1.2 Individual style of a teacher’s activity

Modern scientists, characterizing the main problems of humanity, were the first among them to pose the problem of man himself. Analyzing the historical paths and patterns of human development, B.G. Ananyev wrote: “In a system of certain connections, a person is studied by science either as a product of biological evolution, or as a subject and object of the historical process.” He viewed human development as a single process determined by the historical conditions of social life. “Human development is determined by the interaction of many factors: heredity, environment (social, biogenic, abiogenic), education (or rather, many types of directed influence of society on the formation of personality), a person’s own practical activity. These factors act not separately, but together on the complex structure of development.”

Man is a historical being who is directed to the future and makes a choice among available alternatives. In order not to lose this most important characteristic of a person (the ability to choose), conditions for its development must be created in the process of activity. This is the spiritual creative work of man and the materialized results of his creative activity, which determine the entire spiritual appearance of humanity. Man is a product of nature, society and humanity and is included in these systems.

Anthropocentricity, as the basic principle of the directed influence of society on the complex structure of human personality development, allows, by creating certain conditions of the educational environment, to form those professional qualities that make him successful in carrying out his own practical activities.

This fully applies to the teacher and his implementation of pedagogical activities. Moreover, pedagogical activity is carried out only in specific temporary conditions. The teacher becomes the bearer of such a new quality as the unity of manifestation of natural, social and historical properties. This is manifested through the individual style of pedagogical activity, which is determined, first of all, by “the individually unique form of psychological means to which a person consciously or spontaneously resorts in order to best balance his (typologically conditioned) individuality with the objective external conditions of activity.” .

It is based on psychophysiological indicators that influence the nature of the subjective activity of the teacher, namely: sensitivity, reactivity, activity, the ratio of reactivity and activity, reaction rate, plasticity or rigidity, emotional excitability, extraversion or introversion, emotional stability, analytical or synthetic type of perception , defining cognitive style.

Pedagogical activity places special demands on neurodynamics and, above all, on the strength of the nervous system and the balance of nervous processes. High demands on the strength of the nervous system are due to the fact that the teacher needs to: have great efficiency; withstand strong stimuli and be able to concentrate your attention; be always active, cheerful, maintain a high general and emotional tone throughout the entire working time; be able to quickly recuperate.

High demands on the balance of nervous processes are also caused by the fact that the teacher must: be restrained in situations that stimulate intense excitement; show patience and composure; be self-possessed and calm in changing operating conditions; be distinguished by clarity of diction, expressiveness of presentation of thoughts, evenness in the dynamics of feelings, etc.

High demands on the mobility of nervous processes are also associated with the fact that the teacher should have a high pace of work; quickly switch from one type of activity to another, be capable of impromptu and conducting classes without prior preparation, quickly get used to a new environment, establish contacts, feel at ease among strangers and unfamiliar people. This explains the widespread opinion that success in teaching work is primarily achieved by people with strong, balanced and mobile types of nervous system.

N.V. Kuzmina, based on the psychological research she conducted, concluded that the effectiveness of the teacher’s activities and his comfortable well-being as its subject, with other positive influences being equal, ensure:

Optimal level of intellectual development;

Synthetic, holistic, cognitive style with a high rate of differentiation;

Flexibility and convergence of thinking;

Activity, high reaction rate, lability;

Emotional stability, high level of self-regulation. .

The personality of a teacher is represented by five main potentials: cognitive, i.e. the volume and quality of information that a person has, moral and moral, determined by the moral and aesthetic norms acquired by the person in the process of socialization, life goals, beliefs, aspirations, creative, determined by the presence of skills and abilities, abilities to act, and the extent of their implementation in a certain area activity and communication, communicative, which is assessed by the degree of sociability, the nature and strength of contacts established by the individual with other people and aesthetic, determined by the level and intensity of the artistic needs of the individual, as well as how he satisfies them.

Pedagogical activity, being social in nature, depends on the abilities of the individual, on the extent to which the development and compensation of professionally important properties are possible. According to B.M. Teplov: “Abilities are defined as individual psychological characteristics that distinguish one person from another. Abilities are not called all individual characteristics, but only those that are related to the success of performing any activity or many activities. Ability is not limited to the knowledge that a given person has already developed.”

The formation of professionalism occurs on the basis of the following components of the formation of an individual style of teaching activity:

Gnostic: the teacher’s study of the object of his activity (content, means, forms and methods with the help of which this activity is carried out, the advantages and disadvantages of his personality and activities for the purpose of its conscious improvement);

Design: long-term, long-term goals of training and education, as well as strategies and ways to achieve them;

Constructive: features of the teacher’s design of his own activities and the activities of students, taking into account the immediate goals of training and education;

Communicative: the specifics of interaction between a teacher and students, with the emphasis being on the connection between communication and the effectiveness of teaching activities, i.e. with the achievement of didactic goals;

Reflective: the teacher’s ability to organize both the students’ activities and their own. .

Moreover, it is advisable to combine the design and structural components into an activity component. All components in this system can be described through the set of relevant teacher skills.

The formation of the basic mechanisms of self-development of teachers, such as pedagogical cognition, communication, adaptation, activity, relaxation, reflection, is impossible without the development of basic pedagogical abilities. Namely:

Abilities for pedagogical knowledge through the teacher’s understanding of the student, interest in children, creativity in work, observation in relation to them;

Ability to organize pedagogical communication through pedagogical exactingness, pedagogical tact and the ability to create a children's team;

Ability to adapt to new, rapidly changing conditions;

Abilities that characterize the teacher’s activities through content, brightness, imagery and persuasiveness;

Creativity, manifested through creativity, pedagogical improvisation, finding an unexpected pedagogical solution and its implementation;

Relaxation and reflection of one’s abilities, self-awareness in teaching activities and assessment of its effectiveness. .

The activity of a teacher is carried out in constant relationship with the teaching staff, which has a significant impact on its character, corrects it and, ultimately, largely determines the result of the teacher’s work. Only in the presence of reflective spaces in which the teacher feels his importance and can speak openly about his achievements and problems does he become a professional.

Regarding pedagogical activity, we should talk about pedagogical professionalism as the degree of mastery of general and pedagogical culture. “Professionalism of activity is a qualitative characteristic of the subject of activity, which is determined by the extent of his mastery of modern content and modern means of solving professional problems.” At the same time, the teacher acts as a bearer of cultural values, the main of which is the area of ​​​​taught knowledge; in addition, he is also a bearer of culture in the field of his profession. And the presence of a professional pedagogical culture makes it possible to solve pedagogical problems more productively.

Competence is a person’s knowledge and experience in any field, i.e. This is a general evaluative term denoting the ability to act “with skill.” It is usually applied to persons of a certain socio-professional status, characterizing the extent to which their understanding, knowledge and skills correspond to the real level of complexity of the tasks they perform and the problems they solve.

The identification of key competencies is due to a number of reasons:

Firstly, they combine the intellectual and skill components of education;

Secondly, the concept of “key competencies” contains the idea of ​​interpreting the content of education, formed based on the result;

Thirdly, key competence has an integrative nature, since it includes a number of skills and knowledge related to broad areas of culture and activity (information, legal, etc.). .

In this case, we define competence as the general ability of a specialist to mobilize his knowledge, skills, as well as generalized methods of performing actions in professional activities. To form an individual style of teaching, the following teacher competencies are important:

Value-semantic orientation of the individual:

Awareness of your role and purpose;

The need and ability for self-realization;

Passionate construction of life and professional activity;

Communication competence:

Proficiency in oral and written communication technologies in different languages, including computer programming, including communication via the Internet.

Information competence:

Ability to independently search, analyze and select the necessary information;

Regulatory and legal support for teaching activities;

Proficiency in information technology.

General cultural competence:

Knowledge in the field of national, universal culture;

The ability to reflect on the personal axiological system;

Tolerance to different ethnic cultures.

Competence of personal self-improvement:

The need to actualize and realize one’s personal potential;

Ability for self-development;

Cognitive and creative competence:

Skills of goal setting, planning, reflection of educational and cognitive activities;

Development of creative abilities;

Ability to independently acquire new knowledge;

Social and labor competence:

Ability to take responsibility;

Demonstration of the conjugation of personal interests with the needs of society;

Preparedness to independently perform professional activities;

Professional competence of a teacher:

Active life position;

Professional knowledge and skills;

Professional personal qualities;

Creative skills. .

In this case, general cultural competence is the most fundamental.

On the basis of universal human values, the teacher builds a system of relationships with students, recognizing them, manifests and realizes himself as a creative person, directs teaching activities towards the development of the unique essence of each student and develops himself as an individual and as a professional.

However, such a process is possible only when the teacher uses reflection.

From the above definitions it follows that reflection is not just the subject’s knowledge or understanding of himself, but also finding out how others know and understand the “reflector,” his personal characteristics, emotional reactions and cognitive representations. At the same time, the teacher’s attitude (readiness, attitude) towards constant “feedback”, the ability to interpret the information received from the student’s position, evaluate the effectiveness and appropriateness of his pedagogical decisions, educational tasks and socio-psychological situations is the most important condition for the development of his professionalism .

Reflection is the ability to focus on oneself and master oneself as an object that has its own specific meaning - the ability to know oneself. Consequently, reflection on pedagogical activity should be considered as a quality inherent in everyone carrying out pedagogical activity. .

The higher the level of reflective skills, the higher the general level of culture of professional pedagogical activity. The highest is characterized by a critical and adequate assessment of the diverse aspects of one’s own personality and activities, a clear understanding of the reasons for one’s creative successes and failures, and anticipation of the development of new qualities.

The level of reflexive self-regulation of a teacher corresponds to his professional skills and serves as the psychological basis of his pedagogical creativity.

There are the following levels of pedagogical reflection:

Reproductive - the teacher can outline and present the sequence of his pedagogical actions in natural, everyday language. At the same time, the teacher does not know how to assess the relevance and complexity of pedagogical problems; considers any pedagogical problem easily solvable; evaluates the behavior and intellectual level of students subjectively (like - don’t like);

Analytical - the teacher knows how to analyze his teaching activities in accordance with the algorithm that he has mastered at the moment. At the same time, he correctly uses the most well-known categories of psychological and pedagogical sciences, carries out targeted pedagogical observation, and organizes experimental work; knows how to develop (design) and adjust educational program documentation; evaluates students’ activities based on their results;

Predictive - the teacher is able to independently isolate and formulate a pedagogical problem, adequately assess its relevance and complexity; knows how to choose a methodology for analyzing the pedagogical process from several known to him; uses general scientific methods, for example, a systems approach, to analyze teaching and learning activities. Based on the analysis, he outlines ways, methods and means of pedagogical influence. And the use of general scientific methods makes it possible to predict the results of these influences with greater or less accuracy;

Philosophical-constructive - the teacher determines the social, universal meanings of his activities. .

To characterize the technological component of the culture of pedagogical activity, let us turn to the definition of “pedagogical technology”. This concept is understood as a complex process of organizing pedagogical activity, carried out by the most effective means and methods of interaction, ensuring the process of solving problems at all stages of pedagogical activity (i.e. at the stage of analysis, planning, organization, assessment and control).

The technological component of the culture of pedagogical activity can be represented by four increasing levels:

1. The reproductive level is characterized by the fact that the teacher can only communicate knowledge, i.e. tell what he knows. This level is typical for people who know their field well, but do not have teaching qualifications.

2. The conceptual level is characterized by the fact that the teacher, in addition to “his” subject, has broad conceptual training in the form of knowledge of at least the concepts of related and psychological-pedagogical blocks, allowing a system of knowledge to be professionally constructed.

3. The productive level is characterized by the fact that the teacher, in addition to previous knowledge, has the most adequate set of professional, communicative, and personal properties, which allows him to achieve high-quality results in the process of training and education.

4. The integrative level is characterized by the fact that a teacher who has the highest degree of productive level, possessing the technique of pedagogical communication and the corresponding personality qualities, is professionally competent to participate in the collective process of educating conceptual and social types of intelligence (integrative style of thinking and moral beliefs) of students. .

Consequently, the technological component of culture is an integral personal education that reveals an individual concept of the meaning of professional pedagogical activity and its creative implementation.

Levels of formation of individual style of pedagogical activity:

As M.M. Potashnik rightly notes, pedagogical activity, being a fusion of science and art, always presupposes creativity, practically embodied in a non-standard approach to solving problems; development of new methods, forms of techniques and means and their original combinations; effective use of existing experience; improving the rationalization of modernization of the known in accordance with new tasks; successful improvisation based on both accurate knowledge and competent calculation, and highly developed intuition; the ability to see a “fan of options” for solving the same problem; the ability to transform methodological recommendations, theoretical implications into specific pedagogical actions, etc. Therefore, the main indicator of the level of formation of an individual style of teaching activity is an indicator of creativity, focus on active creative and transformative activities, and technological readiness.

The individual style of teaching activity has several levels of formation:

The adaptive level is characterized by an unstable attitude of the teacher to pedagogical reality, when the goals and objectives of his own pedagogical activity are defined by him in a general form and are not a guideline and criterion for activity. The attitude towards psychological and pedagogical knowledge is indifferent; there is no system of knowledge and readiness to use it in the necessary pedagogical situations. Technological and pedagogical readiness is determined mainly by the relatively successful solution of organizational and practical tasks, usually reproducing one’s own previous experience and the experience of colleagues. The teacher builds his professional pedagogical activity according to a previously worked out scheme, which has become an algorithm; creativity is practically alien to him.

A teacher who has a reproductive level is inclined to have a stable value attitude towards pedagogical reality: he values ​​the role of psychological and pedagogical knowledge more highly, shows a desire to establish subject-subject relationships between participants in the pedagogical process, and has a higher index of satisfaction with teaching activities. In contrast to the adaptive level, in this case, not only organizational-activity, but also constructive-prognostic tasks are successfully solved, involving goal-setting and planning of professional actions, and forecasting their consequences. Creative activity is still limited within the framework of productive activity, but elements of searching for new solutions arise in standard pedagogical situations. The pedagogical orientation of needs, interests, and inclinations is formed; in thinking there is a transition from reproductive forms to search ones.

The creative level is characterized by greater focus and stability of the paths and methods of professional activity. Noticeable changes, indicating the formation of the teacher’s personality as a subject of his own professional activity, occur in the structure of the technological component; The skills to solve evaluation-informational and correctional-regulatory problems are at a high level of development. The interaction of a teacher with students, with students, colleagues, and surrounding people is distinguished by a pronounced humanistic orientation. In the structure of pedagogical thinking, pedagogical reflection and empathy occupy an important place, which provides a deep understanding of the student’s personality, his actions and deeds.

The creative level is characterized by a high degree of effectiveness in teaching activities, mobility of psychological and pedagogical knowledge, and the establishment of relationships of cooperation and co-creation with students and colleagues. The positive-emotional orientation of the teacher’s activity stimulates the sustainable transformative, actively creative and self-creative activity of the individual. The technological readiness of such teachers is at a high level, analytical and reflexive skills acquire particular importance; all components of technological readiness closely correlate with each other, revealing a large number of connections and forming an integral structure of activity. In the activities of teachers, an important place is occupied by such manifestations of creative activity as pedagogical improvisation, pedagogical intuition, imagination, which contribute to the original productive solution of pedagogical problems. The personality structure harmoniously combines scientific and pedagogical interests and needs; developed pedagogical reflection and creative independence create conditions for effective self-realization of individual psychological and intellectual capabilities of the individual.

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General concept of the style of pedagogical activity. Pedagogical activity, like any other, is characterized by a certain style of execution. In a general sense, the concept of “style” implies the presence of a certain stable system of ways and techniques for carrying out activities. This system is a stable feature that manifests itself in various conditions under which a given activity has to be performed. The exact style of performance that a subject of activity develops is determined primarily by his individual psychological characteristics - type of temperament, character traits, level of development of professional abilities, etc. According to the definition of E. A. Klimov, a style of activity in the strictly psychological sense is “ determined by typological characteristics, a stable system of methods that develops in a person striving for the best implementation of a given activity... an individually unique system of psychological means to which a person consciously or spontaneously resorts in order to best balance his typologically determined individuality with the objective external conditions of activity.” This definition especially emphasizes that the best performance of an activity is achieved through an individual, unique combination of its techniques and methods.

Every adult who consciously chooses a teaching profession, at the time of making this choice is already, in many ways, a fully formed personality with his own individual characteristics. In any case, the individual qualities of a teacher must meet the general psychological requirements for this profession. In addition, in pedagogical activities related to the “person-to-person” type of profession, it is imperative to take into account the psychological characteristics of the other side - the students. For example, the style of work and communication with students of a primary school teacher, both directly in class and outside of it, will be noticeably different from the communication style of, say, a chemistry teacher who works exclusively with older teenagers and young men. In turn, a university teacher will differ significantly in style from a school teacher, including one teaching the same discipline. Thus, the emerging individual style of pedagogical activity is influenced by at least three main factors: 1) individual psychological characteristics of the subject of this activity, including individual typological, personal and behavioral; 2) psychological characteristics of the activity itself; 3) characteristics of students (age, gender, status, level of knowledge, etc.).

The main areas of manifestation of the individual style of teaching activity are:

› temperament (time and speed of reaction, individual pace of work, emotional responsiveness);

› the nature of the reaction to certain pedagogical situations, as well as to various actions and behaviors of students;

› choice of teaching methods;

› choice of educational means;

› style of pedagogical communication;

› the use of psychological and pedagogical influence on students, including the preference for certain types of rewards and punishments.

It should be noted that the formation of each teacher’s individual style of activity imposes natural restrictions on the use of other people’s pedagogical experience, even the most advanced. It is important for a teacher to remember that advanced experience is almost always inseparable from the personality of its author and represents a unique combination of generally significant pedagogical findings and the teacher’s individuality, therefore attempts to directly copy someone else’s pedagogical experience, as a rule, do not bring the same results as those of its authors. For a teacher with a different set of individual traits, the same methods and techniques for carrying out activities will have a largely different embodiment, and not always as successful. They may simply not suit him as a person and individuality and, therefore, will require much more effort from him for their implementation, which will greatly reduce their effectiveness. Advanced pedagogical experience must not only be copied, but consciously and creatively processed: perceiving the main thing in it, the teacher must strive to always remain himself, that is, a bright pedagogical individuality, and only under this condition is it possible to increase the effectiveness of teaching and education based on borrowing advanced pedagogical experience.

Classification of styles of pedagogical activity depending on its nature. The most complete actual activity-based idea of ​​the styles of pedagogical activity was proposed by A.K. Markova.

General concept of style of teaching activity

Features of pedagogical activity can be described using a certain style of performance.

The general understanding of the term “style” includes the presence of a certain constant system of methods and techniques used in carrying out activities. This system is characterized by stability, which manifests itself in a variety of conditions under which activities are carried out. The style of activity is determined by the individual psychological characteristics of a person (type of temperament, character traits, level of development of professional abilities).

Definition

The style of activity in the pedagogical sense is a stable system of methods, determined by typological characteristics, that develops in a person striving for the best implementation of this activity... an individually unique system of psychological means that a person consciously or spontaneously resorts to in order to best balance his typologically determined individuality with objective external conditions of activity.

The presented strict definition of activity style emphasizes the role of individual originality in the combination of techniques and methods when performing activities.

The structural components of an individual activity style are:

• individual psychological characteristics of the subject of this activity, including individual typological, personal and behavioral;
• psychological characteristics of the activity itself;
• characteristics of students (age, gender, status, level of knowledge, etc.).

The main areas of manifestation of the individual style of pedagogical activity are determined:

• temperament (time and speed of reaction, individual pace of work, emotional responsiveness);
• the nature of the reaction to certain pedagogical situations, as well as to various actions and behaviors of students;
• choice of teaching methods;
• choice of educational means;
• style of pedagogical communication;
• the use of psychological and pedagogical influence on students.

Classification of styles of teaching activity depending on its nature

The style of teaching activity can be classified on several grounds. Let us present a classification of activity styles according to the nature of the activity.

The basis for this classification may be:

content characteristics;

the degree of representation of the indicative and control-evaluative stages in work;

dynamic characteristics;

effectiveness.

In accordance with these grounds, we present in the table the individual styles of a teacher’s pedagogical activity.

Table. Individual styles of teacher's pedagogical activity

To fully understand the differences between the styles presented in the table from each other, each style is given its own characteristics below.

Characteristics of a teacher’s individual styles of pedagogical activity

Emotional-improvisational individual style: orientation to the learning process. The teacher builds an introduction to the new material in a logical and interesting way, sometimes he gets carried away, which leads to a loss of feedback from the students, the teacher does not interrupt and does not clarify whether the presentation of the new material is clear. When conducting a survey, strong students are often contacted; the survey is carried out at a fast pace, so weak students are not surveyed; the teacher often does not have the patience to wait for the end of the students’ independent reasoning. This style is characterized by not entirely adequate planning of the educational process; The most interesting material is selected for study by the teacher, and important but uninteresting material is left for the students to independently develop. With this style of teaching activity, the stages of consolidating educational material, as well as monitoring students’ knowledge, are not sufficiently represented.

Advantages: high efficiency, use of a variety of teaching methods.

Disadvantages: predominance of intuitiveness over reflexivity.

Emotionally methodical individual style: orientation in equal parts to the process and result of learning. Planning of the educational process is adequate; phased development of all educational material is typical for both strong and weak students. Teachers with this style of pedagogical activity are distinguished by high efficiency, frequent changes in types of work in the lesson, and the use of collective discussions. During the survey, maximum coverage of students occurs and individual assignments are given. The activity constantly includes consolidation of material and monitoring of learning results.

Advantages: it interests students in the peculiarities of the subject; a variety of methods are used when practicing the material.

Disadvantages: predominance of intuitiveness over reflexivity, although reflexivity is higher than in the previous style.

Reasoning-improvisational individual style: The teacher equally focuses on the process and result of learning, and adequately plans the educational process. Uses a small number of teaching methods, they are of the same type, the pace of work is average or low, and collective discussions are not practiced. When questioning, he gives all students the opportunity to formulate their answer in detail, he speaks little himself, and influences students indirectly (leading questions, demands to clarify what was said). When explaining new material, the teacher identifies the main issues, presents them logically, emphasizing the basic structure and cause-and-effect relationships. Constantly reinforces, repeats and monitors the learning outcome.

Disadvantages: the predominance of reflexivity over intuitiveness, which allows you to analyze the result of your work, but limits the possibilities of spontaneous behavior in the lesson.

Reasoning-methodical individual style: focused on learning outcomes, adequately plans the educational process. He is conservative in the selection of means and methods of pedagogical activity, uses a small standard set of teaching methods, puts the reproduction of the studied material in the first place, and practically does not use individual creative tasks and collective reasoning. The survey is conducted with the participation of a large number of students, with special attention paid to weak students. Consistently uses reinforcement, repetition, and monitoring of learning outcomes.

Advantage: high degree of reflexivity, the most complete analysis of one’s own activities.

Disadvantages: limitation of spontaneous behavior in the lesson.

So, four types of individual styles of teacher’s pedagogical activity were listed, the characteristics of which reflect the difference in the style of management, communication, behavior and cognitive style of the teacher.

The pedagogical activity of a teacher (teacher), like any other activity, is characterized by a certain style. In the broad sense of the word, the style of activity (for example, managerial, production, pedagogical) is a stable system of methods and techniques, manifested in different conditions of its implementation. The style of activity is associated with the style of self-regulation. Both are considered as two interconnected aspects of a holistic individual style of activity and human activity.

There are two sides to the style: content and technical, i.e. formal (techniques, methods). Below is a complete description of the formal and substantive aspects of the three styles according to G.M. Andreeva. Researchers define various functions of style: instrumental, compensatory, system-forming and integrative. Individual style of activity, according to E.A. Klimov, has a certain structure, the core of which includes individual psychological characteristics that either promote or counteract the success of activity.

Styles of pedagogical activity are primarily divided into three general types discussed above: authoritarian, democratic and liberal-permissive.

Here is their description given A.K. Markova.

Formal side: Businesslike, brief instructions. Prohibitions without leniency, with threat.
Clear language, unfriendly tone. Praise and blame are subjective. Emotions are not taken into account. Showing techniques is not a system. The leader's position is outside the group. Content side: Things in the group are planned in advance (in their entirety). Only immediate goals are determined, distant ones are unknown. The leader's voice is decisive. The student is viewed as an object of pedagogical influence, and not an equal partner. The teacher alone decides, makes decisions, establishes strict control over the fulfillment of the requirements placed on him, uses his rights without taking into account the situation and opinions of students, and does not justify his actions to students. As a result, students lose activity or carry it out only when the teacher plays a leading role, and exhibit low self-esteem and aggressiveness. With an authoritarian style, students’ strengths are aimed at psychological self-defense, rather than at mastering knowledge and their own development. The main methods of influence of such a teacher are orders and teaching. Teachers are characterized by low satisfaction with their profession and professional instability. Teachers with this leadership style pay the main attention to methodological culture and are often leaders in the teaching staff.

Democratic style.

Formal side: Instructions in the form of sentences.

Not a dry speech, but a comradely tone. Praise and blame - with advice. Orders and prohibitions with discussions. The leader's position is within the group. Content side: The student is considered an equal partner in communication, a colleague in a joint search for knowledge. The teacher involves students in decision-making, takes into account their opinions, encourages independent judgment, and takes into account not only academic performance, but also the personal qualities of students. Methods of influence are encouragement to action, advice, request. With teachers with a democratic leadership style, schoolchildren more often experience states of calm satisfaction and high self-esteem. Teachers with this style pay more attention to their psychological skills. Such teachers are characterized by greater professional stability and satisfaction with their profession.

Liberal style.

Formal side: The tone is conventional.

Lack of praise and blame. No cooperation. The leader's position is inconspicuously on the side of the group. Content side: Things in the group go by themselves. The leader does not give instructions. Sections of work are composed of individual interests or come from a new leader. Activities are not planned in advance, but in a group. Everyone is responsible for the implementation of proposals. All sections of the work are not only proposed, but also discussed. The teacher avoids making decisions, transferring the initiative to students and colleagues. Organizes and controls the activities of students without a system, shows indecision and hesitation. The classroom has an unstable microclimate and hidden conflicts.”

Each of these styles, revealing the attitude towards the interaction partner, determines its character: from subordination - to partnership - to the absence of directed influence. It is important that each of these styles presupposes the dominance of either a monologue or a dialogic form of communication.

A more detailed differentiation of styles in terms of the nature of involvement in the activities of a communication teacher is proposed. V.A. Cannes-Calicome: the teacher’s style of passion for joint creative activities with students, which is an expression of the teacher’s attitude to his work, to his profession;

Based on the analysis of the dominance of each of the above styles in the behavior (activity) of teacher V.A. Kan-Kalik considers eight models. The most complete actual activity-based idea of ​​the styles of pedagogical activity was proposed by A.K. Markova, A.Ya. Nikonova. As these authors note, the basis for distinguishing style in a teacher’s work was the following: substantive characteristics of style (the teacher’s predominant focus on the process or result of his work, the teacher’s deployment of indicative and control-evaluative stages in his work); dynamic characteristics of the style (flexibility, stability, switchability); effectiveness (the level of knowledge and learning skills of schoolchildren, as well as students’ interest in the subject).

Emotional-improvisational style (EIS).

Teachers with EIS are distinguished by a predominant focus on the learning process. Such a teacher constructs an explanation of new material in a logical and interesting way, but during the process of explanation he often lacks feedback from the students. During the survey, the teacher with EIS addresses a large number of students, mostly strong ones, who are of interest to him, interviews them at a fast pace, asks informal questions, but does not allow them to speak much, does not wait for them to formulate an answer on their own. A teacher with EIS is characterized by insufficiently adequate planning of the educational process: he selects the most interesting educational material for practice in the lesson; less interesting, although important, is left for students to independently analyze. In the activities of teachers with EIS, consolidation and repetition of educational material, monitoring of students’ knowledge are not sufficiently represented. Teachers with EIS are distinguished by high efficiency and the use of a large arsenal of diverse teaching methods. He often practices collective discussions and stimulates spontaneous statements from students. A teacher with EIS is characterized by intuition, which is expressed in the frequent inability to analyze the characteristics and effectiveness of his activities in the lesson.

Emotional-methodical style (EMS).

A teacher with EMS is characterized by an orientation towards the process and results of learning, adequate planning of the teaching and educational process, high efficiency, and a certain predominance of intuitiveness over reflexivity. Focusing on both the process and the results of learning, such a teacher adequately plans the educational process, gradually works through all educational material, carefully monitors the level of knowledge of all students (both strong and weak), in his Activities constantly include consolidation and repetition of educational material, monitoring students' knowledge. Such a teacher is distinguished by high efficiency, he often changes the types of work in the lesson, and practices collective discussions. Using the same rich arsenal of methodological techniques when practicing educational material as a teacher with EMS, a teacher with EMS, unlike the latter, strives to activate children not with external entertainment, but to firmly interest them in the features of the subject itself.

Reasoning-improvisational style (RIS).

A teacher with RIS is characterized by an orientation towards the process and results of learning, and adequate planning of the educational process. Compared to teachers with emotional styles, a teacher with RIS shows less inventiveness in selecting and varying teaching methods, is not always able to ensure a high pace of work, practices collective discussions less often, and the relative time of spontaneous speech of his students during lessons is less than in teachers with an emotional style. A teacher with RIS speaks less himself, especially during a survey, preferring to influence students indirectly (through hints, clarifications, etc.), giving respondents the opportunity to formulate their answer in detail.

Reasoning-methodical style (RMS).

Focusing primarily on learning outcomes and adequately planning the educational process, a teacher with RMS is conservative in the use of means and methods of teaching. High methodicality (systematic reinforcement, repetition of educational material, control of students’ knowledge) is combined with a small, standard set of teaching methods used, preference for students’ reproductive activity, and rare collective discussions. During the questioning process, the teacher with RMS addresses a small number of students, giving each a lot of time to answer, paying special attention to weak students. A teacher with RMS is generally characterized by reflexivity.” The above description of the styles of teaching and learning activity can be considered as a certain model of it, reflecting the specifics of the subject of this activity. The style of pedagogical activity is its integrative characteristic, reflecting the management style, communication style, behavioral style and cognitive style of the teacher (teacher), which is most fully expressed in four types of teacher’s work style, according to A.Ya. Nikonova, A.K. Markova.

In this paragraph we will consider the problem of the individual style of professional activity of a teacher. The choice of one style or another, its formation, is determined by many factors, such as individual, individual psychological and socio-psychological characteristics of the teacher and student, educational situation, etc. When used competently and professionally, almost every style of activity has its positive sides.

A system of skills, methods, techniques, and ways of solving the problems of a particular activity characteristic of a given person, ensuring its more or less successful implementation.

Individual style of activity- a unique version of typical work methods for a given person in typical conditions.

In Russian psychology, research on individual style predominates depending on the basic properties of the human nervous system (E.A. Klimov, V.S. Merlin, K.M. Gurevich, etc.).

Considering the problem of individual style of activity, E.A. Klimov gives a “broad” and “narrow” interpretation of it.

In "broad terms" Individual style is understood as a system of distinctive features of a person’s activity, determined by the characteristics of his personality. In the "narrow sense"“The individual style of activity is a stable system, determined by the typological characteristics of a person, which develops in him as he strives for the best implementation of a certain activity.

Thus, individual style- an individually unique system of psychological means to which a person consciously or spontaneously resorts in order to best balance his (typologically determined) individuality with the objective, external conditions of activity.

In the general structure of the individual style of E.A. Klimov proposed to distinguish a “core” and an “extension” to it. The core of an individual style consists of features and methods of activity that are involuntarily or without noticeable subjective effort (as if spontaneously) provoked in a given objective situation on the basis of a person’s existing complex of typological properties of the nervous system. These features determine the first adaptive effect and thus significantly determine the direction of further equilibrium with the environment. But they do not provide all the necessary adaptive effect, and to the extent necessary, an “addition to the core” arises, implying features of activity that are developed during some more or less lengthy searches (conscious or spontaneous).

“Core” of individual activity style comprise two categories:

• 1) features conducive to success in a given environment;
• 2) features that counteract success.

Features that counteract the successful implementation of activities sooner or later, spontaneously or consciously, “overgrow” with compensatory mechanisms. For example, insufficient agility due to inertia is compensated for by forethought and a higher level of orienting activity. The resistance to the effects of a monotonous situation, caused by the mobility of decline, is compensated by the fact that a person artificially diversifies his activities, etc.

As other elements of an “addition” to the core of an individual style, features may arise that contribute to the maximum use of the subject’s adaptive capabilities for the successful implementation and performance of activities (including professional ones). Accordingly, among the features that make up “extension” to the core of individual style, two categories can also be distinguished:

• 1) features that have a compensatory value;
• 2) features associated with the maximum use of positive adaptive capabilities.

As E.A. points out. Klimov, if by individual style we understand the integral effect of a person’s interaction with the objective and social environment, then it is necessary in each specific case to be able to quickly recognize where an individual style exists or should be formed. For this it is important:

• define a specific “subject-object” system and determine the desired state to which it should arrive (in other words, indicate the goal of control);
• highlight as many essential conditions as possible on which the achievement of the desired result depends (i.e. indicate a certain group of input influences, both control and disturbing);
• identify those control influences in relation to which any typological property or combination of properties is, in its biological meaning, an opposing factor;
• highlight those features of activity in relation to which certain typological features are a favorable or at least neutral (obviously not counteracting) factor.

After all this has been done, it remains to look for ways to control the formation of an individual style by designing the necessary elements of an extension to its core.

V.S. Merlin, as part of his research, showed that individual style of activity performs a system-forming function in the development of a person’s integral individuality. In this context, M.R. Shchukin formulated the idea of ​​style as a holistic formation, characterized by the individual characteristics of the subject in the following aspects of activity:

• in the system of internal conditions;
• in the subject’s reflection of external conditions and requirements of activity;
• in the procedural and effective aspects.

The most important, defining aspect of style is the interaction of internal conditions. It (interaction) characterizes the self-regulation of activity and ensures individual originality in its procedural and effective aspects and the subject’s reflection of external conditions and requirements of the activity.

As the most important internal conditions in the activity of the subject speakers:

• features of a person’s attitude to activity;
• features of self-awareness, self-esteem;
• features of intellectual activity;
• components of experience;
• emotional factor.

The formation of an individual style of activity is also influenced by the age factor. Research has shown that as one moves to subsequent age levels, the influence of neurodynamic properties on activity and behavior decreases and the influence of personality traits increases.

Scientific ideas of V.S. Merlin were reflected in the development of the problem of mechanisms for adapting the individual capabilities of the subject to the requirements of activity. In particular, the following mechanisms have been described based on empirical studies:

• compensation(allows one to replace insufficiently expressed qualities and features of activity with more pronounced ones);
• adaptation(allow for the fullest use of a person’s favorable individual capabilities);
• corrections(allows you to limit the negative manifestations of activity and improve certain of its characteristics to the required level).

As part of research into the procedural side of individual activity style, individual differences in characteristics were established:

• executive capabilities;
• control actions;
• the relationship between the indicative and executive components of activity;
• selection of situations and tasks;
• preparation for work;
• getting into work;
• organization of the workplace;
• distractions from work;
• negative manifestations of individual differences in activity.

According to S.A. Minyurova, as an essential features of individual style the ratio of indicative (including control) and executive actions appears. It has been shown that in some people, orienting activity is more developed and more isolated from executive actions (in people with an inert and weak nervous system), while in others this activity is less developed and is carried out to a greater extent in connection with executive actions (in people with mobile and strong nervous system).

Individual style activity is a fairly consistently used way for a person to achieve typical tasks, determined by the typological properties of the nervous system, differing from other possible methods in process, but not in effectiveness. The formation of an individual style depends on the personal and socio-psychological conditions of life.

Next we turn to the description of the concept individual style of teaching activity. As noted by S.A. Minyurov, the style of pedagogical activity, its specificity includes the style of management, the style of self-regulation, the style of communication, and the cognitive style of its subject - the teacher. Style of teaching activity reveals the influence of three factors:

First- individual psychological characteristics of the subject of this activity - the teacher, including individual typological, personal, behavioral characteristics.

Second- features of the activity itself.

Third- characteristics of students (age, gender, status, level of knowledge, etc.).

In teaching activities, the features described above correlate with:

• with the nature of interaction;
• with the nature of the organization of activities;
• with the subject and professional competence of the teacher;
• with the nature of communication.

The individual style of teaching activity is manifested in the following characteristics:

• temperament (time and speed of reaction, individual pace of work, emotional response);
• the nature of reactions to certain pedagogical situations;
• selection of teaching methods;
• selection of educational means,
• style of pedagogical communication;
• responding to actions and actions of students;
• manner of behavior;
• preference for certain types of rewards and punishments;
• the use of psychological and pedagogical influence on subjects of the educational process.

When talking about the individual style of pedagogical activity, they usually mean that when choosing certain means of pedagogical influence and forms of behavior, the teacher takes into account his individual inclinations. Teachers with different personalities can choose the same ones from a variety of educational and educational tasks, but implement them in different ways.

In Russian psychology, the concept of “style of pedagogical activity” is presented in the works of A.K. Markova, L.M. Mitina. The reasons for the differences in teaching styles, according to scientists, are:

• content characteristics of the style (teacher’s orientation towards the process or result of his work, assessment of the stages of his work);
• dynamic characteristics of the style (flexibility, stability, switchability, etc.);
• effectiveness (level of knowledge, skills, interest in learning among schoolchildren).

Based on these characteristics, A.K. Markova and A.Ya. Nikonova identified the following individual styles of teaching activity.

Emotional-improvisational style. Teachers with this style are distinguished by a predominant focus on the learning process. The material presented in the lessons is logical and interesting, but during the process of explanation, teachers often do not provide feedback to students. The survey covers mainly strong students. Lessons are held at a fast pace. Teachers do not allow students to formulate their own answer. Teachers are characterized by insufficiently adequate planning of the educational process: as a rule, the most interesting educational material is studied in their classes, and less interesting material is assigned for homework. Monitoring the activities of students by such teachers is insufficient. Teachers use a wide range of different teaching methods. They often practice collective discussions and stimulate spontaneous statements from students. Teachers are characterized by intuitiveness, which is expressed in the frequent inability to analyze the characteristics and effectiveness of their activities in the classroom.

Emotional-methodical style. Teachers with this style focus on the process and results of learning. They are characterized by adequate planning of the educational process, high efficiency, and a certain predominance of intuitiveness over reflexivity. Such teachers work through all the educational material step by step, monitor the level of students’ knowledge, use reinforcement and repetition of educational material, and monitor students’ knowledge. Teachers strive first of all to interest students in the subject itself.

Reasoning-improvisational style. Teachers with this teaching style are characterized by an orientation towards the learning process and results, and adequate planning of the educational process. Such teachers show less ingenuity in selecting and varying teaching methods, they are not always able to ensure a high pace of work, and they practice collective discussions less often. Teachers prefer to influence students indirectly (through hints, clarifications, etc.), giving respondents the opportunity to formulate their answer in detail.

Reasoning-methodical style. Teachers are predominantly focused on learning outcomes and adequate planning of the educational process, and are conservative in the use of means and methods of teaching. High methodicality (systematic reinforcement, repetition of educational material, control of students’ knowledge) is combined with a standard set of teaching methods used, a preference for students’ reproductive activity, and rare collective discussions. During the survey, such teachers address a small number of students, giving everyone enough time to respond, and they pay special attention to “weak” students. Teachers are generally characterized by reflexivity.

A.K. Markova describes three styles of teaching activity: democratic, authoritarian and liberal. We point out that the use of each of them can lead to disharmonious interaction.

Democratic style.“The student is considered an equal partner in communication, a colleague in a joint search for knowledge. The teacher involves students in decision-making, takes into account their opinions, encourages independent judgment, and takes into account not only their academic performance, but also their personal qualities. Methods of influence are encouragement to action, advice, request."

A number of questions arise in this regard.

• 1. What is the joint search for knowledge?
• 2. Is it legal (or correct) to consider a student as an “equal colleague” when the teacher and student have different statuses, life experiences, differences in age, and, ultimately, different levels of education?

However, even with a democratic style of pedagogical activity, the relationship will be disharmonious in cases where the behavior of the student (s) with whom the teacher interacts does not meet his expectations, in particular, when he does not express his opinions, does not want to participate in “ joint decision-making, etc.

Authoritarian style. Initially, he talks about the disharmony of relations between the subjects of the educational process, based on the quote presented below. “The student is viewed as an object of pedagogical influence, and not an equal partner. The teacher alone decides, makes decisions, establishes strict control over the fulfillment of the requirements placed on him, uses his rights without taking into account the situation and opinions of students, and does not justify his actions to students.”

However, it should be noted that for some students, due to their individual psychological characteristics, abilities, and learning ability in general, this style will be one of the main ones for their successful learning at school. Moreover, for this category of students this style of interaction will not be perceived negatively; accordingly, they will evaluate the relationship with the teacher as constructive and harmonious.

Liberal style. It can also lead to disharmony in the relationship between teacher and student. “The teacher avoids making decisions, transferring the initiative to students and colleagues. Organizes and controls students without a system, shows indecision and hesitation. The classroom has an unstable microclimate and hidden conflicts.”

The above description also lacks the position and attitude towards the teacher and his actions on the part of the students.

Numerous studies of the style of pedagogical communication are presented in Russian psychology. Most researchers describe style of pedagogical communication through a system of communication operations characterizing:

• ease of establishing contacts with students;
• the breadth of student attention from the teacher;
• frequency of activity changes;
• speed of response to the mood of the class;
• ability to cope with extreme situations in the classroom;
• the focus of the teacher’s activity either on the organization of the educational process, or on the organization of students’ attention;
• the length of the lesson stages, their sequence (from more difficult to easier or vice versa);
• the level of granting independence to students, the use of technical teaching aids;
• the ratio of controlling and evaluative influences.

G.S. Abramov, based on the characteristics of the teacher’s orientation of the student to the use of socially significant norms in his behavior, describes three styles of teacher-student relationships: situational, operational and value-based.

Situational style involves managing the child’s behavior in a specific situation. The teacher encourages students to think, remember, and be attentive, but does not show how to do this; the students’ activities are not organized.

Operational style presupposes the teacher’s ability to teach children to structure their activities taking into account external conditions. The teacher reveals methods of action, shows the possibilities of their generalization and application in different situations.

Value style relationships are built on the basis of revealing the commonality of meaning-forming mechanisms of different types of activities. The teacher provides justification for actions not only from the point of view of their objective structure, but also from the point of view of interdependence in terms of human activity as a whole.

A.A. Korotaev, T.S. Tambovtsev studied in detail the operational structure of the individual style of pedagogical communication. They describe three interconnected levels that are hierarchically subordinate.

1. Organizational, evaluative and perceptual operations, which

determine the relationship between teacher and students.

2. Emotional and communicative operations that determine

emotional content, communication and mood of students.

3. Phatic and fascinating operations that determine the emotional tone, circle of communication and its distance.

As a result of many years of research by A.G. Ismagilova described four different individual styles of pedagogical communication. Let's take a closer look at them.

Organizing a sho-correcting style. Teachers who master it prefer to use corrective and organizing actions. Of the operations, they are characterized by motivation with a negative assessment, organization, information, questions, correction of behavior and correction of knowledge. And when choosing a goal, there is a priority of didactic and organizational goals. During classes, educators (teachers) quickly respond to the behavior and actions of children, clearly regulate their activities, often giving them specific instructions, strictly monitor their implementation, and control the children’s actions. These educators pay less attention to activating the children or initiate their activity using negative assessment. They respond promptly and promptly to children’s answers, correct mistakes, and help them find the required answer. Teachers pay more attention to the organizational and business side of the pedagogical process, while ignoring the setting of educational goals. The low level of subjective control that characterizes educators of this style contributes to the fact that they pay little attention to the analysis of developing relationships with children and do not realize the imperative nature of their influences.

Evaluative-controlling style. It is characterized by motivation with a positive assessment, control - repetition of the answer, actions in the implementation of the educational task - control - clarification of the answer, positive emotional-evaluative judgments. The predominance of didactic goals. Teachers use mainly indirect influences, which are aimed primarily at creating a positive emotional atmosphere through the use of incentives for activity through positive assessment and frequent emotional-evaluative judgments about the behavior and activities of children. Teachers (educators) of this style control their relationships with children and strive to ensure their emotional well-being.

Stimulating, controlling and corrective style. Teachers prefer to use incentives with positive assessment, control with announcements, control with the involvement of children, correction of knowledge, and at the target level, organizational goals. The priority for teachers is to identify and solve the organizational problem through stimulation and control. In the process of realizing a didactic goal, teachers with this style more often use counter actions and pay much less attention to organizing actions.

Thus, it is legitimate to draw the following conclusion. The teacher’s style of activity indicates a variety of ways of carrying out professional activities, each of which has its own “pros” and “cons” and depends both on the individual psychological characteristics of the subjects of the educational process, and on the pedagogical, educational situation in which the interaction between them unfolds.

In particular, analyzing styles of pedagogical interactions, described in the work of E.V. Korotaeva, we come to the conclusion that disharmony in interpersonal relationships is caused by destructive and restrictive (limiting) styles of interaction between subjects of the educational process. Whereas the harmony of interpersonal relations of subjects of the educational process is promoted by restorative (supporting) and constructive (developing) styles of pedagogical interaction.

Let us note that, in our opinion, when describing styles of pedagogical activity and styles of pedagogical interactions in order to prevent possible conflicts and tensions in the “teacher-student” relationship, situations in which one or another style is more effective are not monitored. An important point is also that when considering them, the position and own attitude of the student both to the teacher and to the style of his teaching activity, and to learning in general, is not taken into account. Everything noted above is characteristic of the “teacher-student” relationship system.

Next we turn to the analysis characteristics of the relationships and attitudes of parents towards children, which, in our opinion, can also be attributed to the manifestation of an individual style of activity. Let us pay special attention to those described by E.G. Eidemiller types of pathologizing education: pandering hyperprotection; dominant hyperprotection; increased moral responsibility; emotional rejection; harsh treatment; hypoprotection.

Pandering hyperprotection. The child is the center of attention of the family, which strives to maximally satisfy his needs. Parents “pamper” their child. “Parents often unconsciously project their previously unmet needs onto their children and look for ways to compensate for them through educational actions.” The child has few responsibilities in the family. Even if there are any prohibitions, the child easily breaks them, knowing that no one will hold him accountable for this. Parents doubt the effectiveness of punishment and rely on rewards. “This type of education promotes the development of demonstrative and hyperthymic personality traits in children and adolescents.”

Dominant hyperprotection. The situation is similar to the one described above. The difference is that parents deprive the child of independence, setting numerous restrictions and prohibitions. “The demands on the child in this case are very great, excessive, do not correspond to his capabilities and not only do not contribute to the full development of his personality, but, on the contrary, pose a risk of psycho-traumatization.”

Increased moral responsibility. The type of education “is characterized by a combination of high demands on the child with reduced attention to his needs.”

Emotional rejection. A child or teenager is left out of the attention of parents, or is approached extremely rarely when “something serious happens.” “Emotional rejection is based on the parents’ conscious or, more often than not, unconscious identification of the child with any negative aspects in their own life. A child in this situation may feel like a hindrance in the life of his parents, who establish a great distance with him.”

Cruel treatment. This type of upbringing involves emotional rejection, physical and psychological violence, and failure to satisfy the child’s current needs.

Hypoprotection (hypoprotection). Just as with emotional rejection, the child ends up outside the attention of the parents, or is addressed extremely rarely when something happens. Parents do not control their child. The child’s spiritual needs are more often affected, especially the need for emotional contact and communication with the parent. The child has a minimum number of responsibilities in the family.

Having described the problem of the individual style of activity of a teacher (educator), in the next paragraph we turn to a consideration of motivation and its role in the professional activity of a teacher.