Formation of teaching skills. Pedagogical skills, its constituent parts. Development of pedagogical skills. Personal qualities of a teacher

Option 5

1. Pedagogical knowledge and skills of the teacher

IN " Explanatory dictionary of the living Great Russian language "V.I. Dahl, the meaning of the word "teacher" is defined as a mentor, teacher.

The mentor teaches how to live, how to behave in order to become a real person, i.e. educates. The teacher equips children with knowledge, helps to master the elements of different cultures, human values, i.e. teaches. These two components (education and training) of the activity of transferring social and historical experience to the younger generation, the formation of value orientations and their preparation for life and work are carried out by one person - the teacher. Thus, in the modern sense, a teacher is a profession, the content of which is education and training.

The teacher is a representative of one of the most socially significant profession. His activities are aimed at the development and formation of a person. Spiritual reproduction of a person, creation of personality - this is the purpose of a teacher in society. This is the most important social function of the teacher.

The teacher acts as an integral personality with a special mindset, individual characteristics of temperament, a certain style of behavior. But the content itself teaching activities imposes on him a number of specific requirements that make him develop certain personal qualities as professionally significant and obligatory. The foundation for the development of a teacher's professional skill is professional knowledge. It constitutes the “skeleton” of professionalism and makes it possible to constantly improve it.

Professional knowledge is directed, on the one hand, to the discipline he teaches, on the other, to the students. The content of professional knowledge is knowledge of the subject, its methodology, as well as pedagogy and psychology. An important feature of professional pedagogical knowledge is complexity and integration. First of all, it is the teacher's ability to synthesize the studied sciences. The core of the synthesis is the solution of pedagogical problems, the analysis of pedagogical situations that make it necessary to comprehend the psychological essence of phenomena, the choice of methods based on the laws of personality formation. The solution to each pedagogical problem actualizes the entire system of pedagogical knowledge of the teacher, which manifests itself as a single whole. In addition to its complexity and generalization, the teacher's professional knowledge is also characterized by such an important feature as the individual style of work.

On the basis of professional knowledge, pedagogical consciousness is formed - the principles and rules that determine the actions and deeds of the teacher.

The teacher learns all his life. Continuously improving the professional level is the primary task of the teacher.

Pedagogical skills are not only professional knowledge, but also professional skills. Analyzing the pedagogical literature, several approaches to the definition of pedagogical skills can be distinguished.

Pedagogical skills are a combination of the most diverse actions of the teacher, which, first of all, correlate with the functions of pedagogical activity and to a large extent reveal the individual psychological characteristics of the teacher.

According to the classification proposed by E.A. Panko, these skills are divided into gnostic, constructive, communicative, organizational and special.

Gnostic skills (from the Greek gposis - knowledge) are the skills with which the teacher studies the child (his age, individual characteristics, personality traits, relationships with peers, adults, the degree of emotional well-being, etc.), the collective as a whole (stages of formation , The "asset" of the group, the rudiments of public opinion). Studying a child is the basis for understanding his inner world. It gives the teacher the opportunity to explain the reasons for behavior, to see ways to improve education and training. The family should also be the object of study. The teacher needs to know the educational possibilities of the family: attitude to the upbringing of the child, the degree of participation of both parents and other family members; features of the family microclimate, etc.

A lot of value in the knowledge of children and their families is given to the teacher by purposeful observations, conversations, stories from parents, children (about the daily routine, about housework, about reading books, etc.), family visits, joint holidays, the work of children, teachers and parents. In some cases, special experimental work is organized in order to identify any peculiarities in the development of children.

Gnostic skills are used in the study of the pedagogical experience of other educators (directly observed, published in a magazine, book) in order to borrow methods, techniques educational work.

Constructive skills are necessary for a teacher to design the pedagogical process, upbringing children, taking into account the prospects of educational work. For this, it is required to modify the general goals and objectives of education in relation to a specific group of children and to each student, taking into account the characteristics of his development. The teacher notices the "shoots" of the new in the development of the child, the collective, and in accordance with this organizes further work. As the children master certain skills, the teacher introduces changes and complications into their activities. He designs the material equipment of the educational process. Constructive skills are embodied in work planning, in the preparation of class notes, holiday scenarios, etc.

Communication skills are manifested when establishing pedagogically expedient relationships with individual children and with the entire group, with the parents of pupils, with colleagues at work, with the administration of an educational institution. They also manifest themselves in the teacher's establishment of quick contact with by different people in various situations, finding a common language with them. These skills help the teacher to win over, arouse empathy, which is important for the rallying of children, parents, and teaching staff.

Organizational skills of a teacher extend both to his own activities and to the activities of students, parents, colleagues. Organizational skills, even well-formed ones, will not give the desired result if the teacher does not know how to captivate children and adults, to infect them with his energy.

Special skills of a teacher are the ability to sing, dance, expressively tell, read poetry, sew, knit, grow plants, etc. The more such special skills in the teacher's arsenal, the more interesting and meaningful the life of children in an educational institution. A teacher who knows a lot, arouses admiration and pride in pupils. They want to imitate him, they strive to learn more. Among the special skills, the teacher necessarily has the most favorite occupation in which creativity and enthusiasm are manifested to the greatest extent.

A.I. Shcherbakov and A.V. Mudrik's pedagogical skills are reduced to three main ones:

1.the ability to transfer knowledge known to the teacher, solutions, methods of education and training in the conditions of a new pedagogical situation;

2. the ability to find a new solution for each pedagogical situation;

3. the ability to create new elements of pedagogical knowledge and ideas and construct new examples of solving a specific pedagogical situation.

V.A. Slastenin identifies four groups of pedagogical skills, reflecting the unity of his theoretical and practical readiness for pedagogical activity.

Thus, the effectiveness of the teacher's activity will depend on the teacher's professional knowledge and skills, and in conclusion, it should be noted that the role of self-education is very important in the development of professional qualities, skills, knowledge. Studies have established that skills, knowledge are life-time education, they develop in the process of individual life, that the environment, education actively form them.

2. Pedagogical technique, its components.

Pedagogical technique is a set of skills that allow the teacher to see, hear and feel his pupils. Outstanding teacher A.S. Makarenko wrote: "The teacher must be able to organize, walk, joke, be cheerful, angry ... behave in such a way that every movement brings him up."

Yu.P. Azarov argued that, firstly, the developed pedagogical technique helps the teacher to express himself deeper and brighter in pedagogical activity, to reveal in interaction with students all the best, professionally significant in his personality. Perfect pedagogical technique frees up the teacher's time and energy for creative work, allows in the process of pedagogical interaction not to be distracted from communication with children in search of the right word or an explanation of unsuccessful intonation.

Mastering the pedagogical technique, allowing you to quickly and accurately find the right word, intonation, look, gesture, as well as maintaining calmness and the ability to clearly think, analyze in the most acute and unexpected pedagogical situations, leads to an increase in the teacher's satisfaction with his professional activities.

Secondly, pedagogical technique has a developmental effect on personality traits. An important feature of pedagogical techniques is that they all have a pronounced individual and personal character, i.e. are formed on the basis of the individual psychophysiological characteristics of the teacher. Individual pedagogical technique essentially depends on the age, gender, temperament, character of the teacher, state of health, anatomical and physiological characteristics.

So, work on expressiveness, purity, literacy disciplines thinking. Mastering the techniques of self-regulation of mental activity leads to the development of emotional balance as a character trait, etc. In addition, in real pedagogical interaction, all the teacher's skills in the field of pedagogical technology are manifested simultaneously. And self-observation makes it possible to successfully adjust the selection of expressive means.

SOUTHWESTERN DISTRICT DEPARTMENT OF EDUCATION

OF THE DEPARTMENT OF EDUCATION OF THE CITY OF MOSCOW

State budgetary educational

institution of the city of Moscow

Lyceum number 1561

ESSAY

Lezina Ekaterina Alekseevna,

Direction of training

44.00.00 "Education and Pedagogical Sciences"

Reviewer: Savina M.S., high school teacher, Ph.D.

Moscow, 2015

1. Introduction 3

2.The main part. Development of pedagogical skills of the teacher 5

2.2. Key components of teaching excellence 6

2.3. The creative nature of pedagogical activity 7

2.4. Criteria for the formation of pedagogical skills 8

2.5. Formation and development of pedagogical skills 10

3. Conclusion 14

4.List of used literature 17

1. Introduction

A teacher is a person who studies all his life, only in this case he acquires the right to teach. (Lizinsky V.M.)

Modern system education, focused on the humanistic vision of the pedagogical process, on the attitude towards the child as to the main value, on pedagogical creativity, presupposes the teacher's readiness to independently comprehend the conditions that contribute to the development of his professionalism. 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: teaching, educational, developmental, methodological, propaganda, etc. Successful implementation of each of them requires certain knowledge from the teacher, abilities, skills and abilities, as well as personal qualities. Questions of pedagogical excellence in modern theory and practice occupy an important place, since the formation of a perfect, healthy, comprehensively developed generation is a complex, multifaceted process that requires from teachers not only deep knowledge, diverse abilities, but also a creative approach, the ability to manage this process in a constant changing conditions. It is obvious that successful teaching and upbringing of young people is largely associated with ideological conviction, professional skills, knowledge and culture of the teacher. A modern teacher should be able to influence students, their needs and interests. That is, a modern school needs master teachers, highly qualified teachers and educators. A teacher's pedagogical biography is individual. Not everyone becomes a master at once. For some, it takes years. It happens that some teachers, unfortunately, remain in the category of mediocre ones. To become a master, transformer, creator, a teacher needs to master the laws and mechanisms of the pedagogical process. This will allow him to think and act pedagogically, i.e. independently analyze pedagogical phenomena, dismember them into their constituent elements, comprehend each part in connection with the whole, find ideas, conclusions, principles adequate to the logic of the phenomenon in question in the theory of teaching and upbringing; to correctly diagnose a phenomenon - to determine to which category of psychological and pedagogical concepts it belongs; find the main pedagogical problem (problem) and ways of its optimal solution. A. S. Makarenko emphasized the need for the teacher to master the technique of pedagogical skill and communication. He argued that the students would forgive their teachers for severity, dryness, and even picky, but they would not forgive their poor knowledge of the matter. Most of all, they value in a teacher confident and clear knowledge, skill, art, good hands, not verbosity, constant readiness to work, clear thought, knowledge of the educational process, educational skill. “I have come to the conclusion from experience that skill, based on skill, on qualifications, solves the question.” The great teacher considered the most important skill of a teacher to be the ability to “read on a human face, on the face of a child, and this reading can even be described in a special course. The skill of the educator lies in setting the voice, in controlling his face. A teacher must be, to a certain extent, an artist, he cannot but play, combining with this game his love for children, his “wonderful personality”. A teacher, from the point of view of science, is a specialist who owns at a high level the techniques and methods of pedagogical activity, consciously changes and develops himself in the course of its implementation, makes his own individual creative contribution to the development of pedagogical science and practice, stimulates society's interest in the results of his labor. He strives to make himself known to the general public, to publicly create his professional image that will allow him to qualify for promotion and be successful.

2. Development of pedagogical skills of the teacher

2.1. The history of the concept of "teaching excellence"

To work successfully, every teacher must possess pedagogical skills, since only skill can provide effective results of the teacher's work. The word "craftsmanship" in the meaning of "master - the best in the profession" used to be 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 rhyme master - a poet, a brush master - an artist, a stage master - an actor, etc. Taking into account the fact that pedagogical activity is also creative in nature, it is natural the combination "teacher - master" became. Future teachers, educators should have a fairly accurate idea of \u200b\u200bthe essence of pedagogical skill, its complexity and diversity. "Pedagogical professionalism" is defined through the concept of "pedagogical skill". Pedagogical excellence seen as ideal pedagogical work, encouraging teachers to self-improvement, as the most important quality of the teacher's personality and as a standard containing an assessment of the effectiveness of pedagogical work. One of the most important criteria of pedagogical excellence in modern pedagogy is the effectiveness of the teacher's work, which is manifested in one hundred percent academic performance of schoolchildren and their same (one hundred percent) interest in the subject, that is, a teacher is a master if he knows how to teach all children without exception. The teacher's professionalism is most clearly manifested in good results those students who are considered to be unwilling, unable, unable to learn.

Criteria for teaching excellence: 1. Pedagogical criteria for teacher success : -The level of training of our students. -The level of formation of general educational skills and abilities. -Condition research work, self-education. -Education of teachers and professional development. -Ability for introspection, reflection. Psychological criteria for teacher success : -Ability to generate interest, increase motivation. -Conscious learning of the student. -Relationships in the "teacher-student" system. -Taking into account the individual characteristics of the student. Personal criteria for teacher success: - Emotionality - Expressiveness of speech - Creativity of personality. - Organizational skills - Sense of humor - Persistence, discipline

2.2. Main components of teaching excellence

Pedagogical excellence includes the following components: I - Professional and pedagogical orientation of the teacher's personality. II - Professionally significant knowledge. III - Professionally necessary abilities, skills and abilities. IV - Professional creativity.

As is known from psychology, a person can express his attitude to his chosen profession in different ways. This also applies to the teacher. Firstly, a teacher or educator should have a positive attitude towards pedagogical activity in general and towards students - in particular, otherwise great difficulties will arise in his work. In turn, a positive attitude develops into an interest in the profession, causes responsibility for the results of labor 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 to children, mercy, humanism, etc. Secondly, to become a highly qualified teacher, a person must acquire 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. A modern teacher must think freely, have a scientific understanding of the world, 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 their pedagogical knowledge are also necessary qualities modern teacher. Ability to use achievements modern science and techniques, the ability to conduct research are also necessary for the modern educator, so he also needs to master the skills of research work. In the process of research, the teacher collects factual material, analyzes it and draws conclusions - this helps him to compare his experience with the experience of other teachers, as well as to test certain scientific theories in practice. Third, in order to become a master, the teacher must have a number of abilities that will help him to more successfully fulfill his professional functions. These abilities include the following: a) organizational skills - the ability to organize and develop a team of students, to direct it towards solving important problems; the ability to organize their work and joint activities with students; b) communication skills - the ability to manage the process of their communication with students, their parents, colleagues, to prevent and promptly eliminate conflicts; in) didactic ability - the ability to convey their knowledge in an accessible form and explain them to students; the ability to independently acquire the latest knowledge, follow the development of science and apply scientific achievements in their practice; teach schoolchildren to think independently, express their opinion and defend it; d) observing ability - the ability to study and understand the inner world of each student, to reveal the features of his behavior and character, the "secrets" of his spiritual world and to direct the development of the personality of each student; e) speech ability - the ability to accurately and meaningfully express your thoughts and feelings through oral and written speech, to present educational material, methodological instructions, to evaluate the knowledge, skills and behavior of students; the teacher's ability to speak and write accurately, simply (accessible), expressively, emotionally, meaningfully, figuratively, without stylistic and grammatical errors; e) gnostic abilities - the ability to foresee the prospects for personality development, that is, on the basis of materials from the study of their students, the ability to determine the course and results of their cognitive activity, the development of personal qualities. These abilities are based on optimism, on the teacher's faith in his students; g) ability to control student attention - the ability of the teacher to interest students, to focus their attention on a specific issue, problem, task. This ability helps the teacher to "see" all the students at the same time, to single out those who are more capable, to direct their activities (educational, labor, social) in the right direction. All of the above abilities together provide a more successful teacher's activity, contribute to the creation of his own experience, his own style of work and authority. However, this is impossible without the presence of such personal qualities as hard work, patience, exactingness, perseverance, a creative approach to work, responsibility for its results, etc. Pupils respect those teachers who treat everyone equally, do not be rude, do not offend them, but they do not tolerate weak-willed, rude, irritable teachers.

2.3. The creative nature of teaching

In 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 you know, requires a creative approach to his work. The peculiarity of pedagogical creativity is determined by the peculiarities of the teacher's work: training, education and development is a process that includes an infinite number of pedagogical situations related to the formation of personality, morality, worldview, beliefs, consciousness, 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 creatively working teacher can successfully teach and educate children, adolescents, youth, study and use advanced teaching experience.

2.4. Criteria for the formation of pedagogical skills

In the process of pedagogical activity, it is very important to correctly assess the level of formation of pedagogical skills of a particular teacher or educator. The criteria for this assessment: 1. a variety of methods, means, forms and types of work, their novelty; 2. compliance of work experience with new achievements of best practice; 3. efficiency, relevance and optimality of the results achieved, their stability over a long period of time in changing conditions; 4. the ability of a teacher to generalize his experience, share it with other teachers.

Three levels of teaching excellence can be distinguished: High level Pedagogical excellence is characterized by the teacher's ability to build a pedagogical process aimed at creating conditions for students to achieve success, the development of their individual characteristics, and affects the restructuring of all components of the pedagogical process: goals, content, forms, methods, etc. Average level is characterized by the acceptance of humanistic values, a focus on the interests of children, but is limited only to the humanization of the sphere of communication, knowledge of the main categories, principles, technologies, but the inability to apply them in a specific pedagogical situation. Insufficient level... This level is characterized by the following indicators: activity in accordance with instructions, focus on strict implementation of methodological recommendations; borrowing patterns of activity from other teachers; focusing on one's own actions, without involving students in solving pedagogical problems.

Based on the above, it is possible to formulate indicators of the effectiveness of the formation of pedagogical skills:

High productivity of teaching activities; -high level of qualifications and professional competence; -optimal intensity and intensity of labor; -high organization; -low dependence on external factors; - mastery of modern content and modern means of solving professional problems; - stability of high performance indicators; -the possibility of the development of the subject of labor as a person; - focus on achieving positive socially significant goals.

2.5 Formation and development of pedagogical skills

1. Stages of the formation of pedagogical skills

During the certification of teachers, their ability to manage the process of teaching and upbringing is assessed, which requires high qualifications from them. 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 pedagogical skills, the following stages can be conventionally distinguished in it: Stage I: professional. education; Stage II - professional selection and training; Stage III: - professional adaptation; Stage IV - professional growth;

Stage I is associated with studies in high school, gymnasium, lyceum or college. At this stage, a positive attitude of girls and boys to a particular profession is formed. They receive information about the professions they are interested in from teachers, parents, acquaintances, and from the media and prepare to enter the relevant 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 pedagogical practice of students, during which they check the correctness of theoretical positions in practice and strengthen their knowledge, skills and abilities, that is, there is a kind of "fitting" of the chosen profession to themselves by the students, as a result of which they conclude that loyalty or incorrectness of their choice. Stage IV is associated with the independent activity of young specialists. In the course of their independent professional work, they apply previously acquired knowledge, skills and abilities, gradually developing their pedagogical skills. This stage is long, its success depends on many factors.

2. Technology for assessing pedagogical skills

Teachers periodically undergo certification in order to obtain one or another category, on which their remuneration depends. 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, includes various types of activities: educational, educational, organizational, research, etc. Therefore, an integrated approach is needed here. It is recommended to use the following test table during mutual assessment and self-assessment. The content of this table reflects the main components of teaching excellence described above. As can be seen from Table 1, pedagogy includes 4 main components, each of which, in turn, also consists of 4 elements, there are 16 of them. If we conditionally evaluate each element with 10 points, then as a result the level of pedagogy formation can be estimated as a whole with 160 points.

Assessing themselves or each other, teachers set points for each element (horizontally), summing them up for all four structural components (vertically), they get the opportunity to determine the level of formation of both individual elements and pedagogy 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, the teacher needs, first of all, to analyze them himself. At the same time, he can ask himself the following questions: At what level of development is my professional knowledge, skills, abilities? What are my strengths and weaknesses? What should I do to get rid of the flaws? It should be emphasized that if a teacher has not reached the highest level of qualifications, then he must constantly work on himself, improve his knowledge, abilities and personal qualities, thereby increasing 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 conditionally subdivided 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, they begin to form their own style of work. In the next 5-10 years, among teachers, there are those who use advanced and innovative experience, as well as create their own original experience. The above stages are highlighted conditionally, since the process of formation and development of a teacher-master 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 pedagogical skills can be carried out in the following ways.

1. Full time job above oneself (reading special literature, attending lessons and educational activities of experienced teachers, auto-training classes). 2. The use of the media (TV broadcasts, scientific and methodological magazines, newspapers), the study of novelties of scientific pedagogical and methodological literature... 3. Using the means and conditions created at the place of work (methodological days, mutual visits, methodology, pedagogical readings, mentoring, as well as interschool, city, regional seminars). 4. Studying at the Institute for Advanced Studies, as well as participation in various seminars organized by both state and non-state institutions and foundations. 5. Use of modern information technologies. All these ways and methods are interconnected, they must be used regularly, continuously, purposefully.

3. Conclusion

Professional skill comes to the teacher who relies on scientific theory in his work. Naturally, he encounters a number of difficulties in doing so. At first, scientific theory is an ordered collection general laws, principles and rules, and practice is always specific and situational. The application of theory in practice already requires some skills of theoretical thinking, which the teacher often does not have. Secondly, pedagogical activity is an integral process based on the synthesis of knowledge (in philosophy, pedagogy, psychology, methodology, etc.), while the teacher's knowledge is often sort of sorted out “on the shelves”, that is, are not brought to the level of generalized skills necessary for managing 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 pre-scientific, everyday ideas about pedagogical activity. Everyone who chooses the profession of a teacher takes responsibility for those whom he will teach and educate. At the same time, being responsible for himself, his professional training, his right to be a Teacher, Teacher, Educator, a person must clearly realize that the worthy fulfillment of professional pedagogical duty will require him to assume a number of obligations. First, a future teacher, educator should objectively assess their capabilities for future pedagogical activity, learn and analyze their strengths and weaknesses, clearly imagine what professionally significant qualities will need to be formed in the course of vocational training, and which - independently, in the process of real professional pedagogical activity. Secondly, the future teacher must master the general culture of intellectual activity (thinking, memory, perception, representation, attention), the culture of behavior and communication, including pedagogical. Thirdly, an obligatory prerequisite and the basis for the successful activity of a teacher is the understanding of the student as the same self-valuable, equally significant person as his own "I", knowledge of the patterns of behavior and communication. A student, a pupil, must be understood and accepted by a teacher, regardless of whether their value orientations, behavior models and assessments coincide.

Fourth, the teacher is not only the organizer of the educational activities of the trainees, but also the inspirer of cooperation between the participants in the educational process, acts as a partner in activities to achieve common, in a sense, goals of education, upbringing and development. All this poses a constant task for the teacher to continuously improve his organizational, communicative abilities in the process of mastering psychological and pedagogical knowledge and their effective application in the course of pedagogical practice. What precepts of psychological and pedagogical activity could a teacher be guided by in the process of “sowing the Reasonable, the Kind, the Eternal”?

The modern teacher's commandments to himself:

1. Accept everything that is in the child as natural, consistent with his nature, even if it does not correspond to your knowledge, cultural ideas and moral attitudes. The only exception is the rejection in the child of what threatens the health of people and his health. 2. Accompany his positive self-realization by accepting all manifestations of the child, both positive and negative. If you help and approve the child's work in every possible way, stimulate his creative ideas, then they will grow in him and develop. 3. Try not to teach the child directly. Learn by yourself. Then the child, being with you, will always see, feel and know how to learn. In painting classes, draw yourself, if everyone composes a fairy tale - compose yourself, in mathematics solve problems together with everyone. 4. Seek the truth with them. Don't ask your children questions you know the answers to (you think you know). Sometimes you can apply a problem situation with a solution known to you, but in the end, always strive to be with the children in the same ignorance. Feel the joy of joint creativity and discovery with them. 5. Sincerely admire everything beautiful that you see around. Find beauty in nature, in art, in the actions of people. Let the children imitate you in such a delight. Through imitation in feelings, the very source of the beautiful will be revealed to them. Critically minded teachers develop professionally, see how and what to work on, how to develop themselves.

Thus, the development of pedagogical skills goes in two main directions, which are closely interrelated:

1. Development of pedagogical skills, controlled from the outside: a) organization of methodological associations in schools, b) refresher courses. 2. Development, growth of skill, controlled from within, by the teacher himself: a) self-education (acquisition of knowledge, skills, abilities); b) self-education (the formation of a worldview, motives and experience of activity, personality traits); c) self-development (improvement of mental processes and abilities); d) the study of advanced teaching experience, mutual attendance of lessons.

To achieve goals and pedagogical excellence, these complementary directions must be present in the activities of each teacher. Based on the results of management activities, as an employee of the education department, school practice, as a teacher, I concluded that changes in the approach to improving the qualifications of teachers are, first of all, a requirement of the times. The introduction of new technologies in education makes it possible to develop critical thinking, communication skills, creativity, identify gifted and talented children, plan further work to develop these qualities. No matter how high the level or skill of the teacher, his life experience, he should never stop at the achieved result and consider himself an ideal teacher. While the teacher strives for self-improvement and self-development, fulfilling, at the same time, all the necessary requirements of the program and focuses on the needs of modern society, he is obliged to engage in self-education. We are all different, we teach different subjects, but we are united by love for children, love for our profession. Children in schools are waiting for us, teachers, so that we not only give new knowledge, but also teach them to learn all their lives. The teaching profession is very important and significant. And as the great Czech scientist J.A. Comenius: "It is extremely honorable to be a teacher, because teachers are placed in a highly honorable place and they have been awarded an excellent position, higher than which nothing can be under the sun." And as the sun illuminates the earth with its rays, so the teacher should illuminate his students, this is what a real teacher should strive for.

4. List of used literature

1. Bizyaeva A.A. Psychology of a Thinking Teacher: Pedagogical Reflection. Pskov: PSPI named after S.M. Kirov, 2004 - 216 p.

2. Disterweg A. Selected pedagogical works. - M., 1956 .-- S. 203

3. Zanina L.V. Fundamentals of pedagogical skill / L.V. Zanina, N.P. Menshikov. - Rostov n / a: Phoenix, 2002.

4. Mizherikov V.A. Introduction to pedagogical activity / V.A. Mizherikov, T.A. Juzefavicius. - M .: Pedagogical Society of Russia, 2005.

5. Fundamentals of pedagogical skills: textbook. A guide for pedagogical specials. higher studies. institutions / I.A. Zyazyun, I.F. Krivonos, N.N. Tarasevich and others; ed. I.A.Zyazyun. - M: Education, 1989.

6. Pedagogy: Textbook for students. higher pedagogical studies. institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenin. - M .: Publishing Center "Academy", 2002.

7. Rudneva T.I. Fundamentals of the pedagogical profession / T.I. Rudnev. - Samara: Samara Institute of Management, 1995.

8. Slastenin V.A. Pedagogy: textbook. manual for stud. higher. educational institutions / V.A. Slastenin, et al. - M.2007.

7. Hops N.D. Theoretical foundations of teacher training. -8. Ushinskiy K.D. From the article "Project of the teachers' seminary" // Selected pedagogical works. - M.: Education, 1968.- p. 557

Labor activity and professional skill of a teacher (methodological guide)

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

This manual can be used by students of daytime and special correspondence department, undergraduates, students of teacher training college, as well as primary and secondary school teachers.

Subject, structure and objectives of the course

Basics of teaching excellence

Formation and development of pedagogical skills

Personal qualities of a teacher, their role in professional activity

Pedagogical technique as an integral part of pedagogical excellence

Teacher pedagogical skill

Educator's pedagogical skill

Pedagogical skills of the head of an educational institution

Mastery of Pedagogical Communication Management

Study, generalization and dissemination of advanced pedagogical experience

INTRODUCTION

IN last years there is 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 an increase in the material factor (as a rule, parents try to involve children in activities that make it possible to earn more - a manager, entrepreneur, salesman, etc.), with on the other hand, pedagogical work has become even more difficult, since with the strengthening of market relations, the psychology of people has changed, their attitude to school, to study.

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. Successful implementation of each of them requires certain knowledge and skills from the teacher , skills and abilities, as well as personality traits.

Which of them are necessary for a primary school teacher, who is called upon to form in children 7-11 years old the basics 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 qualifications? Students, undergraduates, young teachers will be able to find quite 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 a teacher for several years and strive to improve their qualifications.

SUBJECT, STRUCTURE AND OBJECTIVES OF THE COURSE

1. Introduction. Course subject and structure

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

It is obvious that successful teaching and upbringing of youth and adolescents is largely related to ideological conviction, professional skills, knowledge and culture of the teacher. A modern teacher should be able to influence students, their needs and interests. That is, a modern school needs master teachers, highly qualified teachers and educators. The training of such personnel is the most important task of the university. In solving this problem, the course "Pedagogical skills" plays a special role.

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

The structure of this course includes questions such as:

- the essence of teaching excellence;

- personal qualities of the teacher;

- pedagogical technique and technology;

- acting skills of the teacher;

- culture of speech and oratory and others.

2. Objectives of the course

1. To give future teachers the concept of pedagogical skills and its constituent elements, of the teacher's personal qualities.

2. To reveal the ways, methods and means of formation and development of pedagogical skills.

3. In the course of classes, form and develop professionally significant knowledge, abilities and skills among future teachers.

4. To form students' ability to study, generalize and creatively use advanced teaching experience.

All these tasks should be solved in a comprehensive manner, 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 teacher's professional activity when studying the course "Pedagogy", in particular, they are given the concept of the teacher's profession, its importance in society, the tasks and content, methods and forms of work of the 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 Skills” is also associated with “Ethics”, “Aesthetics”, “Logic”, “Culture of Speech”, since pedagogical activity is complex and multifaceted.

FUNDAMENTALS OF PEDAGOGICAL SKILLS

1. The history of the concept of "teaching excellence"

To work successfully, every teacher must possess pedagogical skills, since only skill can provide effective results of the teacher's work.

The word "craftsmanship" in the meaning of "master - the best in the profession" used to be 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: master of rhyme - poet, master of brush - artist, master of stage - actor, etc.

Taking into account the fact that pedagogical activity is also creative in nature, the combination "teacher - master" has become natural. Future teachers, educators should have a fairly accurate idea of \u200b\u200bthe essence of pedagogy, its complexity and diversity.

2. The main components of teaching excellence

Pedagogical excellence includes the following components:

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

II - Professionally significant knowledge.

III - Professionally necessary abilities, skills and abilities.

IV - Professional creativity.

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

Firstly, a teacher or educator must have a positive attitude towards pedagogical activity in general and towards students - in particular, otherwise great difficulties will arise in his work. In turn, a positive attitude develops into an interest in the profession, gives rise to responsibility for the results of labor 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 to children, mercy, humanism, etc.

Secondly, in order to become a highly qualified teacher, a person must acquire 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 needs knowledge on private methods that will help him in an accessible form to convey his knowledge of these subjects to each student.

A modern teacher must think freely, have a scientific understanding of the world, 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 their pedagogical knowledge are also essential qualities of a modern teacher. The ability to use the achievements of modern science and technology, the ability to conduct research are also necessary for a modern teacher, so he also needs to master the skills of research work. In the process of research, the teacher collects factual material, analyzes it and draws conclusions - this helps him to compare his experience with the experience of other teachers, as well as to test certain scientific theories in practice.

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

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

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

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

d) observational abilities - the ability to study and understand the inner world of each student, to reveal the features of his behavior and character, "secrets" of his spiritual world and to direct the development of the personality of each student;

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

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

g) the ability to control the attention of students - the teacher's ability to interest students, to focus their attention on a specific issue, problem, task. This ability helps the teacher to "see" all the students at the same time, to single out those who are more capable, to direct their activities (educational, labor, social) in the right direction.

All of the above abilities together provide a more successful teacher's activity, contribute to the creation of his own experience, his own style of work and authority. However, this is impossible without the presence of 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 teaching

The peculiarity of pedagogical creativity is determined by the peculiarities of the teacher's work: training, upbringing and development is a process that includes an infinite number of pedagogical situations related to the formation of personality, morality, worldview, beliefs, consciousness, 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 creatively working teacher can successfully teach and educate children, adolescents, youth, study and use advanced teaching 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 formation of pedagogical skills

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

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

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

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

4. the ability of a teacher to generalize his experience, share it with other teachers.

FORMATION AND DEVELOPMENT OF PEDAGOGICAL SKILLS

1. Stages of the formation of pedagogical skills

During the certification of teachers, including primary school teachers, their ability to manage the process of teaching and upbringing is assessed, which requires high qualifications from them.

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

Considering the complexity, versatility and duration of the process of formation and development of pedagogical skills, the following stages can be conventionally distinguished in it:

Stage I: professional. education;

Stage II - professional selection and training;

Stage III: - profadation;

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.

Stage III is associated with the pedagogical practice of students, during which they check the correctness of theoretical positions in practice and strengthen their knowledge, skills and abilities, that is, there is a kind of "fitting" of the chosen profession to themselves by the students, as a result of which they conclude that loyalty or incorrectness of their choice.

Stage IV is associated with the independent activity of young specialists. In the course of their independent professional work, they apply previously acquired knowledge, skills and abilities, gradually developing their pedagogical skills. This stage is long, its success depends on many factors.

2. Technology for assessing teaching skills

Teachers periodically undergo certification in order to obtain one or another category, on which their remuneration depends. As you know, there are the following categories of teacher qualifications: higher, I, II and III categories, however, determining the level of teacher skill 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, includes various types of activities: educational, educational, organizational, research, etc. Therefore, an integrated approach is needed here.

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

Secondly, attestation cannot be a one-day action, it must be carried out throughout the entire academic year or, in extreme cases, several months, on the basis of a pre-approved plan.

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

High level - 136-160 points

Good level - 121-135 points

Sufficient level - 101-120 points

Low level - 88-100 points

It should be emphasized that if a teacher has not reached the highest level of qualifications, then he must constantly work on himself, improve his knowledge, abilities and personal qualities, thereby increasing 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 conditionally subdivided 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, they begin to form their own style of work.

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

The above stages are highlighted conditionally, since the process of formation and development of a teacher-master 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 pedagogy can be carried out in the following ways.

1. Constant work on oneself (reading special literature, attending lessons and educational events of experienced teachers, auto-training sessions).

2. The use of mass media (TV programs, scientific and methodological magazines, newspapers), the study of novelties of scientific, pedagogical and methodological literature.

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

4. Studying at the Institute for Advanced Studies, 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 must be used regularly, continuously, purposefully.

PERSONAL QUALITIES OF THE 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 must have great skill and certain personality traits for the correct performance of this function.

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

It should be:

- comprehensively developed, creative, businesslike;

- owning national and universal values;

- spiritually developed, having an idea of \u200b\u200breligions, respecting the feelings of believers;

- to be a real citizen - a patriot;

- fluent in scientific knowledge in the field of their specialty, as well as pedagogy, psychology, private methods, etc .;

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

- 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, for 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. The teacher must be able to find a common language with every student, be fair and demanding to everyone equally, including himself. He must be able to collaborate with colleagues at work, psychologists, doctors, as well as with the parents of students.

The well-known teacher L.N. Uznadze, assessing the importance of the teacher's personality in teaching children, emphasized: even if a child does not realize the meaning of teaching, through the process of cognition he develops his abilities and capabilities.

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

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

2. Personal qualities of the teacher

An individual participates in the training system as a consumer and as an executor of educational functions. From this point of view, the teacher should be a comprehensively developed personality, possessing, in addition to the professionally necessary knowledge, abilities, skills and abilities, certain personal qualities.

Children 6-7 years old 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 be a teacher who teaches and educates younger students?

First, the teacher must perceive children as they are, with all their shortcomings, and not choose the best. Doing good to children is not a desire, but the teacher's appointment to bring goodness and mercy to people.

Secondly, the teacher must understand the children.

Third, he must take care of their future.

While teaching and educating children, the teacher must take care of developing their respect for national and universal values. For younger students, the first teacher is the main source of information about these values, through him children learn the world and internalize its values.

The teacher must be a real patriot, since only true patriot will be able to instill in children love for the Motherland.

The activity of a teacher-educator requires from him great social responsibility, ideological perseverance, consciousness, political reliability, spiritual culture and high morality. These and many other qualities of a teacher should be a guideline for students, since at the 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 well each child, his interests and needs, his abilities and capabilities. Awareness of the importance of national values \u200b\u200bin the moral formation of the personality of a younger student, his worldview and spirituality is an integral part of the personality of the teacher himself and the guarantee of his successful activity.

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

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

The teacher's behavior, his communication with colleagues, students and their parents must be subordinate not only to national, but also to universal norms of morality. He must build his activities on the basis of the norms (rules) of pedagogical tact and ethics, subjecting his behavior and worldview to them. Professional ethics helps a teacher to remain calm and self-possessed in difficult situations, which ensures successful work and increases his authority in the team.

The following features of the teacher's personality can be distinguished:

1. Modesty is one of the most important qualities of a teacher, necessary for both a leader and an ordinary teacher. This quality helps him to maintain his authority, to be objective in 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 teaching.

3. Openness - characterizes the behavior and attitude of the teacher to people at work, at home, in public places.

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

- be natural and modern;

- be tactful in behavior;

- perfectly master the culture of interpersonal communication;

- be intelligent, independent and creative thinking;

- be convinced, have a broad outlook.

5. Tolerance - manifests itself in the following situations:

- in relations with violators of discipline, unsuccessful;

- 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. Sincerity - manifests itself in the following situations:

- in the formation of human ideals, needs;

- in the culture of interpersonal communication;

- in everyday behavior;

- in a friendly attitude towards people.

7. High morality of the teacher:

- allows you to strictly adhere to moral norms, regardless of the emotional state, stress;

- in the implementation of behavior skills;

- in the culture of speech, which 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 to increase 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 activity consists of many diverse and rapidly changing situations, and this requires a great deal of self-control from the teacher, the ability to regulate his emotional state.

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

Each person differs from others as a person, which means that all people have a different degree of self-regulation and the external signs of expression of 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 voice, eyes. It is very important for a teacher to be able to manage their emotions - when you need to hide them, and in certain situations, express your attitude to what is happening on purpose. If a teacher does not possess a 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, to hide them, this will help him, while maintaining external calmness, find the right way out of a difficult situation and thereby prevent the conflict or ease it. It must be remembered that a lack of self-control, external manifestations of anger can lead to a stressful state, which, naturally, harms not only health, but also the authority of the teacher.

In such cases, as the Roman poet Horace said, “... in anger, hastily 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 pointed out, “. getting angry with others is like 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, to protect the weak, the manifestation 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, optimistic, you need to learn to avoid negative emotions, conflict situations, see the causes of conflicts in time, and repay them in a timely manner.

Let us recall the words of the famous teacher A.S. Makarenko: "... first you have to be a citizen in order to fully devote yourself to the struggle for justice."

The teacher should not waste his time on trifles, he should devote all his attention to important matters, otherwise everyday quarrels, scandals that cause negative emotions can engulf him. If he is constantly angry, spoils his relationships with the 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 disadvantages. But each person, in principle, is able to improve his spiritual world. To do this, he needs to change his moral views, first of all, to expand the circle of his positive human qualities.

The process of self-education of a teacher includes the following stages. 1 - introspection, 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 the school psychologist should provide him with practical assistance, however, 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 real master.

PEDAGOGICAL TECHNIQUE AS AN INTEGRAL PART OF PEDAGOGICAL EXPERIENCE

1. Pedagogical technique, its professional significance

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

To become a master of his craft, it is not enough for a teacher to possess only theoretical knowledge, he must take into account individual and age features his students, to select such methods, means and technologies that would allow him to work effectively both with the whole 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 from the teacher, on the one hand, possession of standardized skills and abilities (that is, pedagogical techniques), on the other hand, creativity, acting and self-regulation.

The need for a creative approach is also due to the requirement to introduce advanced pedagogical and information Technology in the educational process, which brings pedagogical activity closer to production. In fact, a school, a lyceum, a gymnasium, a college and a 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: we cannot evaluate a teacher only as a conductor of knowledge or a simple methodologist, today he should be assessed also as a teacher-technologist.

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

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

As A.S. Makarenko emphasized, “... a person who does not own facial expressions, who does not know how to give his face the desired expression, who does not control his mood, a person cannot be a good educator. The teacher should 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 upbringing. He must know what he wants or does not want at a certain moment. If a teacher does not know this, whom can he educate? "

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

Technique and technology are interrelated concepts, while technology is a project of a process, a certain order of actions, and technology is one of the means of achieving a set goal in this process.

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

Pedagogy is also an important component of pedagogy, and, in turn, includes many interrelated elements: acting, culture and speech technique, oratory, and the skill of managing the communication process.

2. Acting skills of the teacher, its elements

Pedagogical activity, due to its creative nature, is very similar to theatrical activity, which means that it requires drama 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 at the same time a screenwriter, director and main actor, and his students are co-performers. How they "play" their roles depends on the teacher-director. In addition, the teacher and the 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. The teacher, like the actor, must also have many creative features: inspiration, emotionality, 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 anticipate the results of his impact 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, an educational event will be effective only if the teacher is able to correctly, on the basis of appropriate principles, plan them, constantly updating the "script", means and forms of work. Only under this condition will education and upbringing lead to the development of the personality of the student, pupil.

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

Acting as a teacher in its structure includes the same elements as the skill of a theatrical actor. In this regard, the teaching of the famous theater director K.S. Stanislavsky is very useful, according to which, in our opinion, each teacher should move well, master his facial expressions and gestures, breathe correctly, have a rich imagination, be able to communicate with different people, etc. .P. One of the main tips of a 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, at first glance, insignificant rudeness can cause mutual discontent and resentment among the teacher and his pupils. 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 establish relations 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 calmly hold on, speak beautifully, quickly get close to them, as well as firm confidence in himself and his actions.

An important role in the development of the teacher's acting skills is played by psychological processes: memory, attention, imagination, etc.

Memory is the ability to perceive, store and reproduce this or that information from the outside. This complex process is the basis of psychotechnics for both the actor and the teacher. Imagine that a teacher does not remember at all what he has read, seen or heard - in this case he will not be able to fulfill 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 of 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 an object - real or ideal, then makes a person 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). Many examples can be cited when, while reading a book, we imagine certain characters from this book, as if “entering” the era when they lived. Likewise, the artist often depicts landscapes and scenes never seen before. Therefore, it is very important for a teacher to have a well-developed imagination - this will help him to anticipate the results of his impact on students, changes in their behavior.

Thus, mental processes are a tool, a means of expressing the teacher's attitude to various pedagogical situations and constitute the psychophysical basis of theatrical pedagogy.

Testing theoretical knowledge.

Self-education and self-education as a factor in improving professional skills.

Stages of professional development of a teacher.

Ways to form pedagogical skills.

Ways, conditions, means of formation of pedagogical skills. Self-education and self-education as a factor in improving professional skills.

Never stop your self-educational work and do not forget that no matter how much you study, no matter how much you know, knowledge and education have no boundaries, no limits.

ON. Rubakin

Expand the features of pedagogical activity.

Expand the essence of teaching excellence and its elements.

Introduce and explain the material model of teaching excellence.

Describe 2-3 examples of pedagogical excellence of creative teachers. Explain why you think these teachers are masters of their craft

List ten essential qualities of an ideal teacher. Are the five components of teaching excellence found in all the qualities you recorded?

The need to teach and educate;

Giftedness, talent, originality;

Humanity;

Bright mind;

Sociability;

Integrity;

Purity of nature;

Spiritual youth;

The gift of speech;

Knowledge of the subject ...

Analyze the formation of these qualities in yourself on a 5-point scale (5 points - the quality is stable, ... 1 - absent at all). Look at which of the components of teaching excellence you rated at 4, 5 points, 3 points, 1, 2 points. Is it possible to draw a conclusion from the results of the work done? Which one?

What does each teacher think about his profession at the moment of deciding that he will become a Teacher? This is a wonderful, noble and rewarding profession. He imagines himself standing at the blackboard, expounding his favorite subject with inspiration and enthusiasm to a group of happy children thirsty for knowledge, research and discovery.

But sometimes, the harsh school reality very soon scatters these dreams to dust. The teacher loses his dream of teaching. He gradually begins to feel like an overseer, chasing a "gang" of lazy students, whose main desire at all costs to avoid any kind of work. They lie, complain, cry, betray each other and think only about being left alone so that they can "pass" to the next class.

It is funny, scary and insulting to the teacher that the results of his work are assessed by the success of writing by schoolchildren control works and passing the exams - did he not fight with all his might so that these creatures would remember at least something, and is he to blame for their laziness ?!

The destiny of which so many dreamed turns into a great pedagogical battle. The teacher fights with the students to survive. He is afraid of every new class, new day. He pushes new pedagogical methods away from himself.

Each teacher, having worked a little at school, tries to find out why everything is so bad, the teachers are the first to be hit - they inspired pedagogical illusions and did not show the real world in all its blackness. Then the thought arises of a radical change in the attitude of the new generation to learning - “We were not like that. Then the accusation of the education system as a whole begins: the classes are too large, the programs are overcomplicated and change too often, and they pay too little. Finally, the teacher comes to the conclusion that it is his fault, he chose the wrong profession, he simply cannot be a good teacher. Behind all this is disappointment, a sense of their own inferiority and failure.

There is some truth in all these reasons. Although during the training of a teacher in college and university, such radical changes could not have occurred in the psychology of schoolchildren. Of course, the classes are overcrowded and the salary is low. However, an increase in wages and a decrease in the number of children in classes by itself cannot lead to the emergence of complete satisfaction at work.

The problem is not that teachers do not know pedagogy or are not competent enough in their subject, do not know what and how to teach. They just don't have the ability to do it. Why it happens? Because there is an important point in the teaching profession - the creation of appropriate relationships with students, mastery of teaching skills, teaching technologies that give teaching activity a different quality, constant self-improvement, enjoyment of one's work ...

According to Thomas Gordon, there are eight myths associated with the "ideal image" of the teacher. Listen to each of them and agree or disprove.

1. A good teacher is calm, does not fuss, always in the same mood. He is always reserved and never shows strong emotions.

2. A good teacher has no bias or bias. For him, all children are the same - black and white, smart and stupid, boys and girls.

3. A good teacher can and should hide his real emotions from students.

4. A good teacher can provide a stimulating classroom environment while maintaining order and calm at all times.

5. A good teacher is always good. He never forgets anything, does not turn to his students, then the bad, then the good side. Doesn't make mistakes.

6. He has no favorites.

7. A good teacher can answer any question.

8. Good teachers always support each other, act as a "united front" in relation to students.

Can you be like this all the time? Don't you think that the image of a “good” teacher is losing human traits, and he is becoming more and more like an angel?

Another model of a “good” teacher can be proposed to realize the qualities of a teacher: “A good teacher is a happy teacher”. Write down this motto and prove below whether you agree with it or not. If not, then suggest your own.

Can we say that the ultimate goal of education and upbringing is the mental health of the pupil and his human happiness? Why?

Much in the fate of students depends on the teacher, his personal qualities, professional skills. A teacher can bring up wonderful students who will remember him as their ideal all their lives, but he can also cripple the life, mind and abilities of his students. As People's Artist of Russia and teacher A.A. Mylnikov: “The teaching profession is insidious. You can be a teacher all your life, but still not become a Teacher. Only a student can call a teacher a teacher. It is insignificant that you are not remembered badly, it is alarming that they do not remember well ”. How do you understand this statement?

You cannot teach the profession of a teacher, but you can learn it. Whether or not a master teacher will take place depends not only on the teaching system, but also on the efforts of those who study. You can often come across the opinion that mastering this complex art is only a matter of time and experience. In many ways, this is true. But studies of domestic scientists have shown that not only experience and work experience determine the level of teacher's pedagogical skills. It is important at the stage of pedagogical skill formation to form a humanistic orientation and pedagogical culture, acquire the necessary knowledge and skills, develop abilities and master pedagogical techniques, and form oneself as a creative pedagogical individuality.

Ivan Andreevich Zazyun identifies a number of stages in the formation of pedagogical skills:

1. Formation of the ideal of professional activity.

2. Mastering pedagogical technique (the ability to manage oneself, students, to cooperate in the process of educational work).

3. Professional self-education, self-development.

How many years does it take for a teacher to become a teaching master?

“Experienced teacher” and “teacher-master” - should these concepts be considered synonymous or do they contain a qualitative difference?

Can a teacher become a master teacher if mostly unpleasant memories remain from the school?

Could there be a loss of teaching skills?

Is it possible to say to myself: “That's it, from now on I am a teacher-master, I know everything, I can do everything. I no longer need to improve myself, to develop myself ”. Justify your answer.

Ministry of Education and Youth Policy of the Stavropol Territory

GBOU SPO "Grigoropolis Agricultural College named after Ataman M.I. Platova "

FORMATION OF PEDAGOGICAL SKILLS ON THE EXAMPLE OF TEACHERS OF ECONOMIC DISCIPLINES
Guidelines

Art. Grigoropolis

The essence of teaching excellence and its structural elements
The main ways of forming a teacher's pedagogical skills.
1. Pedagogical creativity.
2. Pedagogical technique.
3. The teacher's communication skills.
4. The culture of the teacher.
Formation of the teacher's personality.
Advanced pedagogical experience as a factor in the development of theory and teaching technology.

SECTION 2. GENERALIZATION OF ADVANCED PEDAGOGICAL EXPERIENCE OF TEACHERS OF ECONOMIC DISCIPLINES.

Conclusion

Literature

INTRODUCTION

The main target function of secondary vocational education is to organize and implement the training of highly qualified mid-level specialists.

Mid-level specialists have to solve intellectual problems (analytical, design, engineering, organizational), which require a reasonable choice of the decision to be made from possible options based on the analysis of the initial data and the tasks facing the specialist.

In pedagogy, education is considered as a process and result of mastering the teaching system of knowledge, skills and abilities, the formation of his system of views, the development cognitive abilities and personal qualities.

In the learning process, the content of education is implemented, which is one of the main means and factors in the development of general cultural and professional qualities of students.

The content of education has a historical character, since it is determined by the goals and objectives of education at a particular stage in the development of society. This means that it changes under the influence of the requirements of life, production and level of development. scientific knowledge... The content of education is also related to the economic situation in modern society. Attitudes, value orientation, psychology in the student environment are changing.

To achieve the assigned tasks, each teacher needs to form and constantly improve his pedagogical skills, which is manifested in the professional ability to optimize educational and educational activities, direct it to the harmonious development and improvement of the personality.

The problem of teaching excellence occupies a prominent place in the research of Soviet and foreign scientists. In bourgeois pedagogy, you can find many works devoted to the effectiveness of the teacher. However, their analysis does not allow us to speak of a truly scientific elaboration of the problem. A great contribution to the development of the problems of pedagogical activity and the skill of teachers was made by research carried out under the leadership of N.V. Kuzmina, which made it possible to identify a number of regularities of pedagogical activity, to determine the criteria for the effectiveness of the teacher's activity, to clarify and test the theoretical model of pedagogical activity.

Improving the pedagogical skill of a teacher is inextricably linked with the improvement of his pedagogical activity in accordance with the pedagogical regularity, cyclicality: The main development cycles of the teacher in the process of independent activity are: mastering the profession; its improvement; approval and verification of the work system; further improvement; generalization of experience; transfer of experience; summarizing. As it is not difficult to see, improvement in performance occupies the most important place in these cycles. First of all, it is associated with the search for something new, with the creativity of the teacher. Connection between creative activity the teacher and his skill is confirmed experimentally.

Pedagogical skills to a large extent depend on the personal qualities of the teacher, as well as on knowledge and skills. Every teacher is a person. We talk about the formation of the personality of the pupil and forget about the teacher. The personality of the teacher, its influence on the pupil is enormous, it will never be replaced by pedagogical technique. L.I. Tolstoy wrote: “If a teacher has only love for work, he will good teacher... If the teacher has only love for the student, like a father and mother, he will better than that a teacher who has read all the books, but has no love for either business or students. If a teacher combines love for work and for students, he is a perfect teacher. "

Pedagogical activity is complex and multi-component. Of all its diversity, three can be distinguished: meaningful, methodological and socio-psychological. They form the internal structure of the pedagogical process. The unity and interconnection of these three components make it possible to fully implement the tasks of the pedagogical system.

The diversity and complexity of the tasks of forming a new person make the problems of pedagogical skills especially relevant for modern theory and practice of education. The classics of Russian and Soviet pedagogy have always posed the problem of the formation of pedagogical skills as one of the most important in teaching future teachers. L.S. Makarenko wrote: “I was striving for mastery, mastery: at first I didn’t even believe whether there was such mastery, or should we talk about the so-called pedagogical talent. But how can we rely on a random distribution of talent? How many such particularly talented educators do we have? And why should a child who has fallen to a non-talented educator suffer, can we build the upbringing of Soviet childhood and adolescence based on talent? Not. It is necessary to speak only about mastery, that is, about real knowledge of the educational process, about educational skill. "

The formation of pedagogical skills begins in the process of teaching the pedagogical profession, continues and improves in the process of the teacher's professional and pedagogical activity. The study of best practices is essential in this process, concrete examples the manifestation of pedagogical skills in the implementation of educational activities. "Nothing teaches a person like experience" - wrote A.S. Makarenko.

The purpose of this work is to consider the essence and structure of pedagogical skill, characterize a number of its constituent elements, study the pedagogical skill of teachers of economic disciplines, Grigoropolis Agricultural College named after M.I. Platov ". When writing the work, literary sources, materials summarizing the experience of teachers of the technical school, analysis of the lessons attended were studied.

SECTION 1. THEORETICAL BASIS OF PEDAGOGICAL SKILLS

1.1. The essence of teaching excellence and its structural elements

Currently in the pedagogical literature there are various characteristics of the concept of "pedagogical skill", but there is no single definition that accurately and fully reveals its content and essence.

The pedagogical skill of the teacher, as a source of improving pedagogical theory and practice, has been studied by many authors. A.S. Makarenko and V.A. Sukhomlinsky developed methodological, organizational and methodological aspects of this problem. In the works of M.E.G. Dyachenko, A.A. Kandybovich, V.A. Slastenin, V.I. Zagvyazinsky, Yu.P. Azarov and others, nature was investigated and the main categories and essential characteristics of pedagogical skill were identified. M.I. Dyachenko and D.A. Kandybovich note: “Pedagogical excellence is a high level of a teacher's activity. 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 teaching and educational work. From the inside, pedagogical excellence is a functioning system of knowledge, skills, abilities, mental processes, personality traits, ensuring the fulfillment of pedagogical tasks. "

V.A. Sukhomlinsky defines pedagogical skill as the highest form of a person's professional orientation, and the main indicator of skill in any activity, in his opinion, is the possession of special generalized skills and.

A.I. Shcherbakov considers pedagogical skill as "a synthesis of knowledge, skills and abilities of pedagogical art and personal qualities of a teacher." The author attaches great importance to the personal qualities of a teacher for the development of pedagogical skill: "The formation of pedagogical skill is a process that has its prerequisite and basis for the formation of the personality as a whole."

Currently, the understanding of the essence of pedagogical skill comes from the position of the personality-activity approach. I.N. Zyazyun characterizes pedagogical skill "as a complex of personality traits that provides a high level of self-organization of professional pedagogical activity." He refers to such important properties: the humanistic orientation of the teacher's activity, his professional knowledge, pedagogical abilities and pedagogical technique. Professional knowledge and professional competence are the foundation for the development of the teacher's professional skills.

The third element in the structure of teaching excellence is the ability to engage in teaching. They indicate the peculiarities of the course of mental processes that contribute to the success of pedagogical activity.

Pedagogical technique The fourth element of pedagogical excellence is a set of skills and abilities necessary to stimulate the activity of each student and their team as a whole. Pedagogical technique includes 2 groups of skills - the ability to manage oneself and the ability to interact in the process of solving pedagogical problems.

The first group of skills is mastery of one's body, the ability to relieve muscle tension, emotional state, and speech technique. The second is didactic, organizational skills, mastery of the technique of contact interaction, etc.

Pedagogical technique, based on knowledge and abilities, links all means of influence with the goal, and thereby harmonizes the structure of pedagogical activity. The criteria for the teacher's skill can be: expediency (in orientation), productivity (in terms of the result - the level of knowledge and upbringing of students), optimality (in the choice of means), creativity (in the content of the activity).

The foundations of pedagogical excellence are laid in the process of pedagogical training and independent pedagogical activity. The essence of pedagogical excellence reflects these foundations and: at the same time contains that special that is characteristic of each individual.

1.2. The main ways of forming teaching skills

The problem of the formation and improvement of pedagogical skills has a long history. Many prominent representatives of humanity spoke and wrote about the essence of pedagogical skill and the ways of its formation.

The problem of improving pedagogical skills is central in pedagogical theory and practice and, first of all, it is the problem of the personality and activities of the teacher, his creativity in teaching and raising children.

The central component of pedagogical excellence is a developed psychological and pedagogical thinking that determines creativity in pedagogical activity. The thinking of a master of pedagogical labor is based on developed pedagogical observation and creative imagination, which is an important basis for foresight, without which pedagogical creativity is impossible.

In the formation and improvement of pedagogical skills, an important place is occupied by psychological and pedagogical knowledge and skills, which give the teacher the opportunity to study students, identify the individual characteristics of each of them, determine the most effective measures of pedagogical influence both on the individual students and on the collective as a whole.

The teacher carries out a direct pedagogical influence on students with the help of numerous skills and abilities. Among the skills that are part of the structure of pedagogical skills and require constant improvement, a special place is occupied by the ability to accurately, clearly, briefly and interestingly express their thoughts. A teacher striving to achieve pedagogical mastery must tirelessly develop and improve the culture of speech, the culture of presenting material to students.

Pedagogical skills are formed in the process of pedagogical activity and reflect its characteristics. Therefore, the structural components of teaching excellence are common for all teachers.

At the same time, pedagogical skill is always individual, as it is due to the individual characteristics of the personality of a particular teacher.

For the development of pedagogical skill, which largely consists of practical skills and habits, habitual actions, direct communication with a teacher-master, adopting his live experiences is of great importance.

The following ways of improving pedagogical skills can be distinguished:

Acquisition of knowledge in various fields of human activity and their constant improvement.
Self-improvement of various pedagogical activities: methodical, diagnostic, organizational, design, etc.
Mastering the psychological techniques of studying the audience and maintaining the cognitive activity of students.
Development of thinking and speech.
Mastering the methodology of conducting various types of classes with a different contingent of students.
Improvement and development of personal qualities necessary for the teacher-innovator.
Knowledge of the organization of the educational process, and individual lessons.
Studying the advanced pedagogical experience and experience of educators - innovators in order to increase the effective implementation of the educational process.

1.2.1. Pedagogical creativity

Pedagogical activity, like any other, has not only quantitative but also qualitative characteristics. The content and organization of pedagogical work can be correctly assessed only by determining the level of the teacher's creative attitude to his activities, which reflects the degree of his realization of his capabilities in achieving the set goals. The creative nature of pedagogical activity is therefore its most important objective characteristic. It is due to the fact that the variety of pedagogical situations, their ambiguity require variable approaches to the analysis of solving the problems arising from them.

Creativity is an activity that generates something new based on combinations of knowledge, skills, products.

Creativity has different levels. One level of creativity is characterized by the use of existing knowledge and the expansion of the field of their application; at another level, a completely new approach is created that changes the usual view of an object or area of \u200b\u200bknowledge.

In pedagogy, practical activities and scientific creativity are distinguished, which involves, first of all, the discovery, identification of previously unknown patterns of training and education, the development of highly effective theories and methods that allow solving problems. modern school, college, forecasting trends in its development, etc.

According to S.A. Smirnov's creative pedagogical activity consists of the following stages of the emergence of an idea, its elaboration and transformation into an idea-hypothesis, the search for a way to translate the concept and idea. Often, the scope of the teacher's creativity is reduced to a non-standard, financial solution to pedagogical problems. Meanwhile, the teacher's creativity is also manifested when solving communicative tasks, which act as a kind of background and basis for pedagogical activity. In the sphere of personality, pedagogical creativity is manifested as the teacher's self-realization based on the awareness of himself as a creative individuality, as the determination of individual paths of his professional growth and the construction of a self-improvement program.

Creativity in the teacher's practical activity can be manifested in non-standard approaches to solving problems: in the development of new technologies; methods, forms, techniques, teaching aids; in the effective application of existing experience in new conditions; in the ability to transform methodological recommendations, creative provisions into specific pedagogical actions.

Pedagogical activity has long been classified as creative. As in any form of creativity in pedagogical activity, the existing normative and heuristic elements are uniquely combined.

A feature of pedagogical creativity is co-creation. It is associated with the creativity of the entire teaching staff and each student. For the implementation of creativity in pedagogical activity, it is necessary to combine the creativity of the teacher with the creativity of students and other teachers.

Creativity is a necessary condition for the formation of the teacher himself, his self-knowledge, development and disclosure as a person. Creativity, developing abilities, forms the pedagogical talent of the teacher.

1.2.2. Pedagogical technique

One of the means that increase the effectiveness of communicative action is pedagogical technique, which is a combination of skills and abilities necessary to stimulate the activity of both individual students and the collective as a whole.

The skills of pedagogical technique are a necessary condition for mastering the technology of communication. A.S. Makarenko noted that he became a real master: only when he learned to say "come here" with 15-20 shades, when he learned to give 20 nuances in the formulation of a face, figure, voice. From this confession of A.S. Makarenko, it is obvious that a special place among the skills and abilities of pedagogical technique is occupied by the development of the teacher's speech as one of the most important educational means: correct diction, "set voice", rhythmic breathing and intelligent connection to speech, facial expressions and gestures.

Pedagogical technique includes the ability to choose the correct style and tone in communicating with students, to control their attention, the pace of activity, the skills to demonstrate their attitude to the actions of students.

An integral element of pedagogical technique is the teacher's ability to manage his attention and the attention of students. The teacher must be able to draw attention to the students, to himself, to the material that he expounds, with special techniques to support their attention during the educational process. All this requires special psychological knowledge and training.

An integral part of pedagogical technique is a sense of pace in pedagogical actions.

It is necessary to correlate the volume and complexity of the assignment with the time that the teacher devotes to students to complete this assignment. An important tool of pedagogical communication is the teacher's ability to externally express their feelings. Expression of their emotions by them at the time of communication with students should, first of all, be pedagogically expedient.

A teacher striving to achieve mastery in pedagogical activity must, through a system of special trainings, develop the ability to expressively demonstrate to students his personal attitude towards them, his feelings, requirements, and will.

1.2.3. Teacher communication skill

An important component of the pedagogical process is fruitful communication between the teacher and students.

Communication in pedagogical science is understood as the interaction of people, the content of which is the exchange of information using various properties of communication, and the result is the establishment of relationships between people.

Communication is a complex, multifaceted process of establishing and developing contacts between people, generated by the needs of joint activities.

In communication, an important system of educational relationships develops, contributing to the effectiveness of education and training. In pedagogical activity, communication takes on a functional and professionally significant character. It acts in it as an instrument of influence, and the usual conditions and functions of communication receive an additional "load" here, since from the aspects of common mankind they grow into professional and creative components.

The specificity of pedagogical communication is due to the various social - role and functional positions of its subjects. In the process of pedagogical communication, the teacher, directly or indirectly, carries out his social-role and functional duties to guide the process of teaching and upbringing. The style of communication and leadership to a significant extent determines the effectiveness of training and education, as well as the characteristics of personality development and the formation of interpersonal relations in the study group.

Nowadays, many communication styles are distinguished, such as: authoritarian, permissive, democratic, communication based on passion for joint creative activity, communication-distance, communication-intimidation, flirting.

Styles do not exist in their pure form. And the listed options do not exhaust all the richness of communication styles spontaneously developed in long-term practice. In its spectrum, a wide variety of nuances are possible, giving unexpected effects that establish or destroy the interaction of partners. As a rule, they are found empirically. At the same time, the found and acceptable communication style of one teacher turns out to be completely unsuitable for another. The individuality of the personality is clearly manifested in the style of communication.

The ability to communicate has always been considered the most important human quality. Optimal pedagogical communication between the teacher and students in the learning process creates the best conditions for the development of their motivation and the creative nature of learning, for the correct formation of the student's personality, provides a favorable emotional climate for learning and management of social and psychological processes in teams. Incorrect pedagogical communication gives rise to fear, uncertainty, weakening of attention, memory, impaired speech dynamics and, as a result, the appearance of stereotyped statements by students, because their desire and ability to think independently decreases.

Pedagogical communication as a socio-psychological process is characterized by the following functions: cognition of personality, exchange of information, organization of activities, exchange of roles, self-affirmation, etc.

According to V.A. As-Kaliku, the structure of the process of professional - pedagogical communication includes: 1. Modeling the teacher of the forthcoming communication with the group (prognostic stage). 2. Organization of direct communication at the moment of initial interaction (communicative attack). 3. Management of communication during the pedagogical process. 4. Analysis of the implemented communication system and its modeling for future activities.

1.2.4. Teacher culture

The concept of a teacher's culture means not only knowledge of his subject and a wide cultural outlook, but also pedagogical technique, appearance teacher.

The teacher's appearance should be aesthetically expressive. The teacher must monitor their behavior, dress, manners and habits, which have a certain influence on the formation of the student's personality.

The aesthetic expressiveness of the teacher is also reflected in how friendly his facial expression is, in composure, restraint, in movement, in a mean, justified gesture, in posture and gait.

The culture of the teacher's speech not only serves as one of the most important indicators of the spiritual wealth of the teacher, his culture of thinking, but at the same time is a powerful means of personality formation. V.A. Sukhomlinsky called speech culture a mirror of a person's spiritual culture and the most important means of ennobling his feelings and thoughts. This allows us to consider the culture of the teacher's speech among the most important components of his professional training. A high culture of speech consists in following the norms of the language, the ability to accurately express one's thoughts clearly.

Pedagogical culture is manifested in a broad education, intellectuality, a high sense of duty and responsibility. In this regard, pedagogical education should be aimed at broad general cultural training.

A teacher striving to achieve mastery in his work should not only be highly educated in the field of a number of human studies disciplines, but also constantly deepen this knowledge in the context of a specific professional field of knowledge.

1.3. Becoming a teacher's personality

The personality of the teacher plays a decisive role in teaching and education. K. D. Ushinsky said: “In upbringing, everything should be based on the personality of the educator, because the upbringing power is poured out only from the living source of the human personality. No statutes and programs, no artificial organism of the institution, no matter how cleverly it was invented, can replace the individual in the matter of education ... "

The personality of the teacher is both a source of the developing influence of teaching, and a model, a standard of attitude to work, dedication to an idea, and an instrument of persuasion and suggestion, that is, it plays a decisive role in the fulfillment of all pedagogical tasks. The personality of the teacher is closely connected with the creative side of teaching. Pedagogical creativity is inconceivable without a broad outlook, culture, without the development of abilities and aspiration to search for more perfect learning systems.

The orientation of the teacher, his personality, is determined, first of all, by his worldview and moral ideals, which are the foundation of such defining abilities of the teacher as the ability to sensitively grasp the requirements of the time, to understand the social order of society, the desire to seek and find effective ways and means of solving the problems posed by society. in front of the educational institution, which, first of all, is expressed in the desire for the comprehensive and harmonious development of each student in relation to the highest social value.

The orientation of the personality also includes recognition for pedagogical work - a system of motives according to which work is recognized as the only possible one for a given personality. The master of the pedagogical staff can only take place if there is a pedagogical vocation.

The personality of the teacher is characterized by a special pedagogical enthusiasm, focus on optimal results of upbringing and training, deep respect for the personality of a child, adolescent, faith in his capabilities.

Pedagogical enthusiasm is one of the most important prerequisites for pedagogical excellence. It is only important that the entire pedagogical process is in the field of view of the teacher, so that the teacher is able to put his passion at the service of the common cause.

An overview world of art, vivid impressions from meetings with people, observation, achievements of science and technology - everything that the teacher absorbs becomes a source of development of imagination, fantasy, constructive thought, turning into building material for future studies. That is why the formation of a teacher's personality is impossible only within narrow subject-methodological frameworks; it requires a wide general cultural baggage, which is continuously replenished and enriched.

The pedagogical and methodological side of classes largely depends on the degree of the teacher's mastery of this science, the foundations of which she teaches. The teacher must be able to see the entire science and related areas, must be able to convey to students the logic of its movement and development, the dialectics of the phenomena being studied. Only solid scientific and subject knowledge allows you to freely operate teaching material, which is the source of educated Lee and good breeding.

Purposefully develop the need, look for something new, work more efficiently today than yesterday, form the best character traits and creativity, improve professional skills, strive to find your face, your manner, your style, keep up with the times, this is how you can briefly formulate the meaning of the requirements, addressed to the personality of the teacher.

1.4. Advanced pedagogical experience as a factor in the development of the theory and technology of teaching

Advanced pedagogical experience, innovative experience is the pedagogical creativity of practical workers of educational institutions.

The teaching experience can be massive and advanced. Mass pedagogical experience is a typical work experience of an educational institution and an individual teacher, which characterizes the achieved level of practical training, education and implementation of the achievements of pedagogical science in it. The words "advanced teaching experience" are used in broad and narrow senses. In a broad sense, advanced experience is understood as the high skill of the teacher. Although his experience may not contain something new and original, he is a model for teachers who have not yet mastered pedagogical skills. In this sense, what the teacher-master has achieved is an advanced experience worthy of dissemination.

In a narrower and more strict sense, advanced experience includes only such practice that contains elements of creative search, novelty, originality, what is otherwise called innovation. Such pedagogical experience is especially valuable because it opens up new paths in educational practice and pedagogical science. Therefore, it is the innovative experience that should be analyzed, generalized and disseminated in the first place.

It is often difficult to draw a line between simple pedagogical skill and innovation, because, having mastered the known principles and methods, the teacher usually does not stop there. Finding and using more and more original techniques or in a new way, effectively combining old ones, the master teacher gradually becomes a real innovator.

The improvement of pedagogical skills occurs in the process of self-education of the teacher, thanks to his efforts aimed at improving the culture of work and, first of all, the culture of thinking, subject to a reflective look at his own work.

The study of advanced experience involves information into a certain system of effective methods of pedagogical activity, the development of criteria for the optimality of learning outcomes, upbringing and development of students, methods of monitoring and evaluating the results achieved in comparison with the goals and objectives of the upbringing and educational process.

But the study of experience is not an end in itself, since it is not the experience itself that is transferred, but a thought, an idea derived from experience. Therefore, the study of the practice of advanced, innovative experience is an important, but not the only task of pedagogical science. Another important task is to reliably forecast emerging trends, both external to the education system and pedagogical science.

When studying the educational process in a specific educational institution it is necessary to take into account the new things that have been developing in science and practice recently, for which young specialists are preparing:

expansion creative activity people in various spheres of work;
expansion of links between science and life, with practice;
strengthening the independence and initiative of people in their areas of activity;
continuous improvement and updating of knowledge;
an increase in the consciousness of people and a decrease in the role of administrative regulation of social life and work.

There are certain criteria for selecting excellence. The main thing is to generalize, disclose and analyze the experience of many talented teachers and people.

standing on the positions of progressive modern pedagogy. The main criteria for choosing an experience are:

novelty of ideas, forms, methods of work of a teacher or teaching staff;
the effectiveness of the experience (confirmation by positive results over several years);
the possibility of creative application of this experience by other teachers and teams (depending on their individual, personal qualities, on the organization of the educational process).