Styles of pedagogical communication: description, features and definition

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2018-04-01 05:38:22

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This article deals with the styles of pedagogical communication. It is the essence of interaction between teachers and students, and lists the main types.

On this subject there is a lot of literature, however, some information published in textbooks, are outdated. The reason is a new state educational standard, as well as the latest version of the Law on education, which approved some provisions not previously discussed.

The urgency of the problem

The Styles of pedagogical communication is one of the most important topics of modern literature, devoted to education. It is this interaction of the student with the teacher is the implementation in practice of all the knowledge given in the training manuals. Exactly how is the training, the atmosphere in which it takes place, greatly determines the success of the whole process.

Pedagogical communication can give the following definition: a system of methods, principles and actions aimed at achieving the educational goals and objectives. It's safe to say that no two identical teachers, with completely identical manners of interaction with students, as there can be people that have matching characters.

However, we can identify some common features, common in many teachers. Based on them and created those classifications that currently exist. Therefore, the concept of the style of pedagogical communication can be formulated as follows: is an individual set of principles, methods, acts, techniques that are used by the teacher.

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A Different perspective

The Styles of pedagogical communication is a topic that for decades is being developed by scientists. The first issue identified by Western specialists, while in the Soviet Union, he practically was not considered. In our country for a long time, the only way of interaction between a teacher and student was the principle of subject-object relations. That is, the teacher was perceived as the boss, the leader, whose authority is not questioned, and whose words must be fulfilled without discussion.

The First to speak about the styles of pedagogical communication with children, foreign scientist K. Edwards. He built his classification on the personal characteristics of the teachers. Below, we outline briefly the styles of pedagogical communication according to Edwards.

  • Communication-sacrifice. There are a number of teachers who build relationships with her students, trying to understand the personality characteristics, individual characteristics, desires of each. It also seeks to solve problems that occur in children in the learning process. In their work, a mentor tries to make the education process as comfortable as possible for each child. As you can see, individual style of pedagogical communication is based primarily on the study of the psychological component of interpersonal interaction.
helpful teacher
  • Academic style. The teacher adhering to this method of relationship building between him and his wards, operates primarily on the regulations, recommendations and rules given in pedagogical and methodological literature. He almost never deviate from these rules and, as a rule, negative attitude to colleagues who have a different point of view on this issue. Usually this way behave just starting his career as a teacher. Their life and teaching experience does not allow to realize the fact that not always the rules that seem perfect, can be really applied. In addition, they are still under the impression of the passing of pedagogical practice in higher and secondary professional educational institutions, when any deviation from pre-written outline of the lesson is often perceived by Methodists as an error. More experienced teachers in a style usually not used, because in the process of their activities, they often develop their own techniques.
  • Creative approach. This style of professional pedagogical communication requires knowledge of special literature. However, the teacher adhering to this manner of dealing with students is not to focus on unconditional fulfillment of all the canons, and prefer to act according to the situation. Thus he relies mainly on his own conclusions, based on logical thinking.
the ideal teacher

This style of pedagogical communication is the most perfect of presents the classification of Edwards. Such a conclusion can be made on the basis of the following provisions: first, the teacher who builds the interaction with the students on the basis of logical reasoning and relies on the experience of predecessors, constantly improving its work, as the experience that he has accumulated over time, contributes to this. Secondly, this communication with patients does not exclude the establishment of warm, friendly relations, which will take into account the interests of both parties, as is the case with teachers who hold a first style.

However, the approach to itsprofessional activities requires considerable experience and knowledge in the field of pedagogy. Therefore, it can be argued that this style is rare among the young members of the teaching profession.

It All depends on the mood

In the domestic pedagogical thought this issue was done by many scientists, among which highlights the works of Berezoviy, V. A. Kan-Kalik, Y. L. Kolomenskogo and others.

According to one of the points of view, to define the style of pedagogical communication of a teacher is necessary, depending on his relationship to his disciples. There is a question of the degree of friendliness of the teacher and his quest to solve all conflicts peacefully.

According to this principle, all the styles of interaction of students with mentors can be divided into the following types:

  • Stable and positive style. The teacher, who in fellowship with his disciples as a friendly, welcoming, seek any conflict to be solved, without infringing on the rights of the child, without offending his feelings. This does not mean that the teacher never makes comments and does not put unsatisfactory ratings. But all his actions are predictable and students do not feel hurt, because working with a teacher, they get used to the idea that any misdeed or prank can cause a negative reaction of their mentor. It is worth noting that such a teacher may be the only one who deliberately came to work in the school. Such a person in the career choice was guided not primarily to the financial aspect, and the natural inclination for this activity. He certainly needs to possess the following qualities: love for children, ability to empathize, to be fair, have the necessary professional knowledge and skills in the field of their subject and so on.
super teacher
  • Unpredictable style. The teacher who adhere to such tactics, can be described by the words "monkey with a grenade". Its requirements and relationship to the student is fully subject to his momentary mood. With such teachers tend to have favorites among students, which they inflate grades, the reason for this may be a banal sympathy for the student.

Typically, students take a dim view of a similar communication style of the teacher. Teaching this kind of leads to that children feel very uncomfortable in the classroom, experiencing a feeling of insecurity and uncertainty about the future. There is an example illustrating this type of interaction with students. The teacher gives the students homework and says that the next lesson will be a repetition of those passed. Instead, he suddenly discover that we are going to conduct a test, does it. What reaction can occur among schoolchildren in this situation? Of course, in addition to negative emotions such behaviour teachers did not cause. Typically, this communication with students is the result of irresponsible attitude to their work, and also tells about the gaps in their own education and in pedagogical knowledge.

There are examples of negative pedagogical style. For example, negative attitude towards students. Sometimes there are indeed teachers who do not love their profession, are not satisfied with the place of work and do not hesitate to vent their personal failures on children. For example, in the 90s a school the teachers openly declared that they are late for classes, communicate with students unfriendly, unwelcoming due to the fact that they withhold wages. Of course, the teachers caught in difficult situations, can evoke sympathy and understanding, but such an attitude to the students on their part is unacceptable regardless of the circumstances.

Fatal error

The Second type of negative communication between teachers and learners is the so-called spanivello. In other words, the teacher flirts with the wards, using all possible means in order to gain popularity. An example of such behavior can be a character from the famous Soviet film "Republic SHKID". This hero, being a literature teacher, completely pulled away from professional duties, devoting lessons singing comic songs. According to the plot of the film is related to his activities aroused great anger management. The result of the negligent teacher was expelled in disgrace from the school.

The Popularity acquired by teachers in this way is visible and the time will result in disdain from the students, but also a frivolous attitude to the subject and to the teacher. Often such mistakes young teachers, trying to raise their credibility among the beneficiaries. Therefore, the teachers on the subject of pedagogy often warn their students about the danger of making such mistakes.

In this classification, style, represented by the first number, namely the positive stable, is most preferred in building relationships between teacher and students.

The Main weapon of the teacher

There is another classification teacher communication styles and characteristics, which is based on the personal qualities used by the teacher in order to earn credibility among students. According to this criterion are highlightedthe following types of interaction between students and teachers:

  • Teacher, passionate about his subject. Probably every parent dreams that his child was taught mathematics the man who not only knows the science, but can be emotionally interesting to talk about how to solve a particular problem, while giving non-standard ways of finding solutions. Having before our eyes the example of such dedication work, students will certainly get useful lesson, you will understand how to relate to their business. In addition, in pedagogics there is such a thing as infection. This word in this science involves the transfer of interest from one person to another through positive emotions. So, many prominent figures of science admit that they were interested in a particular branch of knowledge thanks to their school teachers who were true fans of the business.
the mathematics teacher
  • A Teacher who was able to achieve recognition by students of their personal qualities, authority. This option for all its outward positivity, is much less preferred than the first. Students already at an early age should learn to appreciate the man not only symptoms, but the inner content, which can be expressed in the devotion of teachers to their work.

The Traditional approach

This article has been said many words about styles of teaching and styles of pedagogical communication, however, it is worth mentioning the most common classification. Under this system, faculty interaction with students can be divided into the following types:

  • Authoritarian style of pedagogical communication. In such a way to interact with children, the teacher usually does not support them no feedback in terms of considering their wishes, opportunities and so on. Training is conducted from the position of "Teacher - supervisor, student - employee". Many modern textbooks on pedagogy reject the possibility of the existence of this style in the modern secondary school. However, this viewpoint is not always correct. The authoritarian style is appropriate in elementary school, when children have not yet fully developed the emotional-volitional sphere, not fully formulated study skills, and motivation to acquire knowledge. In such a situation the teacher has no other choice but to take control of the whole learning process. The same can be said about pedagogical communication style of the educator in the preschool institution. This does not mean that the teacher should put numerous negative marks, often scold their wards and so on. The authoritarian style involves not only such a high percentage of autonomy of the school, as senior levels of education. With regard to the methods and principles of teaching, in this style, usually applied reproductive types of information transfer. That is, the pupils are given the material that you want to learn. Deviation from the planned rules are not usually welcome.
Strict teacher
  • Democratic style. It is in this communication are implemented, the so-called subject-to-subject relationship. That is, the pedagogic process takes place in constant interaction. The teacher responds to the personal characteristics of each student, tries to consider all requests, acts depending on the current lesson situation. Instead of the traditional authoritarian style suggestions, here are more commonly used such methods of influence like persuasion, infected by emotions and so on. It was under a democratic form of communication is easiest to implement so-called problem-based learning, there is a kind of knowledge transfer in which the material is given to students not in finished form.
Democratic style of communication

Features of democratic style

Children need to put themselves goals and objectives of their activities, find the necessary literature, to produce reflection and to take into account all the errors. At the end of the process students need to give yourself a grade, that is, to relate the goals and objectives of the results obtained. Such education requires children well established teaching skills and a high level of discipline. So in primary school only some elements of it.

Considering the basic styles of pedagogical communication, it should be said that the democratic of their kind can be used in full measure only in the middle phase, the curricula of public schools.

The Transition from an authoritarian to a democratic style should not be implemented abruptly. It needs to happen gradually and smoothly. With this realization the change in the attitude of teachers to children, the latter may not arise a feeling of discomfort and insecurity. On the contrary, this change will be almost imperceptible, flowing in harmony with the age peculiarities of students. Much less you can observe the liberal style of pedagogical communication. This form of teacher interaction with students can be called a simple word "connivance".

Features of the liberal style

The Teacher providesstudents the opportunity to choose their educational path, but does not support them in the learning process. Typically, this occurs when the revaluation as a teacher of children, and when he was in elementary neglects his duties.

liberal style of communication

However, the liberal elements of style are possible in some types of learning activities. For example, in the implementation of school self-government, in the Presidium, and so on. Usually at such events, the children are given the freedom to decide certain issues without the participation of the mentors.

Mixed type

The Traditional classification of teacher communication styles based on the styles of pedagogical management and has common terms with science: liberal, democratic and so on.

The Man with the presence of only one type of temperament, it is possible to meet very rarely. teachers with a clear style of communication that is specific to one of the groups is also not a frequent occurrence. Typically, teachers build their interaction with the students, using various elements of several styles. However, one of these varieties will usually prevail.

Therefore, it is possible to speak about classification of styles of pedagogical communication. Types and forms (which in essence is the same) communication with children is often confused with the concept discussed in this article. It is therefore necessary to highlight the differences. Under the types you need to understand. Usually they are divided into dialogical and monological communication, i.e. teaching, held in collaboration with the students without it. Diagnostics of the style of pedagogical communication of the teacher can be conducted with a view of one of the presented classifications.

Conclusion

This article examines the issue of teacher communication styles. The structure and functions it can be described as follows. Pedagogical communication is an activity aimed at transfer of knowledge and the inculcation of certain personal qualities (education). Consists of two components: internal communication is the job of the teacher preparing the lessons, reflection and work on their own mistakes, and external - it is just the style of pedagogical communication. Communication of teacher with children is defined by its variety.


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Alin Trodden - author of the article, editor
"Hi, I'm Alin Trodden. I write texts, read books, and look for impressions. And I'm not bad at telling you about it. I am always happy to participate in interesting projects."

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