalry: for, 6b, 8a, 9b, 10a, 13b, 14b, 16b, 17a, 22b, 25a, 28a.

Collaboration: 2B, 5A, 8B, 11A, 14A, 19A, 20A, 21B, 23A, 26B, 28B, 30B.

Compromison: 2a, 4a, 7b, 10b, 12b, 13a, 18b, 20b, 22a, 24b, 26a. 29a.

Avoidance: 1A, 5B, 7A, 9A, 12A, 15B, 17B, 19B, 21A, 23B, 27A, 29B.

Device: 1B, 3B, 4B, 6A, 11B, 15A, 16A, 18A, 24A, 25B, 27B, 30A.

The obtained quantitative estimates are compared among themselves to identify the most preferred form of social behavior of the subject in the situation of conflict, the tendency of its relationships in difficult conditions.

Appendix 2.

Express diagnostics of empathy

The procedure proposed below is successfully used to study empathy (empathy), i.e. The ability to put ourselves to the place of another person, the ability to arbitrary emotional responsiveness to the experiences of other people. The empathment is the adoption of those feelings that someone experiences the other way as if they were our own.

1. I like the travel books more than Books from the series "Life of wonderful people."

2. Adult children annoying parents' care.

3. I like to reflect on the causes of success and failures of other people.

4. Among all the musical directions I prefer music in "modern rhythms".

5. Excessive irritability and unfair reproaches of the patient must be tolerated, even if they continue for years.

6. The patient can help even in a word.

7. Foreign people should not interfere in the conflict between two persons.

8. Old people are usually oppressed without reasons.

9. When in childhood he listened to the sad story, tears themselves were sworn in their eyes.

10. The irritable state of my parents affects my mood.

11. I am indifferent to the criticism of my address.

12. I like to consider portraits than paintings with landscapes.

13. I always forgive all my parents, even if they were wrong.

14. If the horse pulls badly, she needs to whip.

15. When I read about dramatic events in the life of people, I feel like this happens to me.

16. Parents belong to their children fairly.

17. Seeing quarrel adolescents or adults, I interfere.

18. I do not pay attention to the poor mood of my parents.

19. I am watching animal behavior, postponing other things.

20. Films and books can cause tears only from non-existent people.

21. I like to watch the expression of the persons and the behavior of strangers.

22. As a child, I brought home homeless cats and dogs.

23. All people are unreasonably angry.

24. Looking at an outsider, I want to guess how his life will be.

25. In childhood, the younger in the age went after me on the heels.

26. At the sight of a crumpled animal, I try to help him.

27. It will be easier for a person if you carefully listen to his complaints.

28. Seeing a street occurrence, I try not to fall into the number of witnesses.

29. Younger like when I suggest your idea, business or entertainment.

30. People exaggerate the ability of animals to feel the mood of their owner.

31. From a predicising conflict situation, a person must come out independently.

32. If a child is crying, there are no causes.

33. Young people should always satisfy any requests and eccentrics of old people.

34. I wanted to figure out why some of my classmates were sometimes thoughtful.

35. Strike domestic animals should be captured and destroyed.

36. If my friends begin to discuss with me their personal problems, I try to convert the conversation to another topic.

Before calculating the results obtained, check the degree of frank from which you were answered. Whether you do not answer "I don't know" for approval №№ 3, 9, 11, 13, 28, 36, but also did not celebrate paragraphs No. 11, 13, 15, 27 answers "Yes, always?" If so, then you did not want to be frank in front of them, and in some cases they sought to look in the best light. Test results can be trusted if you have given no more than three insincere answers to all the aligned statements, at four it should be doubted their accuracy, and at five it can assume that the work was performed in vain. Now sum up all the points assigned to the answers to paragraphs No. 2, 5. 8, 9, 10, 12, 13, 15, 16, 29, 21, 22, 24, 25, 26, 27, 29 and 32. Sign the result from The scale of the development of empathy trends.

If you scored from 82 to 90 points - this is a very high level of empathy. You have painfully developed empathy. In communication, as a barometer, we subtly react to the mood of the interlocutor who has not yet had time to say a word. It is difficult for you from the fact that those surrounding use you as a threshold, having wrapped your emotional state on you. Do not feel bad in the presence of "heavy" people. Adults and children willingly trust you with their secrets and go for advice. Often feel the complex of guilt, fearing to cause people hassle; Not only in a word, but even the look is afraid to hurt them. Anxiety for relatives and loved ones does not leave you. At the same time, very wounded. You can suffer at the sight of a crumpled animal or not finding out places from the random cold greeting of your chef. Your impressionable sometimes does not allow to fall asleep. Being frustrated feelings, need emotional support from. With this attitude to life you are close to neurotic breakdowns. Take care of your mental health.

From 63 to 81 points - high empathy. You are sensitive to the needs and problems of others, generous, tend to forgive them. Treat people with genuine interest. You like to "read" their faces and "peek" into their future. You are emotionally responsive, sociable, quickly install contacts and find a common language. Must be, and children pull to you. The surrounding appreciate you for soulfulness. You are trying to prevent conflicts and find compromise solutions. Turn the criticism well into your address. In the assessment

events more trust their feelings and intuition than analytical conclusions. Prefer to work with people than alone. Constantly need social approval of their actions. With all the listed qualities, you are not always neat in accurate and hard work. Do not pay much difficulty to bring you out of equilibrium.

From 37 to 62 points - a normal level of empathy inherent in the overwhelming majority of people. The surrounding can not call you "fat-robble", but at the same time you do not feel about particularly sensitive people. In interpersonal relationships, it is more inclined to judge others by their actions than to trust their personal impressions. You are not alien to emotional manifestations, but for the most part they are under self-control. In communication is attentive, trying to understand more than it is said in words, but with unnecessary exhaust the feelings of the interlocutor lose patience. Prefer delicately not express your point of view, not being confident that it will be accepted. When reading artistic works and watching movies, more often follow the action than behind the experiences of the heroes. Find it difficult to predict the development of relationships

between people, therefore, it happens, their actions are unexpected for you. You have no feeling of feelings and it prevents your full-fledged perception of people.

12-36 points - low level of empathy. You have difficulty in establishing contacts with people, feel uncomfortable in a noisy company. Emotional manifestations in the actions of others sometimes seem to you incomprehensible and deprived of meaning. I give preference to secluded classes with a specific case, and not work with people. You are a supporter of accurate wording and rational solutions. Probably you have few friends, and those who are, appreciate more for business qualities and a clear mind than perheardlessness and responsiveness. People pay you the same: the moments happen when you feel your alpinence; The surrounding are not too complaining you with your attention. But it is corrected if you reveal your shell and become more closely peering into the behavior of your loved ones and take their needs as your own.

11 points and less - very low. Emphair identity trends are not developed. Difficult to start the conversation, keep a mansion among colleagues. Contacts with children and persons who are much older than you are especially difficult. In interpersonal relationship, it is often in the clumsy position. In many respects, do not find mutual understanding with others. Love the thrill, sports prefer art. In activity too centered

on myself. You can be very productive in individual work, in collaboration with others do not always look in the best light. With irony, refer to sentimental manifestations. Painly transfer criticism to your address, although you can not react violently on it. You need gymnastics feelings.