Questions pedagogical communication in the modern model of the educational process start playing more and more important.Of course, at all times, this problem has played a significant role in the effectiveness of training and education, but to date the world, including our country, moving away from the centralized training in groups, focusing on individual training.It was in this situation, style of pedagogical dialogue goes to basic position.It should be noted that in the literature methodology are four basic communication style - two of these extremes, respectively, opposite, and two - intermediate.It is worth noting that when self-examination is carried out educational activities caregiver is rarely considered this question, which is inadmissible in the upscale teaching staff.Why is the teacher?Not just yet, and primary school teachers.It was at this age lays the basics of a future identity, the desire of the child to attend school.In this situation, self-examination activities of primary school teachers should be held regularly in order to avoid possible errors and omissions in the work.
authoritarian type of communication
It should be noted that this option relating to the first style, unfortunately, is still the most common.At the same time for the communication style of the teacher with the students, pupils and students are characterized by quick response to certain actions or omissions of the children, the formation of specific brooking no appeal commands or instructions, limit creativity.The ongoing work of the teacher self-reflection, in this situation, it is unlikely these facts will show.Most often the problem is caused by insufficient vocational education teacher, but there are situations when such manner of employment is generated from the personal qualities of the individual teacher.We are talking about did not wish to invest in the learning process completely.The last option is the most dangerous in terms of pedagogical traditions in the future, such as employee self-analysis conducted pedagogical activity the teacher, for example, on paper or verbally looks absolutely convincing and, most importantly, reasonably.As they say, not undermine.On the other hand, many well-known teachers, though not explicitly, not openly, but agree that such methods of organization of communication may be appropriate, at least on a separate, short stage of the general school or the educational process, at least for the formation of a responsible attitudechildren to the event.
stimulating style of communication and self-analysis of pedagogical activity the educator, his confession
opposite of the authoritarian style of communication in the literature as the so-called stimulating style.This option, of course, is the most advanced and progressive.Its essence lies not in suppressing independent decisions on the child or another stage of the pedagogical process, and promote cooperation, when the management of student or teacher pupil carries out various kinds of indirect methods of influence, such as leading questions, etc.It is clear that self-analysis of pedagogical activity the teacher in this situation will be built not by pushing achieve educational or educational purposes, and on the degree of achievement of mutual understanding and cooperation, both taken separately pupil, and with the team as a whole.Thus, any activity of the teacher self-reflection, but primarily self-analysis of activities of primary school teachers should be aimed not only and not so much on the assessment of the work performed, and, first and foremost, on the prospects for further cooperation with the wards.
