Customization pedagogical work has always been a pretty active discussion in the pedagogical community, where, at times, the opinions differed diametrically.Representatives from one point of view held that it is permissible to have even formalized regulations governing style of pedagogical communication, while others called for the preservation of absolute freedom in this regard, relying on predefined correctness teachers.Without going into details of this research, and sometimes quite far from the science of the dispute, it should be recognized that the pedagogical communication, however, like any other, hardly ever can be "formatted" by certain common rules, standards and regulations.Addressing one of the manifestations of both professional and general culture of the teacher, it is, nevertheless, always carries an element of subjectivity, represents an inner understanding of certain issues by everyone who is involved in teaching.
Therefore, the most reasonable approach in the study of communication styles advocates attempt to classify them on a number of features that, in our opinion, are the most important in revealing the nature and characteristics of pedagogical communication styles.
Before turning to the issue of disclosure of differences in style, it is important to emphasize the total.It lies in the fact that all of the communication styles subordinated to one problem - to provide such pedagogical contact, which can be achieved the greatest efficiency of the process of training and education.That is why the style of communication is presented as a pedagogically purposeful integrity of the methods and techniques of social and psychological interaction, during which the exchange of information, educational impact and the process of formation and development of communication skills.If we consider the style of pedagogical dialogue as a result solely of individual manifestations of professional and personal qualities of teachers, that they can be understood by those typological characteristics of communication of the teacher and students, which are formed in the process of socio-pedagogical interaction.
the first time this problem as a scientific, put the German psychologist Kurt Lewin.Today, this area of knowledge is a fairly wide field held axioms developed theories of perspective and dubious hypotheses common property which must be recognized that any one of the points of view that exist on this issue, can not be summarily denied.
Modern psychological-pedagogical science as a basic overview of the following styles of pedagogical communication.
democratic style is not focused on the assessment of the individual involved in the communication process, but on the facts of his social behavior.An important feature of this style are the collectivism in the discussion and decision-making tasks, the predominance of horizontal forms of interaction over the vertical, the tendency to the development and dissemination of various forms of self-organization of students.Democratic style promotes initiative and independence, education of the students confidence.The teacher in this case, necessarily relies on the students in building their own pedagogical paradigm positioning himself as a teacher.This "form" of communication, teacher - the first among equals, which by virtue of the authority shall be entitled decisive word.
variation of a democratic style of communication, advocates dialogue that is based on the joint creative enthusiasm of the teacher and students.It is based on not only professionalism that teacher communication styles is always positioned as the leading argument of pedagogical maturity, and above all, ethical attitudes of the teacher.According to contemporaries, this is the communication style was typical VA Sukhomlinsky, V.F.Shatalovu, Makarenko.
today, and it's no secret, is quite common and popular authoritarian style, which is characterized by the teacher mentoring, commitment to the command-administrative method of organization of educational activities.Often, such involuntary addiction "leads" the teacher to the dangerous point at which he begins to resort to the field of communication, tactlessness and even the humiliation of students and unjustified praise of others.This does not mean, for example, that the mathematics teacher did not have to explain not only the substance of the problem, and how to resolve it.It is, above all, the psychological atmosphere of interaction of the system "teacher - pupil".In the most general sense, the implementation of an authoritarian style indicates a loss of confidence in the teacher to the students and their ability to efficiently meet the challenges of social development.
presence in teaching practice and teaching styles of communication, in which the teacher, under the guise of a high degree of confidence in his disciples, in fact, remove ourselves from solving the most pressing educational challenges.This style is often referred to as permissive, even about the term, and then you can argue.This "psevdodemokratizm" in the work, as a rule, leads to a decrease in the pedagogical role of the teacher and fall in his work as such.Often, the permissive style is accompanied by instability, frequent changes of mood of the teacher, which is reflected in the nature of his communication and interaction with children.
Distributed style called "chat-distance", which tend to underline respect for teachers in the organization of a certain distance with the children.It is bad if the measure complied with, but as soon as the teacher begins this distance increases, it necessitates the transition to formalization of pedagogical interaction.The distance should be based only on the authority of the teacher, rather than artificially created the foundation status.Differences also adversely affect the nature of the communication, in this case, failure distance, a transition to the style of flirting when a teacher seeks any of its excesses as if to make amends to the children contrived his "affection" and connivance.
Well, and, finally, the most notorious style of communication - communication, intimidation, acts as a direct proof of the inability of the teacher to establish a psychological contact with the group of students, and then it is appropriate to raise the question of pedagogical competence in general.Any intimidation are always futile, no matter what the effect may arise from it, it should be understood that such an effect - a short.
Of course, it is difficult to find a teacher who can be "classified" style of communication is called "pure."In all, there are features of authoritarianism, and sometimes you have to move on to the intimidation.What is more important, being the bearer of traits of different styles, it is important to remember that the style - it is a manifestation of personal identity, which seems, can not cherish any one person, regardless of the type of their professional activities.
