Formation of pedagogical skills. Material on the topic: "Development of pedagogical skills through the development of communication"

Fundamentals of teaching skills

To work successfully, every teacher must possess pedagogical skills, since only skill can ensure effective results of a teacher’s work.

Pedagogical excellence is a high level of professional activity of a teacher. Outwardly, it manifests itself in the successful creative solution of a wide variety of pedagogical problems, in the effective achievement of the methods and goals of educational work.
On the internal side, pedagogical skill is a functioning system of knowledge, skills, abilities, mental processes, personality traits, ensuring the fulfillment of pedagogical tasks. In this regard, pedagogical skill is an expression of the personality of the teacher, his ability to independently, creatively, and skillfully engage in teaching activities.

Pedagogical skills include the following components:

I - Professional and pedagogical orientation of the teacher’s personality.

II - Professionally relevant knowledge.

III - Professionally necessary abilities, skills and abilities.

IV - Professional creativity.

By its essence, the activity of a teacher is creative in nature, since it includes many different situations that require immediate solutions. As a rule, these situations are non-standard, so the teacher must find various options for solving problems - and this, as we know, requires a creative approach to his work.

The peculiarity of pedagogical creativity is determined by the characteristics of the teacher’s work: training, education and development is a process that includes countless pedagogical situations related to the formation of personality, morality, worldview, beliefs, consciousness, and behavior of students. In the search for ways, methods (methods), means of solving these problems, in the technology of their application, the teacher’s creativity is manifested.

Only a creative teacher can successfully teach and educate children, adolescents, and youth, study and use advanced pedagogical experience.

Formation and development of pedagogical skills

Issues of pedagogical mastery at all stages of the development of pedagogical thought were the subject of close attention and study. This is due to the fact that the pedagogical process is the most complex sphere of human activity. The teacher deals with a developing personality - the most complex system of all systems known so far. In order to interfere with the process of personality development and regulate it, it is not enough for a teacher to be a good person. He still needs special knowledge and skills that make him competent, forming his pedagogical skill.
Mastery is not education. Education is only a necessary condition for the formation of pedagogical skills. Future teachers, studying various sciences - mathematics, physics, history, literature and others - master a system of scientific knowledge that needs to be presented and explained to their students. They study psychology, physiology, and pedagogy in order to be guided in their human activities by scientific knowledge about man.
A teacher must be able to manage the process of training and education, which requires high qualifications from him.

The constantly updated pedagogical process requires the teacher to constantly develop his skills.

Taking into account the complexity, versatility and duration of the process of formation and development of teaching skills, the following stages can be roughly distinguished in it:

Stage I: professional. education;

Stage II - professional selection and training;

Stage III: - profadatatation;

Stage IV - professional growth;

Stage I is associated with studying in high school, gymnasium, lyceum or college. At this stage, a positive attitude of girls and boys towards a particular profession is formed. They receive information about professions that interest them from teachers, parents, acquaintances, and the media and prepare for admission to the appropriate educational institutions.

Stage II is associated with studies in secondary and higher specialized educational institutions, where students acquire professionally necessary knowledge, skills, and abilities.

Stage III is associated with the teaching practice of students, during which they check the correctness of theoretical principles in practice and strengthen their knowledge, skills and abilities, that is, there is a kind of “trying on” of the chosen profession on the part of the students, as a result of which they conclude that the correctness or incorrectness of your choice.

Stage IV is associated with the independent activities of young specialists. In the course of their independent professional work, they apply previously acquired knowledge, skills and abilities, gradually developing their pedagogical skills.

3. Personal qualities of a teacher, their role in professional activities

The personal and individual qualities of a teacher must simultaneously meet two levels of requirements for this profession. The first level requirements are imposed on the teacher in general as a bearer of the profession. They are independent of social conditions, social formations, educational institutions, and academic subjects. Any real teacher must meet these requirements.

Researchers note the necessity of such personal qualities as adequacy of self-esteem and level of aspirations, a certain optimum of anxiety that ensures the intellectual activity of the teacher, determination, perseverance, hard work, modesty, observation, and contact. The need for such qualities as wit, as well as oratory abilities and artistic nature is specially emphasized. Particularly important are such teacher qualities as readiness to understand the mental states of students and empathy. Researchers also attach great importance to “pedagogical tact,” the manifestation of which expresses the general culture of the teacher and the high professionalism of his pedagogical activities and orientation.

Each teacher should ideally have certain teaching abilities to achieve successful activities.

E.F. Zeer gives the following personality traits, the structure of which, in his opinion, constitutes the actual pedagogical abilities:
- ability to make educational material accessible;
- creativity in work;
- pedagogical-volitional influence on students;
- ability to organize a team of students;
- interest and love for children;
- content and brightness of speech, its imagery and persuasiveness;
- pedagogical tact;
- the ability to connect an academic subject with life;
- observation;
- pedagogical demands.
The second level requirements are imposed on an advanced teacher in general, regardless of the academic subject that he teaches - this is his personal readiness for teaching activity. Readiness presupposes broad and professional systemic competence, a person’s strong conviction, a socially significant orientation of the individual, as well as the presence of communicative and didactic needs, the need for communication, and the transfer of experience.
A stable motivation to work in the chosen profession, the desire to realize oneself in it, to apply one’s knowledge and abilities reflects the formation of a person’s professional orientation. It is a complex, integrative quality.
The components of the professional and pedagogical orientation of the personality of teachers and masters of industrial training are social and professional orientations, professional and pedagogical interests, motives for professional activity and self-improvement, and professional positions of the individual. They reflect their attitude to professional teaching activities, interests and inclinations, and the desire to improve their training.

Pedagogical technique as an integral part of pedagogical skill

Pedagogical technology occupies an important place in the structure of a teacher’s professional activity, in the development of his pedagogical culture and mastery. The concept of “pedagogical technology” appeared relatively recently. The word "technology" must be understood in its original meaning. Greek technike means dexterous, experienced, skillful. Modern dictionaries reveal the essence of this concept as follows: “Technology. 1. A set of means and instruments of labor used in social production and intended to create material values. A set of techniques, skills used in a certain activity, a certain craft, art. ... Possessions such techniques, skills, professional ability, skill, dexterity."

Such interpretations of the word “technology” violate the usual understanding of this concept, which is associated directly with machines and mechanisms, and bring it closer to its use in the non-material sphere of activity.Pedagogical technique- this is a set of rational means, skills and characteristics of a teacher’s behavior, aimed at the effective implementation of his chosen methods and techniques of educational work with an individual or team in accordance with the set goal of training and education, taking into account specific objective and subjective conditions.

Important requirements of pedagogical technology are:

The art of dressing taking into account the characteristics of professional activity;

Control of your body: ability to walk, sit, stand;

Mastery of facial expressions and gestures;

Formation of speech culture: correct professional breathing, clear diction, appropriate tempo and rhythm, logical construction of statements, etc.;

Development of an optimal style in educational activities;

The ability to deftly and expediently carry out individual didactic operations (write on the board, use technical and visual teaching aids, ask questions, listen to answers, evaluate students’ learning activities, etc.);

The ability to manage your mental state and the state of your students.

Pedagogical technique includes elements such as the skill of self-regulation, including facial expressions (control of facial muscles), gestures (control of hands), pantomime (actions without speech), which allow the teacher to manage his emotions in the process of communicating with students, their parents and colleagues.

As A.S. Makarenko emphasized, “...a person who does not master facial expressions, who does not know how to give his face the right expression, or who does not control his mood cannot be a good teacher. A teacher must be able to walk, joke, be happy and upset. The teacher must be able to behave in such a way that his every action is educational. He must know what he wants or does not want at a certain moment. If a teacher doesn’t know this, who can he educate?”

Technology and technology are interrelated concepts, while technology is a process design, a certain order of actions, and technology is one of the means to achieve a goal in this process.

The concept of “technology” is very closely related to the concept of “methodology”. At the same time, technology is associated with more specific issues, for example: technology for conducting a certain stage of a lesson, technology for explaining new material, etc., that is, it requires detail. The methodology is related to broader issues, for example: methods of preparing a conversation, debate, excursion, etc.

Pedagogical engineering is also an important component of pedagogical mastery, and, in turn, includes many interrelated elements: acting, culture and speech technique, oratory, mastery of managing the communication process.

5. Pedagogical skills of the teacher

So, in improving the quality and effectiveness of education, the personal qualities and professional skills of the teacher are of great importance. The teacher forms the foundations of educational and cognitive activity in schoolchildren, using various pedagogical and psychological means. A properly organized educational process helps children develop a conscious attitude towards learning, contributes to their comprehensive development: mental, moral, aesthetic, spiritual, etc.

The chain “teacher - pedagogical process - student” reflects the essence of the education system.

During the activity, the teacher performs the following tasks:

develops schoolchildren's learning skills and abilities;
forms their scientific worldview, thinking and develops their mental abilities;
fosters in them curiosity, a culture of mental work, and the need to become literate people.

Learning is a two-way process of interaction between teacher and student, which requires activity and creativity on both sides.

The teacher’s activity consists of presenting educational material, organizing students’ cognitive activity in the classroom and at home, assessing its results and the degree to which they have mastered state educational standards.

Primary education is the most important stage in achieving the goal of human education, since it includes the basics of knowledge in all educational cycles: humanitarian, natural, technical.

It is at this stage that conditions are created from the earliest years to identify signs of giftedness, lay the foundations of a worldview, and develop a person’s capabilities and abilities. Therefore, the teacher, giving knowledge, moves from simple to complex, from particular to general, helping students think independently, draw conclusions, and overcome difficulties in learning.

In this regard, a modern teacher, in order to become a master, must have certain abilities and skills.

Firstly, he must clearly understand the goals of the lesson, the types and stages of the lesson, the most effective methods and means of achieving the goal. As you know, it is the purpose and objectives of the lesson that determine its structure and content.

Secondly, no self-respecting teacher will come to a lesson without preparation, which includes the preliminary work of the teacher himself and his students, since the success of any lesson is determined by their cooperation.

In order to create in students the need to acquire knowledge, the teacher must be able to interest them in the topic, pose a problematic question to them, and connect it with life.

A modern teacher must be searching, creative, and effective; then his students, without a doubt, will try to know and be able to do more.

The teacher must be able to cooperate with both colleagues and parents of students.

Teacher's pedagogical skills

One of the main tasks of the modern preschool education system is to improve the quality of educational work and create conditions for the creative self-realization of the personality of each child. Improving the quality of preschool education is directly dependent on personnel.

Today, increasingly high demands are placed on the work of preschool institutions. These requirements are translated into a system of tasks facing preschool teachers, since the level and nature of a child’s achievements depend, first of all, on the professional competence of the teacher, his ability to work on himself, and constantly improve professionally. A teacher is not only a profession. This is a high mission, the purpose of which is to form the personality of a little person.

After all, it is the kindergarten teacher who, day after day, reveals to preschoolers the secrets of the world around them, teaches them to love and take care of their family, loved ones, and their homeland, and together with the students experiences their failures and rejoices at new discoveries. Today, society needs a teacher who is competent, comprehensively prepared, who is an example of philanthropy, decency, and a teacher who possesses pedagogical skills.

A modern educator is, first of all, a competent and erudite specialist who is well versed in a variety of programs and technologies. Also, a modern educator must be a good psychologist, capable of understanding the complex system of relationships between children and their parents. Also, a professional in his field must constantly engage in self-education, look for new ways and methods of working with children, and at the same time try to use the best teaching experience. A teacher is a person who professionally takes responsibility for the development of another person. And if we treat children with kindness, without indifference to them, then they will grow up to be just as kind and sensitive, capable of compassion and helping their neighbors.

Pedagogical skills of the head of an educational institution

Profound changes in all spheres of society certainly affect the system of education and upbringing in our country, as well as the principles of leadership and management of the system by the state. These principles, in turn, determine the essence of management of the pedagogical process in educational institutions: schools, gymnasiums, lyceums and colleges. The basis for the management of these institutions is the principles of unity and continuity, ensuring compliance with state standards in education and moral and ethical standards in education, and others.

The peculiarity of pedagogical leadership lies not only in the management of organizational affairs, but also in ensuring the implementation of laws and principles of pedagogical activity.

The concept of management, together with other terms related to production (scientific and technological revolution, automation, business games, programming, etc.), is included in the science of cybernetics. Gradually, this concept increasingly began to be associated with other areas of human activity, in particular pedagogy.

A constantly updated primary education program requires the creation of psychological and pedagogical conditions for students to independently acquire new knowledge, and this, in turn, requires each leader to introduce new methods, tools and advanced technologies into the pedagogical process.

The activities of the head of the teaching team, naturally, influence the work style of all members of this team and the educational process. Therefore, a leader must first of all be a master of his craft, that is, a teacher - a master. In addition, the team certainly monitors the leader: whether he comes to work on time, whether he works on himself, how he dresses, how responsible he is, how he communicates with different people.

The leader should be interested in the personal life of his teachers and their problems. He must take care of their working conditions and provide assistance when necessary.

The manager's activities include the following areas:

1. Providing the material and technical base for the educational process.

2. Providing the institution with highly qualified specialists.

3. Creating and managing a team of like-minded people.

4. Planning of team work, analysis and evaluation of its results based on specific criteria.

5. Constant adjustment of the team’s activity plans.

The implementation of these directions requires the leader to have such personality qualities as kindness and responsiveness, collectivism and discipline, patriotism and interethnic tolerance, organization and objectivity, integrity and demandingness, efficiency and responsibility.

The leader must occupy such a place in the team that his colleagues value and respect him for his knowledge, organizational abilities and human qualities; he must be a friend and adviser, and not just a higher-ranking person.

Every manager must know and implement certain principles of team management. He must be a leader in all respects, that is, always be aware of political, economic, cultural news, be interested in the latest educational, methodological and psychological-pedagogical literature, strive to update the pedagogical process. This is the only way he can achieve effective results in his work.

Anton Semyonovich Makarenko (1888-1939), one of the leading teachers, educators and leaders of his time, was always a supporter of educating the individual in a team, but taking into account individual characteristics. According to Makarenko, a collective is a living organism that has the right, through its representatives (self-government bodies), to solve its problems independently. The pedagogical works of A.S. Makarenko are still relevant today, they reflect the experience of creating and developing a student team under the leadership of a real leader - a teacher: “Pedagogical Poem”, “Flags on the Towers”, “March of the 30s”, “Some Conclusions from experience of education”, “Lectures on raising children” and others. In them we can find both theoretical and practical examples from the experience of managing boarding-type children's institutions (first - the colony named after M. Gorky, and then - the commune named after F. Dzerzhinsky).

And Makarenko tested and substantiated in practice the theory of the children's team, the principles of organizing self-government, socially useful work and pedagogical leadership of adult and children's groups. He also developed methodological recommendations on family education (see “Book for Parents”) and the interaction of the teaching staff with students’ parents.

The experience of managing educational institutions, left in the form of books and articles by great teachers and leaders of the past, should be used critically and creatively.

Mastery of pedagogical communication management

It is difficult to imagine communication that would not carry a cognitive or educational charge at all. Nevertheless, a relatively “young” phrase is being used more and more widely in literature and practice: pedagogical communication. This is professional communication between a teacher and students in the process of training and education, which has certain pedagogical functions and is aimed (if it is complete and optimal) at creating a favorable psychological climate, optimizing educational activities and relationships between the teacher and the student within the team. In other words, pedagogical communication is communication between a teacher and students for pedagogical purposes.

A. S. Makarenko emphasized the need for a teacher to master the technique of pedagogical mastery, the technique of pedagogical communication: “You need to be able to read the human face. There is nothing tricky, nothing mystical in recognizing certain signs of mental movements from the face. Pedagogical skill lies in setting voice of the teacher, and in controlling his face. A teacher cannot help but play. There cannot be a teacher who does not know how to play. But you cannot simply play stage-wise, outwardly. There is some kind of drive belt that should connect your beautiful personality to this game “I became a real master only when I learned to say “come here” with 15-20 shades, when I learned to give 20 nuances in the setting of a face, figure, voice.”

Depending on the style of pedagogical communication, American psychologists have identified three types of teachers.

A “proactive” teacher is proactive in organizing communication in a group, both group and pair communication (teacher-student). He clearly individualizes his contacts with students. But his attitudes change in accordance with experience, i.e. such a teacher does not seek mandatory confirmation of the once established attitude. He knows what he wants and understands what in his own behavior or the behavior of his students contributes to achieving this goal.

A “reactive” teacher is also flexible in his attitudes, but he is internally weak, subordinate to the “element of communication.” The difference in his attitudes towards individual students is not a difference in his strategy, but a difference in the behavior of the students themselves. In other words, it is not he himself, but the students who dictate the nature of his communication with the group. He has vague goals and adapts and adapts to the students.

An “over-reactive” teacher, noticing individual differences, immediately builds a completely unrealistic model that exaggerates these differences many times over and believes that this model is reality. If a student is a little more active than others, in his eyes he is a rebel and a hooligan; if a student is a little more passive, he is a quitter and a cretin. Such a teacher deals not with real, but with imaginary students and behaves accordingly. But he actually invents stereotypes, fitting real, completely non-stereotypical students into them. At the same time, students are his personal enemies, and his behavior is a kind of protective psychological mechanism.

Pedagogical communication is professional communication between a teacher and students, aimed at creating a favorable psychological climate. In the process of interaction between student and teacher, communication is a tool of influence. Improperly organized communication gives rise to fear, uncertainty in students, weakening of attention, memory, performance, impaired speech dynamics, and reduces the desire and ability to think independently. Ultimately, a negative attitude appears towards the teacher, and then towards the university as a whole. Properly organized interaction removes such negatives, so it is very important to properly organize pedagogical communication with students.

Pedagogical communication should not be a heavy duty, but a natural and even lively process of interaction. Next, we will consider what the components of the best pedagogical communication are.
Firstly, this is the high authority of the teacher. The manifestation and criterion of a teacher’s authority among schoolchildren is their love for him. There are many teachers who think something like this: if they love me, that’s good; if they don’t love me, it doesn’t matter either: later they will understand what I do for them. This is a completely erroneous opinion. The love of students for their teacher is not one of the good wishes, but a strong positive factor in the pedagogical process. They often speak and write about such love as the reward of a master, although this is a strong means and the main condition for the success of pedagogical communication, the entire pedagogical process.
The second condition for successful pedagogical communication is mastery of the psyche and communication techniques, that is, the teacher must be well prepared as a practical psychologist. It is a pity that this training, even in pedagogical universities, leaves much to be desired. It remains to urge teachers to self-educate in this direction and show hope for rapid and positive changes in our teacher education.
And, in the end, the third condition for success is accumulated experience, what in everyday practice is called “first skill, and then mastery.” You need to analyze other people’s experiences, and most importantly, accumulate your own.
It is simply impossible for a pedagogically talented person who has mastered pedagogical theory and made pedagogical work the most important content and meaning of his existence to miss success.

Study, generalization and dissemination of advanced pedagogical experience

In every state, the problem of retaining highly qualified personnel is constantly relevant, since the development of the state is directly related to people and their professionalism.

In Russia, the education of younger generations is entrusted to the teacher. He is responsible not only for knowledge, but also for the health, morality, and spiritual values of children and adolescents. Therefore, teachers, along with special knowledge, must possess the skill of education.

Taking into account the knowledge, abilities and experience of teachers, regardless of their specialty, we can conditionally divide them all into three groups. The first includes creatively working teachers, the second - those who have only mass experience, the third - inexperienced, young specialists who are just starting their careers or who accidentally ended up in an educational institution.

Observations show that the main driving force in primary education is teachers - creators, seekers and creative individuals.

In the humanization of the educational process, the leading role is played by the spiritual and moral well-being of teachers, their professional skills and personal qualities.

Common features of the activities of creative teachers are:

– long-term continuous pedagogical activity aimed at effectively solving the interrelated goals and objectives of primary education and upbringing;

– using the educational efforts of the family, makhali and public organizations in the interests of the school;

– taking into account the living conditions of the family, the capabilities of the child himself, his health and inner world;

– using the influence of the team, its public opinion as a means of educating each individual;

– the ability to simplify complex educational material and make it accessible to everyone;

– the ability to interest students in their subject, teach them to independently obtain knowledge;

– the ability to study and generalize the best practices of other teachers;

– ability to use advanced pedagogical and information technologies in their work;

– - the ability to create material, technical, aesthetic and psychological-hygienic conditions for optimizing the educational process, etc.

As you can see, in the activities of a teacher there are constantly interconnected components such as creativity and skill, which provide the conditions for creating advanced pedagogical experience.

The concept of “best practices” has existed for quite a long time in the theory and practice of education and upbringing. Advanced means the best, unlike others, new.

Pedagogical creativity combines many elements: the desire for something new, the desire not to repeat oneself, to stand out among others, the art of transformation and others, reflecting the positive attitude of the teacher to his work.

Pedagogical skill is a more complex concept; it also includes creativity as an integral component of mastery.

These two concepts are closely interrelated: a teacher will not be able to become a master if he does not have a creative beginning, if he only copies the experience of others. A creative teacher is considered to be one who tries to master the secrets of pedagogical work and introduces them into his work, changing the content, methods or means, taking into account his own capabilities and the capabilities of students.

The advanced experience of teachers can remain for quite a long time, however, in order to develop the process of teaching and education, it must be constantly updated and necessarily introduced into widespread practice. Therefore, it is very important that each teacher be able to study the experience of other teachers, see the positive and negative in it, be able to generalize the experience of several teachers, including his own, and also promote best practices.

The following indicators for identifying best practices can be proposed:

1) the average performance of students in a class in a specific subject;

2) the level of scientific knowledge of students, their strength;

3) methodological support of the educational process;

4) the effectiveness of the methods and means used;

5) technological effectiveness of the lessons and educational activities conducted by the teacher, and others.

Of course, the above indicators must be taken into account as a whole; the presence of one or two of them is not enough to recognize the experience of a particular teacher as advanced.

a) scientific, methodological and technological orientation of educational and educational plans;

b) development of professional skills and abilities;

c) the formation of professionally necessary qualities of a teacher’s personality.

Recently, the concept of innovation has become widespread, and even a whole science of innovation is emerging. Innovation means new, updated.

Pedagogical innovation - pedagogical innovations introduced into the pedagogical process, their assessment from the standpoint of the most modern requirements. For example, when choosing methods, means and forms of work, a teacher should take into account his knowledge and experience, abilities and capabilities, the purpose of specific work, as well as the difference from previously used, traditional types of work.

Each pedagogical innovation has its own idea. For example, all the findings of S. N. Lysenkova served the idea of advanced learning. In particular, on the basis of this idea, joint activities of the teacher and students were carried out, a climate of psychological unity and conditions were created for everyone’s self-affirmation, for choosing a style and means of communication, for everyone to demonstrate their abilities. In such conditions, the teacher will have the opportunity to understand everyone, to get to the depths of his soul with his own, specific methods.

The supporting blocks and diagrams used in the work of V.F. Shatalov have become widespread in the experience of teachers of various specialties. They help to reflect the main ideas of a particular topic in tables, diagrams, diagrams and drawings, which makes it easier to perceive and remember the material.

Currently, in primary schools, many teachers rely on the principles of cooperative pedagogy, use interactive methods, logic tests, competitions, crosswords, etc. All of them can be classified as pedagogical innovations, the widespread use of which makes it possible to solve a number of problematic and urgent problems:

– satisfy the interests of students, their needs and capabilities;

– increase their responsibility for fulfilling their duties;

– develop skills for independent acquisition of knowledge;

– convince students of the need to constantly enrich their knowledge, abilities, skills and improve their personal qualities;

– develop free thinking skills;

– create conditions for faster adaptation in society of each student and others.

Instead of constantly reminding children and adolescents “you must know this,” it is more advisable for a teacher to form in them an internal need to live by the motto “I must know this and be able to put my knowledge into practice.”

Essay

on the topic of:

"Pedagogical skills and ways of its formation."

Performed:

Moscow 2010

1 Pedagogical skill and its importance 2

1.1. Features of pedagogical skill 2

1.2. Ways to develop pedagogical skills 11

References 16

1. Pedagogical skill and its importance

1.1. Features of pedagogical skill

Pedagogical excellence is a high level of professional activity of a teacher. Outwardly, it manifests itself in the successful creative solution of a wide variety of pedagogical problems, in the effective achievement of the methods and goals of educational work.
Its more specific external indicators are: high level of performance, quality of work of the teacher; expedient actions of the teacher that are adequate to pedagogical situations; achieving the results of training, education, independent work of students; developing their ability to learn independently, acquire knowledge, and engage them in independent scientific research.

On the internal side, pedagogical skill is a functioning system of knowledge, skills, abilities, mental processes, personality traits, ensuring the fulfillment of pedagogical tasks. In this regard, pedagogical skill is an expression of the personality of the teacher, his ability to independently, creatively, and skillfully engage in teaching activities.

The internal side of pedagogical mastery includes knowledge, skills, abilities, professionally important qualities of a teacher, a positive attitude towards teaching work, interest and love for it, pedagogical and organizational abilities, character traits adequate to the requirements of the profession, manifestations of temperament, characteristics of mental processes, psychological readiness (long-term and situational) to activity.
Since education, training, leadership act as a unity in the activities of a teacher, pedagogical skill has as its psychological basis a system of knowledge, skills, abilities, and professionally important qualities necessary for the successful and creative solution of the problems of education, training, management of the mental activity of students and the organization of their independent work .
The knowledge needed by a university teacher can be divided into two groups.

One of them includes:

1. Knowledge of the fundamentals of Marxist-Leninist theory;

2. Knowledge of your subject;

Psychological knowledge (knowledge of the essence and conditions for the formation of mental processes in students, personality traits, socio-psychological phenomena, psychological characteristics of the activities of students and teachers);

Pedagogical knowledge (knowledge of goals, laws, patterns, principles, methods of education and training of students, knowledge of methods of teaching their subject).

In the third issue of “Bulletin of Higher School” for 1974, an article by M. V. Pototsky “On the psychological foundations of a mathematical course” was published, in which he writes that the teacher’s ability to use knowledge of psychology is becoming the number one problem in university education. Naturally, psychology should not act instead of mathematics, but to help it. Familiarization of the mathematician with the nature of the student’s thinking, with the capabilities of his memory, etc. will help him understand which method of presentation will be more acceptable for the student, what level of requirements will be available to him, what explanations to give him, what examples to give, what to interest him, etc. ., i.e., this will allow you to choose the best one from many ways of presenting mathematics. Another group of knowledge consists of:

Knowledge on the theory of management and management of the educational process at a university;

Knowledge of related scientific disciplines (for a teacher of pedagogy, related disciplines will be psychology, physiology; for a teacher of philosophy - psychology, logic, ethics, etc.);

Knowledge of the main achievements of science and technology, literature and art.
The first group of knowledge is necessary in the constant activity of the teacher, at the same time it ensures the effectiveness of the use of the second group, which, in turn, contributes to a more creative and in-depth use, especially for educational purposes, of the first group of knowledge.
Each lesson and teacher’s performance requires him not just to reproduce knowledge, but to transform it, generalize it, process it, use it taking into account specific conditions (topic, audience, achieving problematic learning, etc.), which is impossible without creative thinking, imagination, attentiveness and observation.
“A master of pedagogy,” writes V. A. Sukhomlinsky, “knows the alphabet of his science so well that in the lesson, during the study of the material, the focus of his attention is not the very content of what is being studied, but the students, their mental work, their thinking, the difficulties of their mental work.”

A teacher's skills are automated components of his teaching activities, actions; having reached a high degree of perfection and not requiring special effort or concentration in their implementation.

The most important skills of a teacher are:

Skills in studying students, their activities, states and qualities, relationships in teams, successes, achievements, difficulties, mistakes in studying, etc. This includes skills in observing the behavior of the audience and individual students, the external expression of attention< ния, усталости, заинтересованности и т. п.;

Skills in preparing and conducting various forms of classes (skills in studying literature, drawing up and using notes, skills in distributing attention, estimating time, etc.);

Speech skills (construction of phrases, free use of expressive means of language, pronunciation, stress);

Skills in managing collective and individual activities of students (managing attention, thinking, mental states), organizational skills (maintaining discipline, distributing tasks, etc.);

Skills of highly cultural external behavior (mastery of posture, gesture, facial expressions, eye expression, pedagogical tact in teaching, etc.).

A teacher's skills are one of the conditions for his creativity. If there is a lack of skills, for example, novice teachers may experience mental tension, stiffness or disordered activity during performances. Presentation skills, according to experienced professors, are very close to the skills of an artist.

A teacher's skills (primarily complex ones, not initial ones) are manifested in the correct use of knowledge and skills, especially in new and complex teaching situations. Skills allow, on the basis of acquired knowledge and skills, to perform certain types of activities in changing conditions. The more perfect the teacher’s skills, the more fluent he is in the various actions that make up his teaching activity.

The main skills of a teacher include the following:
the ability to transfer knowledge, present material clearly, monitor and evaluate the results of the work of students and one’s own work;
the ability to develop skills and qualities of students, take into account their individual and other characteristics;

The ability to manage the mental activity of students, organize their independent work and self-education;

The ability to control oneself, one’s mental state, external expression of emotions and feelings, demonstrate pedagogical tact, and others.

The teacher has to find himself in difficult situations and solve difficult pedagogical issues in the classroom. They arise unexpectedly, and a lot depends on how quickly they are resolved.
One day, at the beginning of class, a young teacher handed out graded test papers and began answering students’ questions. A student came up to his desk and asked why she got a D on her test. The teacher answered her and began talking with the second student. Suddenly the first one loudly declared that she did not agree with the deuce and would not leave the table until she received a positive assessment. The students laughed and began to wait for the teacher’s answer, and he glanced at her and... returned to the interrupted conversation. It is difficult to say why the student sat down. Perhaps the laughter had an effect or the teacher’s reaction, or rather, its noticeable external absence, influenced him; in any case, the incident was settled. Apparently, in this situation the teacher found the right solution.

After the lesson, the teacher shared his impressions with his colleagues. One of them immediately said that he would have reprimanded the student properly. It is not known how it would have ended, the other objected, such a student would not remain in debt, and added that he would allow her to stand, but would draw her attention to the fact that, standing at the table, she would obscure the board, but if she moved away to wall or go into a corner, then there she will not disturb anyone and can stand as long as she likes. The third expressed dissatisfaction with the fact that only the student was condemned: the teacher, in his opinion, himself created the conditions for failure by handing out tests at the beginning of the lesson, and not at the end; in addition, his previous behavior obviously gave rise to such an outburst.

This example illustrates different ways to solve a pedagogical problem. The knowledge, skills, and abilities of the teacher make up the system and are manifested depending on his individual characteristics. Moreover, this dependence is so great that qualities and personality traits can determine the level of skill. What exactly is this dependence?

First of all, without the communist orientation, the Marxist-Leninist worldview of the teacher, his success as an educator, teacher, and mentor is unthinkable. It is interesting to remember that A.V. Lunacharsky said in 1919 that he could not imagine a teacher who was not a socialist.
Mastery is achievable only with positive motivation for the teacher’s activities: interest, sense of responsibility, etc. Character traits such as independence, organization, honesty, hard work, observation, attentiveness, resourcefulness, and endurance are of great importance.
Mastery is impossible without the ability to dialectically process educational material, introduce something unusual, new, interesting into educational work, explain and present educational issues in an accessible and expressive manner, use expression adequately to the pedagogical goal, correctly perceive and evaluate the behavior of students, be able to convince, inspire and demand . A. M. Danchenko showed in his study of pedagogical abilities that for success a teacher needs: pedagogical imagination, thinking, tact, exactingness, sensitivity, self-criticism.

How are the level of skill and temperament of a teacher related?

Research by Soviet psychologists suggests that temperament influences the methods and style of a teacher’s activities, but this is not an obstacle to his achieving mastery 30. In other words, teachers with different temperaments can become masters of pedagogical work.

Thus, pedagogical skill is a unique expression of not only knowledge, skills, abilities, but also psychological processes, states and personality traits developed in accordance with the requirements of the profession.

It is worth highlighting and characterizing in some more detail such an essential part of pedagogical skill as mastery of pedagogical technique and pedagogical tact.
Pedagogical technology is a set of methods and techniques that increase the effectiveness of the applied principles, means and methods of education and training. K. S. Stanislavsky said that talent is not enough - you need technology. The teacher must have impeccable speaking technique. In addition to a wide range of both pitch and strength of sounds used in conversation, the teacher must have clear diction, pleasant timbre and expressiveness of speech. During classes, the teacher usually speaks louder than usual. The voice intensity of a healthy teacher is usually in the range of 65-74 decibels.
The teacher’s speech should be distinguished by clarity, expressiveness, clarity and accessibility of presentation. Too loud, shouting speech does not help to mobilize the attention of students; students begin to engage in extraneous conversations, and in general their attention is more distracted.
Quiet speech creates a more business-like atmosphere and makes students listen better to the teacher. In addition, it makes it possible to raise the tone in certain cases, and the resulting contrast attracts the attention of students. Such speech provides a rich opportunity for different intonations, which makes it more expressive.

Individual limits of vocal endurance are very different. Some people can stand talking for many hours every day without getting tired. Others experience hoarseness, pain in the throat and spasms after 2-3 hours of continuous conversation. The reason for this may be congenital inferiority of the speech organs or a general weakening of the body. But one cannot think that the teacher’s voice remains unchanged, that it cannot be trained and developed. The task of each teacher is to train the voice and position it correctly.
A. S. Makarenko attached great importance to pedagogical technology. He wrote: “One who does not have facial expressions, who cannot give his face the necessary expression or control his mood cannot be a good teacher. The teacher must behave in such a way that every movement educates him, and must always know what he wants at the moment and what he does not want.”

The pedagogical tact of a teacher is the appropriateness of his actions and actions in relationships with students. It manifests itself in the correct approach to the audience, to individual students, in skillfully taking into account their condition, in observing the level of demands. Tact is incompatible with arrogance, lordliness, conceit, callousness, formalism, and ill will. Pedagogical tact requires humanism, respect for others, sensitivity, fairness, optimism, naturalness, sincerity, and attentive attitude towards students.

K. D. Ushinsky said that pedagogical tact, without which a teacher, no matter how much he studies the theory of pedagogy, will never be a good practical educator, is, in essence, nothing more than psychological tact.
The teacher should take into account the fact that students highly value not only new and deeply scientific thought, but also bold, truthful, sharp words, sometimes concerning the students themselves, their scientific growth, moral character, attitude to educational and social work, industrial practice and other duties. They listen with great attention to fair, even random, criticism addressed to them, especially if it comes from a teacher they respect.

Thus, pedagogical skill is based on a system of knowledge, skills, and abilities that are closely related to the professionally important qualities of a teacher, allowing him to carry out his activities at a high level of performance and effectively achieve the goals of educating and teaching students.

1.2. Ways to develop pedagogical skills

A. S. Makarenko argued that pedagogical skill is not a property of only talented people. A teacher achieves mastery after several years of work. How to speed up the process of achieving pedagogical mastery, how to develop it in future teachers who have begun teaching at a university?

The prerequisites for this are career guidance, the correct choice by the future teacher of his profession, a scientifically based selection of applicants for teaching work, as well as, and this must be emphasized, mastery of the system of necessary knowledge, skills, abilities, the formation of professionally important qualities, abilities and readiness to work at a university.
Z. F. Esareva provides interesting data related to the pedagogical skills of teachers. Professors and associate professors have the highest level of ability to plan their course taking into account the students' specialty and establish connections between it and related sciences. Both skills are the result of a deep and comprehensive knowledge of their subject and related scientific disciplines. Professors, at a higher level than associate professors and assistants, have the ability to correlate the taught material with the development of students’ personalities; assistants have the least developed ability, and this indicates that they are less successful in realizing the state goal of educating future specialists. The low level of this skill also correlates with the low level of assistants’ ability to determine the most rational types of students’ activities and guide their independent work.

A comparative analysis of the degree of development of various design skills among teachers of different levels of experience showed that it is more difficult than others to develop the ability to constantly correlate their teaching activities with the ultimate goal of training and education at a university. Professors are inferior to associate professors and assistant professors in their perception of students' reactions to their teaching. Perhaps there is a certain stereotype in teaching activity that is increasingly difficult to overcome with increasing experience and increasing age of the teacher.

The actual constructive activity of a university teacher is associated with preliminary thinking about the future pedagogical process, as well as with the implementation of a specific task in each lesson.
Research data show that professors pay more attention to the selection and composition of theoretical material, highlight key concepts and patterns in it, and less attention to the methodology of presenting the material; they do not always foresee the onset of fatigue among students.
The development of pedagogical skill, its growth depends on the characteristics of the individual and is characterized by a transition from the simple application of knowledge in the course of solving pedagogical problems (initial level) to their active and proactive implementation based on an in-depth study of the specific conditions of teaching one’s subject, conditions, experience and qualities of students (second level). level). And then usually comes pedagogical creativity, independence, originality, the most optimal use of one’s own capabilities and the capabilities of students (third level).
The formation of the pedagogical skills of a university teacher is associated with the constant improvement of the scientific content and methodology of lectures, the accumulation of experience in conducting seminars, practical classes, etc. A significant role is played by a deep understanding of the needs of students, the ability to instill trust and goodwill.

The skill of a university teacher is formed more successfully if mastery of the theoretical arsenal of a Soviet teacher, the necessary skills, abilities, pedagogical techniques, tact is accompanied by the creation in the mind of visual and conceptual elements of a holistic image of a master of pedagogical work. “I often ask myself, when left alone with my conscience,” writes A. A. Kosmodemyansky, “do I have the right to be called a higher education teacher in the great scientific and legal sense, briefly called Teacher? And I resurrect in my imagination my best mentors, selecting and synthesizing their pedagogical findings and discoveries, mentally drawing the image of a real Teacher.

I am sure that innovation is a must for a Teacher. This newness can arise and grow from the depth of understanding of this science, from the creative contribution and great intellectual content of the personality of the scientist-teacher, from the ability to captivate to the heights of science and show those “blank spots”, the study of which the Teacher trusts and entrusts to his students. I think that, when ascending to the pulpit and communicating with a young student audience, the Teacher must sincerely believe that among his listeners there are highly gifted individuals who are more capable of this science than himself. The teacher must bring into the audience the passion and excitement of genuine creative inspiration, the warmth and love of his heart. One must be able to see the inclinations and abilities of students, gifted to them by nature, and awaken their desire for independent actions (i.e., specific scientific reflection), causing rapid growth and improvement of a talented human personality. The teacher should know that among student youth there are always “Platons” and “quick-witted Newtons” born on Russian soil, and his most important task is to awaken their intellect, convince them to believe in their talents and calling, and also try make daily, systematic work the highest pleasure for them. A teacher is a person of a developed mind, trained by reflection, with great love for humanity, and in particular for his student - one (but with his own specific traits) out of millions of our student youth.”
Comparing yourself and your real actions with such a model, establishing similarities and differences, making amendments to your activities is one of the prerequisites for self-improvement and the formation of pedagogical skills. Such an example can be the example of authoritative teachers - masters of pedagogical work, outstanding teachers - A. S. Makarenko, V. A. Sukhomlinsky, etc.

To develop a teacher’s speech, it is necessary to analyze speech samples of outstanding speakers and tape recordings of their speeches, increase their active vocabulary, improve pronunciation, and pay attention to the language of their subject. A particularly important factor in the formation of pedagogical skills is the active work of both the future teacher and the teacher himself, their study of psychological, pedagogical, methodological literature, familiarity with the works of K. D. Ushinsky, A. S. Makarenko, V. A. Sukhomlinsky, S. L. Rubinshtein, A. N. Leontyev, B. G. Ananyev and others.

A comparison of the work of experienced teachers with the work of young ones shows that the formation of the personality of a university teacher and the increase in the effectiveness of his work is closely connected with the growth of his knowledge in the field of pedagogy and psychology, psychological and pedagogical understanding of personal teaching experience and the experience of other teachers.
It is quite justified in the order of the Minister of Higher and Secondary Specialized Education of the USSR “On improving the training of personnel with a university education and on increasing the role of universities in the higher education system” in order to increase the theoretical level of teaching social, humanitarian, natural and other sciences in universities, regardless of their departmental subordination, staffing of departments is proposed to be done, as a rule, from among persons with a university education or an academic degree in the relevant specialty. This means that the most serious attention should be paid to the theoretical training of future teachers, who should have a good knowledge of psychology, pedagogy, and master the methods of teaching relevant disciplines at a university.
The work of the departmental team to improve pedagogical skills gives a lot for the growth of teachers. A. S. Makarenko noted that a teacher, as a rule, becomes a real master of his craft only in a good teaching team.
In the team there is a mutual enrichment of pedagogical experience, clarification of ways to solve pedagogical problems. This is facilitated by meetings of the department, methodological commissions, visiting and reviewing lectures, methodological conferences, seminars, etc.

Some universities operate a seminar on psychological and pedagogical knowledge, designed for 72 hours a year. Currently, the role of retraining courses for university teachers has increased. The leading article of “Bulletin of Higher School” (1974, No. 4) emphasizes that in the conditions of rapid scientific and technological progress, the importance of periodic retraining of scientific and pedagogical personnel is constantly increasing. The state system for improving their qualifications has today become an indispensable element of the life of higher education. A new link in this system was the seminars of the leading staff of universities - rectors and vice-rectors, as well as heads of departments.
In conclusion, it is necessary to emphasize the importance of an individual approach, taking into account the individual characteristics of the future teacher (by the teacher himself) to improve his teaching skills, accelerate the formation of positive traits on which compensation for shortcomings in teaching work depends.

Thus, for the formation of pedagogical mastery, it is necessary to master the sum of knowledge, skills, abilities, and develop professionally important personality qualities, which is achieved in the process of active activity, independent work, accumulation of teaching experience, holding special events on the scale of the department, university, etc.

Bibliography

1. Pedagogy and psychology of higher education. Series “Textbooks, teaching aids”. Rostov-on-Don: “Phoenix”, 1998.

2. V.M. Roginsky. ABC of pedagogical work. M.: Higher School, 1990.

3. Components of pedagogical skill. M.I. Stankin, 1996.

4. Fundamentals of teaching skills. Ed. I.A. Zyazyuna. Kyiv: Vishcha school, 1987.

5. "Bulletin of Higher School", No. 3, 1974

6. Sukhomlinsky V. A. “On education”, 1973

7. Makarenko A. S. “Methodology for organizing the educational process”

Labor activity and professional skills of a teacher (methodological manual)

This methodological manual reflects theoretical material that integrates the main provisions of “Pedagogy” and “Pedagogical Mastery”, which determine the structure of a teacher’s pedagogical activity, the essence and main components of his professional skill. Particular attention is paid to the formation and development of the pedagogical skills of primary school teachers.

This manual can be used by full-time and special correspondence students, undergraduates, students of a pedagogical college, as well as primary and secondary school teachers.

Subject, structure and objectives of the course

Fundamentals of teaching skills

Formation and development of pedagogical skills

Personal qualities of a teacher, their role in professional activities

Pedagogical technique as an integral part of pedagogical skill

Teacher's pedagogical skills

Pedagogical skills of the head of an educational institution

Mastery of pedagogical communication management

Study, generalization and dissemination of advanced pedagogical experience

INTRODUCTION

In recent years, there has been a slight decline in the prestige of the teaching profession among young people. One of the reasons for this is the complexity of the teaching profession, which is associated, on the one hand, with the increase in the material factor (as a rule, parents try to introduce their children to activities that give them the opportunity to earn more - manager, entrepreneur, salesman, etc.), with On the other hand, teaching work has become even more complex, since with the strengthening of market relations, the psychology of people, their attitude towards school and learning, has changed.

Today, when the main task in the field of education and upbringing is to ensure their quality, the requirements for the professional competence of a teacher have increased even more.

Today's teacher, no matter where he works - in a kindergarten or school, in a lyceum, college or university, performs several functions simultaneously: educational, educational, developmental, methodological, propaganda, etc. The successful implementation of each of them requires certain knowledge and skills from the teacher , skills and abilities, as well as personal qualities.

Which of them are necessary for a primary school teacher who is called upon to develop in children aged 7-11 years the foundations of humanitarian, technical and natural knowledge, writing, numeracy, and literate speech skills? How can a teacher himself determine the level of development of his professional skills? How can he improve his skills? Students, undergraduates, and young teachers will be able to find fairly accurate and complete answers to all these and many other questions in this manual.

We hope that the manual will be useful for those who have been working as teachers for several years and are seeking to improve their qualifications.

SUBJECT, STRUCTURE AND OBJECTIVES OF THE COURSE

1. Introduction. Subject and course structure

Issues of pedagogical mastery in modern theory and practice occupy an important place, since the formation of a perfect, healthy, comprehensively developed generation is a complex, multifaceted process, requiring from teachers not only deep knowledge, diverse abilities, but also a creative approach, the ability to manage this process in a constantly changing conditions.

It is obvious that the successful teaching and education of youth and adolescents is largely associated with the ideological conviction, professional skills, knowledge and culture of the teacher. A modern teacher must be able to influence students, their needs and interests. That is, a modern school needs master teachers, highly qualified teachers and educators. Training such personnel is the most important task of the university. In solving this problem, the “Pedagogical Mastery” course plays a special role.

The subject of the course is the skill of a teacher-educator, the system of its formation and development.

The structure of this course includes questions such as:

– the essence of pedagogical skill;

– personal qualities of the teacher;

– pedagogical technique and technology;

– acting skills of the teacher;

– culture of speech and oratory and others.

2. Course objectives

1. To give future teachers the concept of pedagogical skill and its constituent elements, of the personal qualities of a teacher.

2. Reveal the ways, methods and means of forming and developing pedagogical skills.

3. During classes, form and develop professionally significant knowledge, skills and abilities in future teachers.

4. To develop in students the ability to study, generalize and creatively use advanced pedagogical experience.

All these tasks must be solved comprehensively, in their unity, with the active participation of each student.

This course is closely related to many other disciplines studied by future teachers.

Firstly, students receive initial information about the professional activity of a teacher when studying the course “Pedagogy”, in particular, they are given the concept of the profession of a teacher, its importance in society, the tasks and content, methods and forms of work of a teacher-educator.

Secondly, this course is closely connected with psychological disciplines, in particular with general and educational psychology, which reveal the psychological characteristics of pedagogical work, the role of psychological processes (memory, thinking, imagination, will, etc.) in the activities of a teacher, educator.

Thirdly, the course “Pedagogical Mastery” is also connected with “Ethics”, “Aesthetics”, “Logic”, “Culture of Speech”, since pedagogical activity is complex and multifaceted.

FUNDAMENTALS OF PEDAGOGICAL SKILLS

1. History of the concept of “teaching excellence”

To work successfully, every teacher must possess pedagogical skills, since only skill can ensure effective results of a teacher’s work.

The word “skill” in the meaning of “master - the best in the profession” was previously associated mainly with the activities of artisans, for example: the skill of a cook, jeweler, shoemaker, tailor, etc. Since the beginning of the 20th century, the concept of “skill” has increasingly become associated with creative professions, for example: a master of rhyme - a poet, a master of the brush - an artist, a master of the stage - an actor, etc.

Taking into account the fact that pedagogical activity is also creative in nature, the combination “teacher - master” became natural. Future teachers and educators must have a fairly accurate understanding of the essence of teaching, its complexity and versatility.

2. Main components of teaching skills

Pedagogical skills include the following components:

I - Professional and pedagogical orientation of the teacher’s personality.

II - Professionally relevant knowledge.

III - Professionally necessary abilities, skills and abilities.

IV - Professional creativity.

As we know from psychology, a person can express his attitude towards his chosen profession in different ways. This also applies to the teacher.

Firstly, a teacher or educator must have a positive attitude towards teaching in general and towards students in particular, otherwise great difficulties will arise in his work. In turn, a positive attitude develops into interest in the profession, causes responsibility for the results of work and encourages the teacher to improve his personal qualities. The main ones are: high morality, conviction, consciousness of civic duty, social activity, patriotism, respect for other nations, hard work, modesty, love and kindness towards children, mercy, humanism, etc.

Secondly, in order to become a highly qualified teacher, a person must master the professionally necessary knowledge. For example, a primary school teacher conducts lessons not in one, but in several subjects: native language, reading, mathematics, labor, natural history, fine arts, etc. Thus, his special training includes mastering knowledge in all of the above subjects. At the same time, an elementary school teacher also needs knowledge of private methods that will help him convey his knowledge on these subjects to every student in an accessible form.

A modern teacher must think freely, have a scientific understanding of the world, and have a broad outlook - for this he must master political, economic, legal and other social knowledge. Scientific literacy, intellectual search, the desire to update and expand one’s pedagogical knowledge are also necessary qualities of a modern teacher. The ability to use the achievements of modern science and technology and the ability to conduct research are also necessary for a modern teacher, so he also needs to master research skills. During the research process, the teacher collects factual material, analyzes it and draws conclusions - this helps him compare his experience with the experience of other teachers, as well as test certain scientific theories in practice.

Thirdly, to become a master, a teacher must have a number of abilities that will help him more successfully perform his professional functions. These abilities include the following:

a) organizational skills - the ability to organize and develop a team of students, direct them to solve important problems; the ability to organize their work and joint activities with students;

b) communication skills - the ability to manage the process of one’s communication with students, their parents, colleagues, to prevent and promptly resolve conflicts;

c) didactic abilities - the ability to convey one’s knowledge in an accessible form and explain it to students; the ability to independently obtain the latest knowledge, follow the development of science and apply scientific achievements in one’s practice; teach schoolchildren to think independently, express their opinions and defend them;

d) observational abilities - the ability to study and understand the inner world of each student, to reveal the peculiarities of his behavior and character, the “secrets” of his spiritual world and to guide the development of the personality of each student;

e) speech abilities - the ability to accurately and meaningfully express your thoughts and feelings through oral and written speech, present educational material, methodological instructions, evaluate the knowledge, skills and behavior of students; the teacher’s ability to speak and write accurately, simply (accessibly), expressively, emotionally, meaningfully, figuratively, without stylistic and grammatical errors;

f) gnostic abilities - the ability to foresee the prospects for personal development, that is, based on materials from studying one’s students, the ability to determine the course and results of their cognitive activity and the development of personal qualities. These abilities are based on optimism, on the teacher’s faith in his students;

g) the ability to manage students’ attention - the teacher’s ability to interest students, focus their attention on a specific issue, problem, task. This ability helps the teacher to “see” all students at the same time, identify the more capable of them, and direct their activities (educational, work, social) in the right direction.

All of the above abilities together ensure more successful activities of the teacher, contribute to the creation of his own experience, his own style of work and authority. However, this is impossible without such personal qualities as hard work, patience, exactingness, perseverance, a creative approach to work, responsibility for its results, etc. Students respect those teachers who treat everyone equally fairly, do not be rude, do not insult them, but they do not tolerate weak-willed, rude, irritable teachers.

3. The creative nature of pedagogical activity

Only a creative teacher can successfully teach and educate children, adolescents, and youth, study and use advanced pedagogical experience.

Conventionally, all of the above requirements for teaching skills are presented in the table “Structure and main components of teaching skills.”

4. Criteria for the development of pedagogical skills

In the process of pedagogical activity, it is very important to correctly assess the level of development of pedagogical skills of a particular teacher or educator. We propose the following criteria for this assessment:

1. variety of methods, means, forms and types of work, their novelty;

2. compliance of work experience with new achievements of best practice;

3. effectiveness, relevance and optimality of the results achieved, their stability over a long period of time in changing conditions;

4. the teacher’s ability to generalize his experience and exchange it with other teachers.

FORMATION AND DEVELOPMENT OF TEACHING SKILLS

1. Stages of formation of pedagogical skills

During the certification of teachers, including primary school teachers, their ability to manage the process of teaching and education is assessed, which requires them to be highly qualified.

The constantly updated pedagogical process requires the teacher to constantly develop his skills.

Taking into account the complexity, versatility and duration of the process of formation and development of teaching skills, the following stages can be roughly distinguished in it:

Stage I: professional. education;

Stage II - professional selection and training;

Stage III: - profadatatation;

Stage IV - professional growth;

Stage II is associated with studies in secondary and higher specialized educational institutions, where students acquire professionally necessary knowledge, skills, and abilities.

2. Technology for assessing teaching skills

Teachers periodically undergo certification in order to obtain one or another category, on which their remuneration depends. As is known, there are the following categories of teacher qualifications: highest, I, II and III categories, however, determining the level of skill of a teacher is one of the most difficult tasks facing school leaders and public education workers. Is it possible to evaluate the results of teaching activities?

It is very difficult to evaluate the work of a teacher, since his work is multifaceted, multifaceted, and includes various types of activities: educational, educational, organizational, research, etc. Therefore, an integrated approach is needed here.

Firstly, in the certification process it is necessary, first of all, to evaluate not only the knowledge, skills and abilities of the teacher-educator, but also his attitude to work, the degree of his responsibility and the level of formation of positive personal qualities.

Secondly, certification cannot be a one-day event; it must be carried out throughout the entire academic year or, in extreme cases, several months, based on a pre-approved plan.

If we conditionally evaluate each element with 10 points, then as a result the level of formation of teaching skills can be assessed as a whole with 160 points.

When assessing themselves or each other, teachers assign points for each element (horizontally), summing them up across all four structural components (vertically), they are able to determine the level of development of both individual elements and teaching skills as a whole:

High level - 136-160 points

Good level - 121-135 points

Sufficient level - 101-120 points

Low level - 88-100 points

The data obtained in this way must first of all be analyzed by the teacher himself. At the same time, he can ask himself the following questions: At what level of development are my professional knowledge, skills, and abilities? What are my strengths and weaknesses? What should I do to get rid of my shortcomings?

It should be emphasized that if a teacher has not reached the highest level of qualification, then he must constantly work on himself, improve his knowledge, abilities and personal qualities, thereby improving his qualifications. At the same time, he can temporarily compensate for the missing elements with the existing ones, continuing the process of self-education and self-education. This process can also be divided into several stages.

For the first 3-5 years, the teacher is considered a young specialist; an experienced mentor is assigned to him at his place of work, under whose guidance he studies mass experience and introduces it into his practice.

Over the next 5-6 years, young teachers consolidate and develop their professional skills, and their own style of work begins to form.

In the next 5-10 years, teachers who will stand out among teachers are those who use advanced and innovative experience, as well as create their own original experience.

The above-mentioned stages are highlighted conditionally, since the process of formation and development of a master teacher is individual, his personality is unique: some quickly gain authority with their activity in all matters, others - with interesting lessons or extracurricular activities, and others - by introducing advanced technologies and methods of work.

Improving teaching skills can be carried out in the following ways.

1. Constant work on oneself (reading specialized literature, attending lessons and educational activities of experienced teachers, auto-training classes).

2. Use of the media (TV programs, scientific and methodological magazines, newspapers), studying new scientific, pedagogical and methodological literature.

3. Use of tools and conditions created at the place of work (methodological days, mutual visits, methodological associations, pedagogical readings, mentoring, as well as interschool, city, and regional seminars).

4. Study at an institute for advanced training, as well as participation in various seminars organized by both state and non-state institutions and foundations.

All these ways and methods are interconnected, they need to be used regularly, continuously, purposefully.

PERSONAL QUALITIES OF A TEACHER, THEIR ROLE IN PROFESSIONAL ACTIVITIES

1. Requirements for the personality of a modern teacher

Pedagogical theory evaluates the teacher, first of all, as the leader of the educational process, which means that the teacher, in order to correctly perform this function, must have great skill and certain personality qualities.

What requirements of modern society should a modern teacher, including a primary school teacher, meet?

It should be:

– comprehensively developed, creative, business-minded;

– possessing national and universal values;

– spiritually developed, having an understanding of religions, respecting the feelings of believers;

– to be a real citizen - a patriot;

– have a perfect command of scientific knowledge in the field of their specialty, as well as pedagogy, psychology, private methods, etc.;

– who love children and their profession, trust their students, strive to form a comprehensively developed personality in each of them;

– free and creative thinking, demanding and fair.

Pedagogical activity, due to its complexity and versatility, requires great responsibility from teachers, because they are responsible not only for the knowledge of students, but also for their preparedness for further study, work and life in society.

A person who has chosen the profession of a teacher must be healthy, balanced, calm, his speech must be correct and understandable to everyone. A teacher must be able to find a common language with every student, be fair and demanding of everyone equally, including himself. He must be able to cooperate with work colleagues, psychologists, doctors, as well as with students’ parents.

The famous teacher L.N. Uznadze, assessing the importance of the teacher’s personality in teaching children, emphasized: even if the child does not realize the importance of learning, through the process of cognition he develops his abilities and capabilities.

Pedagogical activity, due to its intensity, requires a person to constantly search for new technologies, methods and means that meet modern requirements.

A master teacher can only be one who has dedicated his life to children, who himself possesses the qualities that he instills in his students. The new generation can only be educated by a teacher who thinks in a new way and works creatively. In the process of mastering teaching, a teacher must constantly communicate with more experienced colleagues, study and creatively apply their experience.

2. Personal qualities of a teacher

The individual participates in the personnel training system as a consumer and as a performer of educational functions. From this point of view, a teacher must be a comprehensively developed person, possessing, in addition to professionally necessary knowledge, abilities, skills and abilities, certain personal qualities.

Children aged 6-7 years come to primary school, and this is a special group of children with their own specific spiritual world, with their own interests and capabilities.

What kind of person should a teacher be who teaches and educates younger schoolchildren?

Firstly, the teacher should perceive children as they are, with all their shortcomings, and not choose the best. Doing good to children is not a desire, but the purpose of a teacher is to bring goodness and mercy to people.

Secondly, the teacher must understand the children.

Thirdly, he must take care of their future.

When teaching and raising children, a teacher must take care of instilling in them respect for national and universal values. For younger schoolchildren, the first teacher is the main source of information about these values; through him, children learn about the world around them and assimilate its values.

The teacher must be a true patriot, since only a true patriot can instill in children a love for the Motherland.

The activity of a teacher-educator requires from him great social responsibility, ideological fortitude, consciousness, political reliability, spiritual culture and high morality. These and many other qualities of a teacher should be a guide for students, since at primary school age one of the powerful means of education is the example of adults, including the personality of the first teacher.

The teacher must know each child well, his interests and needs, his abilities and capabilities. Awareness of the importance of national values in the moral development of the personality of a junior schoolchild, his worldview and spirituality is an integral part of the personality of the teacher himself and the key to his successful work.

The main personal qualities of a teacher also include strong conviction, high morality, civic responsibility, humanism - in a word, he should be an ideal for his students.

Also important is the teacher’s ability to quickly get close to people, communicate with them, avoiding conflicts, since communication is the basis of pedagogical activity.

The behavior of a teacher, his communication with colleagues, students and their parents must be subject not only to national, but also to universal moral standards. He must build his activities on the basis of the norms (rules) of pedagogical tact and ethics, subordinating his behavior and worldview to them. Professional ethics helps the teacher in the most difficult situations to maintain calm and self-control, which ensures successful work and increases his authority in the team.

The following personality traits of the teacher can be distinguished:

1. Modesty is one of the most important qualities of a teacher, necessary for both the leader and the ordinary teacher. This quality helps him maintain his authority, be objective when assessing any situations and solving problems.

2. Generosity - traditionally has always been inherent in teachers; it reflects, regardless of gender and age, the humane nature of pedagogical activity.

3. Openness - characterizes the teacher’s behavior and attitude towards people at work, at home, and in public places.

4. Personal positive example - for this, the teacher should try:

– be natural and modern;

– be tactful in behavior;

– have a perfect command of the culture of interpersonal communication;

– be intelligent, independent and creatively thinking;

– be convinced, have a broad worldview.

5. Tolerance - manifests itself in the following situations:

– in relationships with discipline violators and underachievers;

– in expressing one’s opinion on various conflict situations;

– in the process of overcoming difficulties associated with the internal regulations of the educational institution.

6. Soulfulness - manifests itself in the following situations:

– in the formation of human ideals and needs;

– in the culture of interpersonal communication;

– in everyday behavior;

- having a friendly attitude towards people.

7. High morality of the teacher:

– allows you to strictly adhere to moral standards, regardless of your emotional state or stress;

– in the implementation of behavioral skills;

– in a culture of speech that requires avoiding offensive words, rudeness and obscene expressions, boasting and arrogance.

In addition, young teachers should try to master such qualities as high spirituality, dedication to the profession, social activity, enterprise, organization and others, since they really help improve the effectiveness of teaching work.

2. Self-regulation of the teacher, methods of his work on himself

The work of a teacher is honorable, but very difficult, since his work consists of many diverse and rapidly changing situations, and this requires the teacher to have great self-control and the ability to regulate his emotional state.

Self-regulation is the highest level of human self-improvement, his ability to manage his mental and emotional state.

Each person is different from others as a person, which means that all people have different degrees of self-regulation and the external signs of expressing emotions are different for everyone. Some people openly express their feelings (facial expressions, gestures, speech, etc.), others skillfully hide them, and still others betray their feelings with their voices and eyes. It is very important for a teacher to be able to manage their emotions - when it is necessary to hide them, and in certain situations to specifically express their attitude to what is happening. If a teacher does not master the culture of communication, if he does not know how to control himself, he can complicate an already difficult situation. At the same time, if he learns to manage his feelings and hide them, this will help him, while maintaining external calm, find the right way out of a difficult situation and thereby prevent a conflict or alleviate it. It must be remembered that lack of self-control and external manifestations of anger can lead to a stressful state, which, naturally, harms not only the health, but also the authority of the teacher.

In such cases, as the Roman poet Horace said, “... in anger, a hastily made decision indicates a lack of intelligence.” A stressful state can be prevented or alleviated only at the very beginning of an “explosive” situation - a person must inspire himself “I must be calm, I must extinguish my emotions, I must not show them to other people” - repeating these words several times until he calms down .

As Jonathan Swift rightly noted, “. being angry with others is the same as taking revenge on yourself.” A person who realizes the correctness of these words and accepts them as the rule of his life can be an optimist. Of course, in difficult situations, when you have to fight for the truth, protect the weak, the expression of anger is appropriate, and then the teacher does not need to suppress his emotions. However, in such situations a person loses the ability to objectively assess the situation and may make a mistake.

To be cheerful and optimistic, you need to learn to avoid negative emotions and conflict situations, to see the causes of conflicts in a timely manner, and to extinguish them in a timely manner.

Let us remember the words of the famous teacher A.S. Makarenko: “... first you need to be a citizen in order to completely devote yourself to the fight for justice.”

A teacher should not waste time on trifles, he should devote all his attention to important matters, otherwise everyday quarrels and scandals that cause negative emotions can consume him. If he is constantly angry and spoils his relationships with people around him, then this is unacceptable when it comes to the teaching profession.

Of course, even a highly morally developed teacher may have certain shortcomings. But every person, in principle, is capable of improving his spiritual world. To do this, he needs to change his moral views, first of all, expand the range of his positive human qualities.

The process of self-education of a teacher includes the following stages. 1 - self-analysis, 2 - self-esteem, 3 - self-programming, 4 - self-control and 5 - self-correction.

The success of self-education depends on the teacher’s ability to constantly work on himself; in this, a school psychologist should provide him with practical assistance, but the teacher must gradually learn to independently analyze his strengths and weaknesses and determine ways of self-improvement.

Only a teacher who systematically works on himself can become a true master.

PEDAGOGICAL TECHNIQUES AS AN COMPONENT PART OF TEACHING SKILLS

1. Pedagogical technology, its professional significance

The further development of our education and upbringing largely depends on the teacher, his focus, ability in the new economic and political conditions to organize various types of activities of students, to educate them as inquisitive, moral, convinced patriots, hardworking people.

To become a master of his craft, it is not enough for a teacher to have only theoretical knowledge; he must take into account the individual and age characteristics of his students, select methods, tools and technologies that would allow him to work effectively both with the entire team and with individual groups of students, and individually with each student.

The pedagogical process is diverse, it contains not only standard situations, but also those that are not provided for by pedagogical theory, which requires the teacher, on the one hand, to possess standardized skills (that is, pedagogical equipment), on the other hand, creativity and acting skills and self-regulation.

The need for a creative approach is also due to the requirement to introduce advanced pedagogical and information technologies into the educational process, which brings teaching activities closer to production ones. In fact, school, lyceum, gymnasium, college and university are pedagogical production. Therefore, it is not surprising that in the last few decades such words as technique, technology, action, development and others have appeared in scientific and pedagogical terminology, the interpretation of which is an urgent problem of modern pedagogy and private methods. Hence the conclusion follows: we cannot evaluate a teacher only as a conductor of knowledge or a simple methodologist; today he must also be evaluated as an educational technologist.

“Technology” (from Greek - the art of craft) is a set of elements of methods and means that ensure the effectiveness of any work, including pedagogical work.

“Technology” (from Greek technos - art, craft, logos-science) is the science of professional art. In this meaning, the word technology includes a set of methods, techniques, tools, including pedagogical equipment, with the help of which the teacher carries out purposeful activities, forming certain knowledge, abilities, skills and personal qualities.

Technology and technology are interrelated concepts, while technology is a process design, a certain order of actions, and technology is one of the means to achieve a goal in this process.

2. Acting skills of a teacher, its elements

Pedagogical activity, due to its creative nature, is very similar to theatrical activity, which means it requires dramaturgy and directing. It is no coincidence that the term “theatrical pedagogy” exists, because often a lesson or educational event resembles a play, where the teacher is simultaneously a screenwriter, director and main actor, and his students are co-performers. It depends on the teacher-director how they “play” their roles. In addition, the teacher and theater director are also brought together by the goal - emotional impact, the instrument of which is the content and means used in the process of teaching and educating students on the one hand, and during the performance on the other. A teacher, like an actor, must also have many creative features: inspiration, emotionality, the ability to transform, etc.

The pedagogical process, like drama, requires planning taking into account the characteristics of those people who participate in it and their influence on each other, which helps the teacher to foresee the results of his influence on students in advance and even plan in advance various situations that require students (pupils) manifestations of certain personal qualities, knowledge and experience.

A lesson or educational event will be effective only if the teacher is able to plan it correctly, based on appropriate principles, constantly updating the “scenario”, means and forms of work. Only under this condition will training and education lead to the development of the personality of the student, pupil.

Pedagogical activities aimed at educating each individual also help the teacher to form interpersonal relationships, into the system of which he includes his students.

The acting skill of a teacher in its structure includes the same elements as the skill of a theater actor. In this regard, the teachings of the famous theater director K.S. Stanislavsky are very useful, according to which, in our opinion, every teacher should move well, control his facial expressions and gestures, breathe correctly, have a rich imagination, be able to communicate with different people, etc. .P. One of the main pieces of advice from the great director is to try to turn every responsibility into an initiative - this will help the teacher get rid of unnecessary conflicts with students, stress, resentment and troubles.

Sometimes, seemingly insignificant rudeness can cause mutual dissatisfaction and resentment among the teacher and his students. Often the teacher’s indignation is useless, because the students do not understand him, the teacher’s emotions “do not reach” their consciousness, which makes him even more nervous. In such cases, the teacher should be able to “defuse” the situation with a joke, an offer to think about this situation at home, or find a more appropriate moment to discuss it.

The advice of another famous playwright E. Vakhtangov is also useful: in order to improve the relationship between the director and the actor, respectively, the teacher and the students, it is necessary to start the lesson with the most interesting. The best action is joint action. The famous foreign scientist Gordon Craig said: “...the key to explaining human behavior is modesty and improvisation.”

The first meeting of a teacher with his students will be remembered for a long time if the teacher has the ability to behave calmly, speak beautifully, quickly get close to them, as well as strong confidence in himself and his actions.

Psychological processes play an important role in the development of a teacher’s acting skills: memory, attention, imagination, etc.

Memory is the ability to perceive, store and reproduce certain information from the outside. This complex process is the basis of psychotechnics for both the actor and the teacher. Let's imagine that the teacher does not remember at all what he read, saw or heard - in this case he will not be able to perform his main functions - to teach and educate the younger generation.

Attention is also one of the constituent elements of psychotechnics, since any action of a teacher (as well as an actor) requires careful attention to the actions and behavior of students. An inattentive teacher will not be able to effectively conduct a lesson, interview students, or organize any event. Attention itself directs the work of the brain to some object - real or ideal, then forces a person to think about this object and perform certain actions.

Imagination is the creation of a new image or idea based on previously received information (through hearing, sight, smell and touch). We can give many examples when, while reading a book, we imagine certain characters from this book, as if we “enter” the era when they lived. Likewise, the artist often depicts landscapes and scenes that he has never seen before. Therefore, it is very important for a teacher to have a well-developed imagination - this will help him foresee the results of his influence on students and changes in their behavior.

Thus, mental processes are a tool, a means of expressing the teacher’s attitude to various pedagogical situations and form the psychophysical basis of theater pedagogy

You cannot teach the teaching profession, but you can learn it. Whether a teacher becomes a master or not depends not only on the education system, but primarily on the efforts of those who study. Training will be successful if you rely on the following principles.

The principle of a holistic approach to learning is that knowledge is acquired as practically lived experience.
The principle of active communication consists of developing a system of tasks aimed at stimulating activity.
The principle of dismemberment of pedagogical actions with the aim of consistently mastering individual techniques.
The principle of conjugation of exercises aimed at the development of pedagogical technology, and tasks for the creative use of skills in microteaching, and hence the rigidity and variability in the organization of educational work.
The principle of the aspect approach, accounting for specialty.
The principle of connecting knowledge and skills with practical exercises

Aesthetic feelings are the most important component of pedagogical skill.

It is unnecessary to prove that dry, dispassionate, purely “informational” lessons, both scientifically and educationally, turn out to be ineffective. Therefore, the teacher’s ability to express his feelings, to make them tangible and attractive for children, plays such an important role.

To convey his feelings, the teacher uses, first of all, intonation and phonetic means of speech, as well as gestures, facial expressions, expressive posture, etc.

Using the language of feelings, the teacher evokes empathy in students, as if charging them with his own attitude towards certain views, actions, and moral values. By achieving such sensory harmony, he gets the opportunity to actively influence the student’s sensory world - a kind of catalyst for his cognitive and practical activities.

A teacher of any subject should know that personal beliefs do not exist outside of feelings. Convictions are stronger the more they are filled with such positive feelings as the beautiful and sublime in unity with knowledge. On their basis, such a personal ethical formation as conscience is formed.

In pedagogy, there is a law that determines the effectiveness of teacher’s work: the formation of different types of human experience is directly proportional to the sensory responsiveness of the individual to situations of their transmission and assimilation. Positive feelings are the most productive basis for the formation of various psychophysiological attitudes, stereotypes of behavior and practical action, which determine the needs and interests of the individual.

For the practical educational work of a teacher, it is important to know the types of feelings, their characteristics, and the specifics of their manifestation. It is known that the spiritual world of a person is, first of all, the most diverse and continuous experiences, an ocean of feelings. They are associated with thinking, will, morality, knowledge, culture, and worldview. Feelings permeate all human attitudes and attitudes. In the words of the outstanding Russian teacher K. D. Ushinsky, nowhere is personality manifested as holistically as in feelings: “In them one can hear the character not of a separate thought, not a separate decision, but of the entire content of our soul and its structure.” In other words, the fullness of human existence is expressed in feelings, and not only in its individuality, but also in its historicity.

The pedagogical skill of the teacher is based on the harmony of thinking and sensuality, “head” and “heart”. Ignoring this unity is always fraught with educational costs, manifested in inertia, rudeness, and cruelty of students.

Feelings can be divided into primary And secondary. Primary human feelings, formed and developed at the biological stage of evolution, do not take his consciousness beyond the limits of feelings - instincts and sensations. They act only as a prerequisite for human consciousness. Secondary, so-called human feelings arise not only on a biological, but also on a social basis.

Basically, pedagogical and psychological science differentiates human feelings according to the subject that causes them. For example, it talks about the existence of moral, labor, intellectual, practical, aesthetic (caused by art) feelings. However, defining feelings by objects of the surrounding world means impoverishing their content, turning them into mechanical manifestations that limit the richness of human spirituality.

There is another approach to feelings. B. Spinoza reflected it most fully: “Apart from feelings of pleasure or displeasure (positive or negative), no others exist.” The outstanding physiologist I.P. Pavlov also spoke about this, calling these feelings sthenic and asthenic.

It seems to us that the unity of positive and negative feelings can be defined by the concept of “aesthetic feelings” and it can be argued that there are no other feelings besides aesthetic ones. There are many areas that cause them: work, art, religion, human relationships, etc. positive aesthetic feelings include the beautiful and the sublime. TO negative- ugly and base. Transitional between them or intermediate - a feeling of tragic and comic.

Formally and logically, feelings can be defined as follows. If the perceived world (nature, art, various types of human creative action) corresponds to the ideals of the perceiver and at the same time causes a moderate positive experience, then these feelings can be called beautiful. If the intensity of positive experiences is noted, such feelings are called sublime. If the perceived world does not correspond to the ideals of the perceiver and causes moderate negative feelings, then these feelings ugly. When negative experiences are excessive, base feelings. The experience of the death of a person close to one’s ideals evokes a feeling tragic, and experiencing spiritual shortcomings and shortcomings of people is a feeling comic. The relationship between feelings and their intensity are reflected in diagrams 1 and 2.

Although the diagram cannot reflect the entire variety of connections, especially spiritual and psychological, it still clearly shows the logical interdependence from the individual to the general and vice versa. The presence of positive and negative experiences as a certain unity according to the law of unity and struggle of opposites causes interdependent feelings of a positive and negative orientation.

If we agree on the coordinate axis (diagram 2) from the zero point O (the point of sensory indifference) to place the development of sensory experiences of a positive and negative orientation, then we will see schematic quantitative parameters of feelings. The sublime is a quantitative increase in the beautiful, and the base is an increase in the ugly. It is hardly possible to find clear boundaries for the transition of one sensory state to another, taking into account the uniqueness of human individuality. Still, one can assume many experiences of the feeling of beauty from the zero point O to A, or the feeling of the sublime from A to B. This multiplicity is reflected by the abundance of the conceptual language apparatus, reflecting the emotional and sensory states of the individual.

Sensory experiences reflect the norm of human life, when a person can control feelings and keep them in check. When feelings control a person, it usually ends in illness. Death is also possible. Such conditions can be called stressful.

The nature of human feelings is determined by higher nervous activity. Feelings always manifest themselves in external and internal changes in the body. Outwardly, they are expressed in posture, in changes in the tone of the neck muscles, in the dynamics of gestures, facial expressions, breathing, voice intonation, in eye movements, blinking pupil width, in the color and moisture of the skin, in laughter or crying. Internally - in a significant change in the activity of the endocrine glands, abundant release of adrenaline into the blood, expansion of the coronary vessels of the heart, increased blood clotting, inhibition of the digestive system, etc.

Not only should all teachers, without exception, know about all this, but they should also have mastery of methods for developing children’s aesthetic feelings, especially positive ones. The success of pedagogical action is based on them, and only on them. And only teachers can properly organize the aesthetic education and upbringing of a child, having learned the laws of pedagogical influence on his spirituality. Back in 1918, the declaration of the State Education Commission emphasized: “... by aesthetic education we should not mean the teaching of some simplified children's art, but the systematic development ... of feelings and creative abilities, which expands the opportunity to enjoy beauty and create it. Labor and scientific education, devoid of this element, would be soulless, for joy in life through admiration and creativity is the ultimate goal of both labor and science.”

References:

Zyazyun I. A. Fundamentals of pedagogical mastery. - M., 1989. - P. 18-24.
Spinoza B. Ethics. - M. - L., 1932. - P.91.
Danilov N.V. Entertaining physiology using examples of art. - Rostov, 1984. - pp. 45-52.
Revolution – art – children. – M., 1966. – P. 102.

A person becomes capable of creative activity in a certain field of work and creativity thanks to education. Education provides not only knowledge of the world, but also the development of personality in its unique originality.

Speaking about the formation and implementation of pedagogical skills, it is first of all important to understand the following: firstly, what we understand by the content of education and, secondly, how the setting of education is understood. First we must define “what to give” and “why to give,” and then “how to give.” Obviously, without knowing the answers to the first two questions, there is no point in answering the third, and therefore let’s start with the content of education.

By issue educational content The classics of pedagogy have complete unity of views. They argue that the knowledge that is given at school (at the university, gymnasium, i.e. in general in the sphere of the official education system) is no good. Why? Two main arguments are given: 1) this knowledge is scholastic, not necessary for life, 2) this knowledge is incomplete.

The fact is that in fact human knowledge (all human knowledge) is a single system, a single organism, where everything is connected to everything, where everything depends on everything, where there is something important, without which the whole organism dies, and that something secondary without which he can exist.

M. Montaigne argued that truly rational learning changes both our minds and our morals.

To become a master, transformer, creator, according to V. A. Slastenin, it is necessary to master the laws and mechanisms of the pedagogical process. This will allow you to think and act, independently analyze pedagogical phenomena, dissect them into their component elements, comprehend each part in connection with the whole, find in the theory of learning and education

ideas, conclusions, principles adequate to the logic of the phenomenon under consideration; correctly diagnose it - determine which category of psychological and pedagogical concepts it belongs to; find the main pedagogical task (problem) and ways to optimally solve it.”

Secondary and higher professional institutions aim the student primarily at achieving a high level of training in the learning process. It is important to understand that the accumulation of knowledge and mastery of it is the first step towards the formation of personal mastery, which is subjectively significant for everyone. The development of pedagogical skills begins with the study of psychological and pedagogical disciplines.

Professional excellence, according to V. A. Slastenin, comes to those who rely in their activities on scientific theory. Naturally, in this case, a person encounters VQ difficulties. Firstly, a scientific theory is an ordered set of general laws, principles and rules, and practice is always specific and situational. The application of theory in practice requires some theoretical thinking skills, which the teacher often does not have. Secondly, pedagogical activity is a holistic process based on the synthesis of knowledge (according to philosophy, pedagogy, psychology, methodology, etc.), while the teacher’s knowledge is often sorted into shelves, i.e. have not been brought to the level of generalized skills necessary to manage the pedagogical process. This leads to the fact that teachers often master pedagogical skills not under the influence of theory, but independently of it, on the basis of everyday everyday ideas about pedagogical activity 2.

Studying the discipline “Fundamentals of Pedagogical Excellence” prepares students for practice, develops an attitude that allows them to successfully solve professional problems already in the first stages of activity.

Comprehension of this discipline will be successful if you rely on the following principles.

The principle of a holistic approach to learning lies in the fact that knowledge is acquired as practically lived experience. Classes are structured in such a way that the theoretical provisions of the topic are comprehended in the process of discussion, drawing up diagrams, notes or in another systematizing form; then the acquired knowledge is played out in exercises that develop pedagogical abilities; finally, the significance of the problem is realized in the training, which is a mandatory part of each lesson,

1 Pedagogy: textbook. manual / V.A. Slastenin, I.F. Isaev, A.I. Mishchenko,
E.N.Shiyanov. - M., 1998. _

Where situations are modeled that allow you to translate knowledge into skills.

The principle of active communication consists of developing a system of tasks aimed at stimulating the activity of students in the group: conducting role-playing games, competitions, discussions of demonstrated fragments of activity, involving students in organizing the course of the lesson.

The principle of dismemberment of pedagogical actions means the consistent mastery of individual techniques in the process of psychophysical and pedagogical training. It is important that every student knows the scope of concepts and skills that he must master in a particular year of study. Thus, a freshman must control his speech, master the elements of a culture of pedagogical communication and organizational techniques.

The principle of conjugation of exercises and tasks, aimed at developing pedagogical techniques and creative use of skills.

The principle of the aspect approach, those. taking into account specialization in teaching classes.

The principle of connecting knowledge and skills with practical exercises in basic institutions (enterprises) in practice, where students, under the guidance of teachers, are gradually included in the organization of student activities: from observation through participation in lesson fragments to independent development and conduct of educational and educational work.

The development of professional skills is successful under the condition of maximum pedagogy throughout the life of the college. The work of students in circles, clubs, and studios is especially useful. Only at the level of interaction between teams of teachers and students can a significant advancement of a future specialist to the heights of pedagogical mastery take place, because learning is a two-pronged process that requires counter-activity 1 .

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