Styles of pedagogical communication and pedagogical leadership. Leadership styles and pedagogical work of the teacher
1. Imperative(authoritarian) style is called rigid, as it requires unconditional, strict obedience. The child is given a passive position, and the teacher seeks to manipulate the class, considering discipline to be the most important thing. He subordinates children to his power in a categorical form, does not explain the need for normative behavior, does not teach him to control his behavior, exerts psychological pressure. Emotional coldness, which deprives the child of intimacy, trust, quickly disciplines the class, but causes a psychological state of abandonment, insecurity and anxiety in children.
This style contributes to learning objectives, but separates the children, as everyone experiences tension and self-doubt. The imperative style suppresses initiative and does not develop the motivation to purposefully control one's behavior. Children, left in the classroom without the supervision of a teacher and without the skills of self-regulation of behavior, easily violate discipline.
The imperative leadership style speaks of the teacher's firm will, but does not bring love and calm confidence to the child in the teacher's good attitude towards him. They start to fear him. All experiences associated with the sharp forms of adult manifestations sink into the soul of the child, remain in his memory for life.
The imperative style of communication between an adult and a child in its extreme expression is anti-pedagogical and therefore unacceptable in the practice of public education of children.
imperative style makes it difficult to cooperate and organize cognitive activity, since forced normativity does not give naturalness in communication. The child, of course, works and solves the problems proposed by the teacher. He also holds out his hand to answer. But here additional motives appear that compete with cognitive motives. In need of emotional support from the teacher, the child seeks receive praise in itself as compensation for stress, arising from the teacher's communication style.
2. Democratic style provides the child with an active position: the teacher seeks to put students in a relationship of cooperation in solving educational problems. At the same time, disciplined behavior does not act as an end in itself, but as a means to ensure successful work.
The teacher explains to the children the meaning of normative disciplined behavior, teaches them to manage their behavior, organizing the conditions of trust and mutual understanding.
Democratic style puts the teacher and students in a position of friendly understanding. This style evokes positive emotions in children, self-confidence, gives an understanding of the value of cooperation in joint activities and provides joy in achieving success. This style unites children: gradually they develop a sense of “We”, a sense of belonging to a common cause. Children brought up in a democratic style of communication, left in the classroom without the supervision of a teacher, try to discipline themselves.
The democratic style of leadership speaks of the high professionalism of the teacher, his positive moral qualities and love for children. This style requires great mental stress from the teacher, but it is he who is the most productive condition for the development of the child's personality. It is in a democratic leadership style that a child develops a sense of responsibility.
Democratic sleep carries a call for cooperation and cognitive activity. Normativeness, clothed in an attractive form of confidential communication for the child about the current educational task, organizes his attention, makes memory and thinking work. The child, being in a state of spiritual comfort, with pleasure turns to mental exercises. He works with pleasure on the task, strives to answer and is upset when the teacher calls someone else to answer.
3. Liberal-permissive (anti-authoritarian) style condescendingly weak, allows connivance harmful to the child. This is the layman's style. The lack of professionalism prevents the teacher from ensuring discipline in the classroom and organizing the educational process in a qualified manner. This style does not provide for the joint activity of children either - normal behavior is simply not organized, children behave to the best of their upbringing, dragging even the disciplined with them. This style does not provide children with the opportunity to experience the joy of joint activities, the learning process is constantly disrupted by self-willed actions and pranks. The child is not aware of his responsibilities.
The liberal-permissive style of communication between an adult and a child is anti-pedagogical and therefore unacceptable in the practice of public education of children.
Studies have shown that only a democratic style of communication creates conditions for the development of a child's mental activity. For the same time period, the same children remember more easily, think better, fantasize in a democratic style of communication than in an authoritarian style. Democratic style gives freedom of cognitive activity, the child is not afraid to make a mistake when solving the task. This style helps the child even when he is forced to work out actions that require him, first of all, volitional regulation.
An experienced teacher will not say to a child: “Get up! You're misbehaving!" He will say differently: “Who prevents the class from working? Who deprives us of the right to silence? In this case, the child's behavior is evaluated primarily from the point of view of his attitude towards others.
Positions of the teacher in communication:
1. Closed position teachers - an impersonal manner of presenting the material, the absence of their own judgments, the absence of doubts, the loss of emotional overtones.
2. The open position of the teacher - the teacher refuses pedagogical "omniscience". Opens personal experience student, his experiences, presents the educational material through his own perception, gives students and himself the right to make mistakes.
Positions in communication according to E. Bern:
A peculiar approach to structural description interaction is presented today in transactional analysis - a direction that proposes to regulate the actions of interaction participants through the regulation of their positions, as well as taking into account the nature of situations and the style of interaction. The author claims that in every person, regardless of age, profession, there are simultaneously three "I" V, R, D., one at some point in time comes to the fore.
From the point of view of transactional analysis, each participant in the interaction, in principle, can occupy one of three positions, which can be conditionally designated as:
Parent, Position of the Parent as “Need!”,
He knows everything, knows everything, his favorite word is necessary, he never makes mistakes, he makes decisions on his own, takes full responsibility. Accusatory, critical, or condescending intonations. Thanks to this position, many of our reactions become automatic, which saves energy and time.
Adult, Position of the Adult - association "I want!" and "We must!").
The state is aimed at a responsible assessment of the situation. An adult receives processed information, takes into account the possibilities of effective interaction. Combines - I want and I need. Ambition is related to the situation. Decisions are made jointly, responsibility is shared.
Child(Child). The position of the Child can be defined as the position of "I want!",
This is the source of joy. Favorite word- want. He does not answer for anything, he is very emotional. Frequent mood swings. Typical phrases"why me? I can not…"
These positions are in no way necessarily related to the corresponding social role: they are only a purely psychological description of a certain strategy in interaction.
Interaction is effective when transactions are "additional" in nature, i.e. coincide: if the partner addresses the other as an Adult to an Adult, then he also answers from the same position. If one of the participants in the interaction addresses the other as an Adult, and the other responds from the position of the Parent, then the interaction is disrupted and may stop altogether. AT this case transactions are "overlapping".
The wife turns to her husband with information: “I cut my finger” (appeal to the Adult from the position of the Adult). If he answers: “Now we will bandage”, then this is also the answer from the position of the Adult (I). If the maxim follows: “Something always happens to you”, then this is the answer from the position of the Parent (II), and in the case: “What should I do now?”, the position of the Child (III) is demonstrated. In the last two cases, the interaction efficiency is low.
Literature
1. Andreeva G.N. Social Psychology. - M., 1996.
2. Zimnyaya I.A. Pedagogical psychology. - Rostov-on-Don, 1997.
3. Kan-Kalik V.A. Teacher about pedagogical communication. - M, 1987.
4. Nemov R.S. Psychology. Book. 2. - M., 1994.
5. Human psychology from birth to death. / Ed. A.A. Rean. - St. Petersburg, 2001.
6. Rean A.A. Psychology of pedagogical activity. - Izhevsk, 1994.
7. Shevandrin N.I. Social psychology in education. - M., 1995.
1. Markova A.K. Psychology of teacher's work. - M., 1993.
2. Stolyarenko L.D. Fundamentals of psychology. - Rostov-on-Don, 1997.
Pedagogical communication – is the interaction of a teacher with students in the educational process, aimed at creating a favorable psychological climate contributing to the full development of the individual. (Functions of pedagogical communication: knowledge, exchange of information, organization of activities, exchange of roles, empathy, self-affirmation).
Styles of pedagogical communication and leadership
An important characteristic professional and pedagogical communication is style. Style is the individual typological features of the interaction between the teacher and students. It takes into account the peculiarities of the communicative abilities of the teacher, the level of relations between the teacher and pupils, the creative individuality of the teacher, the characteristics of the student team. The style of communication between a teacher and children is a social and moral category.
In the pedagogical literature, the following styles of communication are distinguished:
Communication based on passion for joint activities. This type of communication is formed on the basis of the high professional and ethical attitudes of the teacher, this is a common creative activity pupils together with educators and under their guidance.
Communication based on friendship. Productive style of pedagogical communication. Together with the enthusiasm for a joint business, it can also have a business orientation. But you can not turn it into a familiar relationship with students.
Communication - dialogue involves cooperation between the teacher and pupils on the basis of mutual respect.
Communication is distancing. A common communication style that leads to the formalization of the system of socio-psychological interaction between the teacher and students and does not contribute to creating an atmosphere of creativity. Distance must exist, but it is dictated by logic educational process in the student-teacher relationship.
Communication is intimidating. negative form of communication. It is resorted to by teachers who do not know how to organize productive joint activities with students. Such communication destroys creative activity.
Communication - flirting plays a negative role in working with children. The style of communication corresponds to the desire to win a false cheap authority among children, which is contrary to the requirements of pedagogical ethics.
The correct style of communication creates an atmosphere of emotional well-being, which largely determines the effectiveness of educational activities. A correctly found style of communication, corresponding to the individuality of the teacher, contributes to the solution of many problems.
Pedagogical Leadership Styles:
authoritarian style. The teacher single-handedly determines the activities of the group, suppresses any initiative. The main forms of interaction: order, instruction, instruction, reprimand, punishment. The commanding tone prevails.
Democratic style. It manifests itself in the support of the teacher on the opinion of the team. The teacher invites everyone to participate in the discussion of the progress of the work. Self-government develops. The main ways of communication: request, advice, information.
liberal style(anarchist, permissive). The teacher tries not to interfere in the life of the team, does not show activity, easily obeys, is removed from responsibility, and is not authoritative.
In communicating with students, parents, colleagues, administration, the teacher takes certain communicative positions.
A-position - "above". The teacher acts as an active subject of communication, he takes the initiative, manages, controls, plans, implements his goals.
B-position - "equal". There is a communication of two equal partners, both take the initiative, try to take into account the interests of each other.
B-position - "under". The teacher occupies a subordinate position in relation to the communication partner.
For the successful implementation of pedagogical activity, the teacher must be able to take an effective communicative position.
Stages of pedagogical communication
1. Predictive stage of communication(modeling by the teacher of the upcoming communication with the class in the process of preparing direct activity) includes work on the content of the lesson or educational work, planning. At the stage, there is a communicative forecasting of upcoming activities.
2. Initial period communication(organization of direct communication with the class at the time of initial interaction with it (from 2 to 5 minutes)). It is conditionally called a "communicative attack", during which the teacher gains the initiative in communication. At this stage, you need: a technique for quickly engaging in work, mastering the techniques of self-presentation and dynamic impact.
3. Communication management. At this stage, the teacher solves communication problems, supports the initiative of students, organizes dialogic communication, corrects his ideas, adjusted for real conditions.
4. Analysis of the implemented communication system and modeling of the communication system for future activities. At this stage, the teacher should identify strengths and weak sides communication; to comprehend to what extent he is satisfied with the process of interaction with children; plan the system of future communication, taking into account the necessary adjustments.
Basic principles of communication with a child
1. Unconditional acceptance of the child - initial positive attitude to the child, accepting him with all the features, shortcomings, mistakes, troubles. To accept means to show tolerance towards him, to strive to understand him and help him.
2. Showing respect for the individual and maintaining the feeling dignity in everyone.
3. Awareness and recognition of the right of an individual to be different from others, tolerance.
4. Granting the right to freedom of choice.
5. Assessment not of the child's personality, but of his activities.
6. Possession of the ability to feel (empathy), understand (identify) each child, look at the problem through his eyes, from his position.
1. Ability to take into account individual psychological and personality traits child.
Basic rules of pedagogical communication
Show pedagogical tact.
Know: by outward signs determine the condition of the child; support the expression of the interlocutor with facial expressions, posture; listen with attention and respect; do not interrupt the interlocutor; own a culture of speech (accessibility, figurativeness, logic, conciseness); control the voice (intonation, diction); manage facial expressions, gestures; reduce monologue speech activity in the dialogue.
Be able to: manage your state, feelings (removal of negative thoughts and desires from consciousness); installation on a positive perception of the interlocutor; possession of techniques for a long-term inclusion of positive emotions; "glow" (V.L. Levi) - radiation of warmth, love, goodwill.
First experimental psychological research leadership styles was carried out in 1938 by the German psychologist Kurt Lewin, later, with the Nazis coming to power in Germany, he emigrated to the United States. In the same study, a classification of leadership styles was introduced, which is commonly used today:
2. Democratic.
3. Conniving (liberal)
At authoritarian style of leadership, the teacher takes care of everything. The goals of the activity, the methods of its implementation are single-handedly set by the teacher. He does not explain his actions, does not comment, shows excessive demands, is categorical in his judgments, does not accept objections, and disdainfully treats the opinions and initiative of students. The teacher constantly shows his superiority, he lacks empathy, sympathy. Pupils find themselves in the position of followers, in the position of objects pedagogical impact. The official, commanding, bossy tone of address prevails, the form of address is an indication, a lesson, an order, an instruction, a shout. Communication is based on disciplinary influences and submission. This style can be expressed by the words: "Do as I say, and do not argue."
This style hinders the development of the individual, suppresses activity, fetters initiative, gives rise to inadequate self-esteem; in relationships, he erects, according to G. I. Shchukina, an impenetrable wall, semantic and emotional barriers between the teacher and students.
At democratic leadership style, communication and activities are built on creative collaboration. Joint activity is motivated by the teacher, he listens to the opinion of students, supports the pupil's right to his position, encourages activity, initiative, discusses the idea, methods and course of activity. Organizing influences prevail. This style is characterized by a positive-emotional atmosphere of interaction, benevolence, trust, exactingness and respect, taking into account the individuality of the individual. The main form of address is advice, recommendation, request. This style of leadership can be expressed in the words: “Together we conceived, together we plan, organize, sum up.” This style disposes students to the teacher, promotes their development and self-development, causes a desire for joint activities, encourages independence, stimulates self-government, high adequate self-esteem and, most importantly, contributes to the formation of trusting, humanistic relationships.
At liberal leadership style lacks a system in the organization of activities and control. The teacher takes the position of an outside observer, does not delve into the life of the team, into the problems of an individual, is content with minimal achievements. The tone of the appeal is dictated by the desire to avoid difficult situations, largely depends on the mood of the teacher, the form of appeal is exhortation, persuasion. This style leads to familiarity or alienation; it does not contribute to the development of activity, does not encourage initiative, independence of pupils. With this leadership style, there is no purposeful teacher-student interaction. This style can be expressed by the words: "As everything goes, so let it go." Note that in its pure form, one or another style of leadership is rare.
Democratic style is the most preferred. However, elements of an authoritarian leadership style may also be present in the activities of a teacher, for example, when organizing complex type activities, when establishing order, discipline. Elements of the liberal style of leadership are acceptable in the organization of creative activity, when the position of non-interference is appropriate, providing the pupil with independence. Thus, the teacher's leadership style is characterized by flexibility, variability, depends on specific conditions, on who he is dealing with - with younger students or high school students, what are their individual characteristics, what is the nature of the activity.
Teachers perform leadership functions not only in the classroom, but also during extracurricular activities. At the same time, there are significant differences in the methods and techniques of leadership, in connection with which three styles are distinguished: authoritarian, democratic and liberal. Authoritarian leadership style. Teachers of this style lead regardless of the opinions of others, they themselves determine the ways and means to achieve the goal, because they believe that they know everything themselves and that no one will solve it better anyway. Such a teacher closes all the information to himself, so the class asset lives on conjectures and rumors. Willingly or unwittingly, he fetters the initiative of schoolchildren, so their sense of responsibility for the common cause is weakened, public assignments become a formality for them and social activity students are falling. Schoolchildren are only executors of the teacher's plans, his plans. The teacher of the authoritarian leadership style expresses his decisions in the form of instructions, orders, instructions, reprimands, thanks. He takes little account of interpersonal relationships in a group, overestimate negative qualities students and underestimate their positive aspects.
Of course, the above should not be understood in such a way that the authoritarian style of leadership should be completely excluded from the practice of the teacher. It can be used, but it is important that it is appropriate for the situation, and not be spontaneous and unconscious. For example, when a group led by a teacher is inactive, accustomed to the passive execution of orders, at first it is more expedient to use an authoritarian leadership style in order to give the group an organized character.
Democratic leadership style. The position of a teacher with this leadership style can be described as "first among equals". By his behavior, he shows that his power is a necessity for the rational fulfillment of the tasks facing the school team and nothing more. He tries to lead in such a way that each student takes the maximum part in achieving a common goal. To do this, he distributes responsibility among schoolchildren, encourages and develops relations between them, creates an atmosphere of business cooperation and camaraderie. The decision is made collectively, taking into account the opinion of the asset. It relies in activities on the help of schoolchildren, taking into account their inclinations and abilities. Skillfully uses schoolchildren who have authority among their peers to strengthen cohesion and discipline.
A teacher of a democratic style sees the meaning of his activity not only in controlling and coordinating the actions of the school team, but also in educating and inculcating organizational skills and abilities in schoolchildren, therefore he sets motivated tasks for schoolchildren, encourages the individual efforts of each, makes them public. This contributes to the development of initiative and creative independence in students.
A democratic style teacher is more accessible to students;
they feel freer with him and willingly communicate with him. Therefore, a teacher with such a leadership style knows better the inner life of students, their experiences, fears, aspirations, hopes. Verbal communication the teacher of this style with the students is based on requests, advice, confidential intonation. It has been established that only 5% of the communication methods of such a teacher are in the nature of commands or jerky orders. Democratic leadership style teachers are more adequate than teachers auto ritarian style, evaluate the positive and negative character traits of students.
Liberal (permissive) leadership style. This style is characterized by the teacher's desire to interfere as little as possible in the affairs of the asset, providing students with great freedom of action. The conniving style is much less common than the authoritarian and democratic ones. With this style the group exists on its own and she determines the main directions of her life. Gradually, there is a complete rejection of formal relations, social distance between group members is drastically reduced. In such a situation, interest in the case may decrease, and the joint goal may not be achieved. Only high level personal or professional development of group members can contribute normal operation groups under such control. At the same time, an indulgent style can contribute to the growth of responsibility and independence of ordinary members of the group.
So, each style has some advantages and disadvantages. Each style may be appropriate in some circumstances and inappropriate in others. The authoritarian style is simple and efficient, but leads to the passivity of subordinates and hypocrisy in relation to the leader. The democratic style makes it possible for everyone to participate in management, but hinders, if necessary, quick decision-making. The conniving style focuses on the independence of the members of the group, but this is possible only with their highest qualifications. It is quite clear that the most successful leaders and managers are guided by all three styles, depending on the conditions of activity. One and the same leader can change the system of methods of influencing subordinates. Main change in leadership style may be: the degree of urgency of the decision, the confidentiality of the task, the size of the group, the personality of the leader, the mental abilities of subordinates or their level of professionalism.
4. Individual styles of pedagogical activity.
The individual style of the teacher's activity - a system of stable, individually unique methods and techniques for solving various pedagogical problems. The main features of the individual style of the teacher's activity are manifested:
In temperament (time and speed of reaction, individual pace of work, emotional responsiveness, responsiveness);
In the nature of the response to certain pedagogical situations;
In the choice of teaching methods;
In the selection of means of education;
In the style of pedagogical communication;
In response to the actions and deeds of children;
in demeanor;
In preference for certain types of rewards and punishments;
In the use of means of psychological and pedagogical influence on children.
Speaking of individual style of the teacher's activity, usually have in mind that choosing one or another means of pedagogical influence and forms of his behavior, the teacher takes into account his individual inclinations and abilities. Teachers with different personalities can choose the same tasks from a variety of educational and educational tasks, but they implement them in different ways. In this regard, one remark should be made, which concerns the perception and implementation of advanced pedagogical experience. Analyzing it, the teacher must remember that such an experience is almost always inseparable from the personality of its author and is a kind of combination of generally significant pedagogical findings and the individuality of the teacher. Therefore, attempts to directly copy the advanced pedagogical experience of some teachers of others, as a rule, are futile.
Memory, its types and patterns of development. Ways to improve efficiency
memorization educational material in the educational process.
Essence and types of memory.
memorycalled the memorization, preservation and reproduction by a person of images, thoughts, emotions, movements, i.e., everything that makes up his individual experience.
Memory serves as the basis for the continuity of mental activity, linking the past, present and future. Memory is basic mental process, based on which a person controls his behavior and activities, carries out current and long-term planning of his development and training.
1) according to the nature of the mental activity that prevails in the activity, memory is divided into motor, emotional, figurative and verbal-logical;
2) by the nature of the goals of the activity - into involuntary and arbitrary;
3) by the duration of consolidation and preservation of the material (in connection with its role and place in the activity) - for short-term, long-term and operational.
Motor (or motor) memory - this is the memorization, preservation and reproduction of various movements. Motor memory is the basis for the formation of various practical and labor skills, as well as the skills of walking, writing, etc. Without memory for movement, we would have to learn to perform the appropriate actions every time.
Emotional memory -it is a memory of feelings. This type of memory lies in our ability to remember and reproduce feelings.
figurative memory - it is a memory for ideas, pictures of nature and life, as well as for sounds, smells, tastes, etc. The essence of figurative memory is that what was previously perceived is then reproduced in the form of representations..
Verbal-logical memory is expressed in the memorization and reproduction of our thoughts. We remember and reproduce the thoughts that have arisen in us in the process of thinking, thinking, we remember the content of the book we read, talking with friends. A feature of this type of memory is that only the meaning of this material is remembered and reproduced, and the exact preservation of genuine expressions is not required.
Depending on the purpose of the activity, memory is divided into involuntary and arbitrary . In the first case, it means memorization and reproduction, which is carried out automatically, without the willful efforts of a person, without conscious control. At the same time, there is no special goal to remember or recall something, that is, a special mnemonic task is not set. In the second case, such the task is present, and the process itself requires an effort of will.
There is also a division of memory into short-term and long-term . Short-term memory is a type of memory characterized by a very brief retention of perceived information.
Short-term memory plays a very important role in human life. Thanks to it, a significant amount of information is processed, unnecessary is immediately eliminated and potentially useful remains. As a result, there is no overload of long-term memory. In general, short-term memory is great value to organize thought, and in this it is very similar to working memory.
concept RAM designate mnemonic processes serving actual actions, operations directly carried out by a person. When we perform any complex operation, such as arithmetic, we perform it in parts. At the same time, we keep "in mind" some intermediate results as long as we are dealing with them. As you move towards the final result, a specific “waste” material may be forgotten.
An important characteristic of the memorization process is degree of understanding memorized material. Therefore, it is customary to single out meaningful and mechanical memorization.
Mechanical memorization is memorization without awareness of the logical connection between various parts perceived material. An example of such memorization is the memorization of statistical data, historical dates etc. The basis of rote memorization is associations by adjacency. . One piece of material relates to another only because it follows it in time. In order to establish such a connection, repeated repetition of the material is necessary.
In contrast to this meaningful memorization based on an understanding of internal logical connections between individual parts of the material. Two positions, of which one is a conclusion from the other, are remembered not because they follow each other in time, but because they are logically connected. Therefore, meaningful memorization is always associated with the processes of thinking and relies mainly on generalized connections between parts of the material at the level of the second signal system. It has been proven that meaningful memorization is many times more productive than mechanical memorization. Mechanical memorization is uneconomical, requiring many repetitions.
Psychological aspects pedagogical guidance
To prepare for the lesson, the student needs to study the lecture material, the application and additional sources indicated in the lists of references.
Theoretical questions
1. The relationship between the concepts of leadership and management in social psychology.
2. Qualities and personality traits of a leader. Weak and high leadership skills.
3. The concept of the style of pedagogical leadership.
4. Methods of pedagogical leadership.
5. Classification of styles of pedagogical leadership.
Tasks for self-study homework
6. What are the psychological aspects of the style of pedagogical leadership. What is “optimal pedagogical communication”? (according to A.A. Leotiev). What is the optimal social distance for a teacher?
7. By what signs can the prevailing style of the teacher's pedagogical leadership be determined.
8. What classifications of the style of pedagogical activity do you know?
9. Describe the influence of the style of pedagogical leadership on the personality and motivation of the student.
Tasks for independent work in class
Group discussion pedagogical situations(appendix 2)
Literature
1. Zimnyaya I.A. Pedagogical psychology / I.A. Winter. - Rostov-on-Don: Phoenix, 1997. - 480 p.
2. Kan-Kalik V.A. Teacher about pedagogical communication / V.A. Kan-Kalik. – M.: Enlightenment, 1987. – 190 p.
3. Markova A.K. Psychology of teacher's work / A.K. Markov. - M.: Enlightenment, 1993. - 192 p.
Styles of pedagogical leadership
1. The concept of the style of pedagogical leadership.
2. Methods of pedagogical leadership.
3. Classification of styles of pedagogical leadership.
4. Psychological aspects of the style of pedagogical leadership.
4.1. The concept of "optimal pedagogical communication" (according to A.A. Leotiev).
4.2. Optimal social distance for teachers.
4.3. Signs of the style of pedagogical leadership (from the point of view of different scientists).
5. Classification of the style of pedagogical activity (from the point of view of various scientists).
6. The influence of the style of pedagogical leadership on the personality of the student.
The concept of pedagogical leadership style
The style of activity is an interconnected set of individual characteristics, methods and nature of the implementation of a certain activity, as a rule, involving interaction with people and acting as a dynamic stereotype.
Activity style(for example, managerial, industrial, pedagogical) in the broadest sense of the word - a stable system of methods, techniques, manifested in different conditions her existence. It is determined by the specifics of the activity itself, the individual psychological characteristics of its subject.
According to E.A. Klimov individual style of activity in a narrow sense - “this is a stable system of methods due to typological features that develops in a person striving for the best implementation of this activity ... An individual-peculiar system psychological means, to which a person consciously or spontaneously comes in order to best balance his (typologically determined) individuality with objective external conditions activities".
Determining the features of the style of behavior, the researchers note that in situations of difficulty, conflict, people distinguish 10 individual styles behaviors: conflictual, confrontational, smoothing, collaborative, compromising, opportunistic, style of avoidance, suppression, rivalry and protection.
Pedagogical activity Teachers, like any other activity, are characterized by a certain style. The peculiarity of the teacher's profession is that he needs the knowledge, skills, and abilities that underlie successful interaction with people: organize his relations with students, with colleagues, help in normalizing the relations of classmates with each other, in developing communication skills, etc. . It will not be an exaggeration to say that the core psychological culture teacher is pedagogical communication, implemented in the pedagogy of cooperation.
Under the style of pedagogical leadershipis understood as a set of sustainable ways of interaction between a teacher and students in the process of joint activities and communication.
Methods of pedagogical leadership
To control the behavior of students, the teacher uses methods of pedagogical influence: persuasion, demand, suggestion.
Belief is aimed at developing the motives of the student's normative behavior through a joint analysis of facts and dependencies. Some researchers single out the normative function of communication, thanks to which children learn the norms of morality through knowledge of the moral foundations of behavior, examples of appropriate actions, and regulation of ways of interaction and relationships (ibid.).
Requirement usually expressed in categorical forms - orders, prohibitions, orders. Note that in terms of emotional tone, it can be either aggressive, overwhelming (in the form of coercion), or warm, benevolent (in the form of motivation).
Suggestion expressed in the form of instruction, exhortation, reminder, warning, condemnation, reproach or reproach. The emotional tone (friendly or aggressive) is expressed by the teacher in different ways: in the content, in the intonations of the voice, in facial expressions and pantomime.
Based on prevailing teaching practice methods of influence of the teacher on students are distinguished pedagogical leadership styles.