If we talk about the requirements that a modern teacher must meet, they can be divided into 4 large groups:

Educational requirements

Didactic requirements

Psychological requirements

Hygienic requirements

Let's look at the educational requirements for a teacher. This includes the ability to cultivate moral qualities in students and the ability to lay the foundation of aesthetic tastes. A modern teacher must show how the learning process is closely connected with life itself. After all, a person can only meet the demands and requirements of modern life by studying and gaining knowledge.

Didactic requirements are determined by the need to ensure the cognitive activity of students. The teacher in his work must competently combine verbal, visual, and practical teaching methods. The student must receive theory inseparably from practice, which he can apply in his future work and everyday life. There is a need for systematic monitoring of how students learn the material and how they can apply knowledge in practice. If there are any difficulties in this, their educational efforts must be adjusted in time. Feedback is very important. You need to communicate with students, understand their difficulties and experiences, and try to guide them in the right direction. You need to work on your own mistakes. If students have any gaps, they need to ask themselves the question “Where did I make a mistake in teaching?”

Psychological requirements. The teacher must be well prepared psychologically. A teacher's character always shines through in any lesson. You need to be demanding of students, but at the same time fair. You need to be friendly, but at the same time maintain subordination. Self-control is very important - it will help to overcome various negative states (such as uncertainty or temper, which is far from typical for teaching).

And the last point is hygiene requirements. IN classroom comfort must be strictly observed temperature regime, the room must be ventilated in a timely manner, and proper lighting must be provided. During the lesson, monotony and monotony should be avoided - listening should be alternated with written assignments, practical work, presentations and video materials.

LIST OF SOURCES USED

Nemov R.S.. Psychology: In 3 books. Book 1 - M., 1998.

Psychology and pedagogy: Proc. manual for universities / Comp. and resp. ed. A.A. Radugin. - M.: Center, 2000.

Rean A.A., Bordovskaya N.V., Rozum S.I. Psychology and pedagogy. - St. Petersburg: Peter, 2000.

Krysko V.G. Psychology and pedagogy Course of lectures 4th edition, revised OMEGA-L publishing house Moscow, 2006

Goranchuk V.V. Psychology business communication and management influences. St. Petersburg: Publishing House "Neva"; M.: OLMA-PRESS Invest, 2003.

The essence of a truly humanistic attitude to the upbringing of a child is expressed in the thesis of his activity as a full-fledged subject, and not an object of the upbringing process.

The child’s own activity is a necessary condition for the educational process, but this activity itself, the forms of its manifestation and, most importantly, the level of implementation that determines its effectiveness, must be formed, created in the child on the basis of historically established models, but not their blind reproduction, but creative use .

Therefore, the teacher’s function is correct construction of the educational process. Consequently, it is important to structure the pedagogical process in such a way that the teacher directs the child’s activities, organizing his active self-education by performing independent and responsible actions.

Education is not the adaptation of children, adolescents, and youth to existing forms of social existence, nor is it adaptation to a certain standard. As a result of the appropriation of socially developed forms and methods of activity, further development occurs - the formation of children's orientation towards certain values, independence in solving complex moral problems.

The condition for the effectiveness of education is the independent choice or conscious acceptance by children of the content and goals of the activity.

To educate means to direct the development of a person’s subjective world, on the one hand, acting in accordance with the moral model, the ideal that embodies the requirements of society for a growing person, and on the other hand, pursuing the goal of maximum development individual characteristics every child. As L. S. Vygotsky pointed out, from a scientific point of view, a teacher is only an organizer of a social educational environment, a regulator and controller of its interaction with each student.

Management of the upbringing process, carried out as the purposeful construction and development of a system of predetermined multifaceted activities of the child, is implemented by teachers who introduce children to the “zone of proximal development.” At a certain stage of development, a child can move forward not independently, but under the guidance of adults and in collaboration with more intelligent “comrades,” and only then completely independently.

The purposeful formation of a person’s personality involves its design, but not on the basis of a template common to all people, but in accordance with an individual project for each person, taking into account his specific physiological and psychological characteristics.

The main psychological qualities that underlie a developed personality are activity, the desire for self-realization, self-affirmation and conscious acceptance of the ideals of society, turning them into deeply personal ones. this person values, beliefs, needs.

2. Basic requirements for a teacher

The main role in educating the younger generation is assigned to the school, where teachers perform the most important educational function. To effectively implement the educational process, the teacher must have certain skills, knowledge and abilities.

It is on the basis of the teacher’s skills that the teacher’s authority is formed. The teacher must be able to establish contact with the class team. The complexity and variability of a teacher’s pedagogical activity requires him to master a wide range of skills, which, moreover, are restructured and creatively used each time depending on the goals and emerging pedagogical tasks.

This is especially clearly visible during the preparation and conduct of specially organized educational events. The educational activity of a teacher requires constant professional readiness for self-improvement.

For these purposes in modern conditions, when the requirements for the activities of a teacher as an educator have increased significantly, systematic diagnostics, self-diagnosis, and self-analysis of both the educational activities of the teacher and real changes in the education of students are necessary.

There is a special technique for self-diagnosis and identifying reserve opportunities for the quality of educational work. In accordance with this methodology, a teacher can increase the effectiveness of educational work, find effective control functions, and find new forms of work with students.

Also, the necessary skills that a teacher must have for effective educational work include: working with “difficult”, pedagogically neglected children; ability to organize great team, form it as a single organism; the ability to stimulate initiative and self-government of students; understand and deeply know the psychology of children and adolescents; be able to establish proper contact and interaction with parents and other teachers; ability to resolve conflicts in a children's team and others.

It is especially important for a teacher to constantly improve the culture of pedagogical communication, based on the principle “Do no harm!” and comply with the following rules: do not publicly ridicule the mistakes and mistakes of students, as this leads to their isolation; do not destroy students’ faith in friendship, good deeds and deeds; do not reproach the student unless absolutely necessary, as this creates a feeling of guilt in him; prevent students from displaying feelings of aggressiveness and hostility; do not kill students’ faith in their strengths and abilities; not allow even the slightest inaccuracy and injustice in relationships with students; do not allow students to have an intolerant attitude towards other people’s faith and dissent.

Also, one of the main requirements for a teacher is his ability to carry out a holistic pedagogical process in interaction with other teachers and parents. In addition, the teacher must, through his effective example, point out to schoolchildren the norms of behavior.

3. Discipline at school

The educational process at school sets as its main task the creation of a harmoniously developed personality. One of the positive results of a successfully conducted pedagogical process is discipline in the classroom and school. This result, in turn, allows the process to be carried out effectively. further education and education.

That is why the problem of organizing discipline at school, as well as carrying out special events to ensure discipline, are the main task of the teacher and the school staff as a whole.

Discipline It is considered that all school students comply with certain standards of behavior, a list of which is given in the school charter. Most often, young, inexperienced teachers face the problem of indiscipline in the classroom. This may be due to the fact that the teacher has not yet had time to earn authority.

At the same time, teachers can spoil their lessons with inappropriate intonations, tactlessness, their oddities, and in general everything that throws the class out of balance. However, the teacher sometimes does not take into account that even the best order can deteriorate for objective reasons - if the children are tired. In this case, you just need to give the children a rest and change the nature of the work. Or, for example, children are distracted by some events, such as school-wide events.

This makes students overly emotional. There is also violation of discipline by individual students. This phenomenon is not as widespread as those described above, but it can destroy the working environment in the classroom, i.e. the entire class will suffer as a result.

There can be many reasons for individual students to disrupt order in the classroom. If you try to classify them, you will get two large groups.

Reasons related to the general mood of the class. Some students perceive this mood more acutely than all others and, accordingly, react more actively, sometimes more painfully.

The reason for the violation is associated with the direct initiative of individual students; the class is in normal condition.

In turn, in this group we can distinguish the following types of discipline violations: violations caused by external influences (the fight against these phenomena will require serious educational work with the students’ families):

1) violations related to the quality of the lesson (it is boring, uninteresting, you want to have fun);

2) disturbances associated with the internal life of the class (they are not difficult to cope with if you know exactly what events excited the students);

3) violations resulting from abnormal personal relationships between teacher and student (the only way to fight is to change the relationship). The reason for the violation of order may be the student’s painful condition (this causes irritability, rudeness, lethargy, apathy, loss of attention).

All rules for maintaining discipline in the classroom must be based on specific reasons causing disruption of order. Therefore, to successfully maintain discipline at school, it is necessary to know all the reasons that can cause its violation.

4. Active life position

The main goal of all education as a whole is the creation of a holistic, organically developed personality. From the point of view of education, this is possible if the student is fostered with an active life position and a creatively self-developing personality.

A person with an active life position will become a full-fledged component of the future society. Therefore, the education of such a person is one of the aspects of the state education standard.

This is the reason for the great interest shown by educators at all levels in the development of an active, self-developing personality.

Education focused on pedagogical stimulation of all types of “selfhood” (self-knowledge, self-determination, self-government, self-improvement, self-realization), and therefore creative self-development, has deep roots and traditions.

Considering self-development as a process of self-creation, it should be noted that, as a specific type of creativity of subject-subject orientation, it has a number of characteristic features:

1) the presence of internal contradictions (most often a mismatch between the needs, knowledge, skills or abilities of an individual) in self-development;

2) awareness of the need, personal and social significance, self-esteem for self-development;

3) the presence of subjective and objective prerequisites, conditions for self-development, individual uniqueness, originality of the process and result of self-development;

4) acquisition of new knowledge, new skills and creative abilities, creating the readiness of the individual to solve new, more complex tasks and problems.

From a pedagogical point of view, it is important to emphasize that the “mechanism” of self-development is launched not for the sake of self-development, but in order to bring the individual to a new, higher level of readiness in solving vital tasks and problems. In education, especially in teaching self-development and active life position, it should be borne in mind that self-development and self-realization are processes that require fairly strong motivational support.

To stimulate pedagogical development active personality The initial motivation of the student (their desires, interests, values, attitudes), i.e., the degree of their orientation toward self-development, is of great and sometimes decisive importance.

Among the motives for this type of activity are:

desire to be recognized and respected in the group;

the desire to be strong and healthy, more intellectually developed, the desire to achieve success and take a worthy place in society;

the desire to make a career, have a prestigious job, and others. These motives should be relied upon in the process of pedagogical stimulation of students’ self-development.

However, self-development is sufficiently connected with the way in which the teacher creates real freedom for the student to express his individuality and activity. The problem of the relationship between freedom and necessity in education and upbringing is not new. It was raised at all stages of the development of pedagogical science.

To solve pedagogical problems professionally, one must specially prepare, mastering the peculiarities of work in the field of education and upbringing of a person. Professional experience and skill are acquired in the course of solving pedagogical problems.

For a professional teacher, the following questions are significant: how to conduct problematic lesson how to develop a new one or improve a known one educational program, how to combine group, collective and individual work of students in the lesson, how to ensure the development of creative abilities during the lesson, how to stimulate interest in the subject.

What professional functions does a teacher perform?

The modern teacher performs gnostic, constructive, organizational, communicative, diagnostic, corrective and control-evaluative functions.

Which types of teaching activities practice today?

Types of pedagogical activities are divided depending on the type of pedagogical task:

1) practical activities for training and education of a person;

2) methodological activity a specialist in presenting materials of pedagogical science to teaching staff of various institutions (related to the methodology of an academic subject or to the methodology of conducting educational work at school);

3) management activities of educational system leaders;

4) scientific and pedagogical activities (research).

Let's take them through comparative analysis according to the structural components of pedagogical activity.

These components are the goal, the means to achieve it, the result, and also her object and subjects.

By objects and subjects of activity:

1) the subject is a teacher or educator, the object is a student, pupil, group or educational team;

2) the subject is a teacher-methodologist, the object is teaching practitioners;

3) the subject is the administration of the educational institution, the object is the teacher, educator, student, pupil, team of teaching practitioners and student body;

4) the subject is the scientist-teacher, the object is the entire sphere of pedagogical activity as a whole (all pedagogical theory and practice).

By purpose:

1) transfer of life and cultural experience from the older generation to the younger;

2) message scientific discoveries, transfer of advanced pedagogical experience and innovations to the wider pedagogical community;

3) management of the work of practicing teachers;

4) search and development of new pedagogical knowledge in the field of improvement 1,2,3.

By means of achieving the goal:

1) methods and techniques of training or education, visual and technical means;

2) scientific and methodological seminars, conferences, distribution of specialized literature, introduction of scientific and practical achievements, exchange of experience;

3) methods and techniques of team management, methods of delegation of authority, collective cooperation, individual work with teachers, parents, students;

4) methods scientific knowledge(observation, experiment, modeling, development of theories and concepts, new pedagogical technologies).

The result of pedagogical work is the actualization and development of mental new formations in the student, pupil or teacher, as well as the improvement of the methods of their activities.

According to the results:

1) trained, educated and educated person;

2) a teacher with developed scientific thinking, a specialist in the field of theoretical research and discoveries concerning problems and methods of teaching, education and human development. A professional who is able to consider and combine theory with techniques and modern technologies practical work. In other words, a competent and creative teacher-practitioner involved in the innovation process;

3) a developed and creative teaching staff that achieves serious results in practical work, constantly increasing the growth of their knowledge and ensuring high quality education and upbringing of students in this educational system;

4) new pedagogical knowledge - in the form of laws, principles, new systems, technologies, methods, rules, forms of organization of teaching and educational processes.

In fact, pedagogical activity is joint and is built according to the laws of interaction, taking into account the characteristics of people’s communication and their styles of behavior.

In practice, differentiation can be observed communication styles ( V. A. Kan-Kalik):

Passionate style joint activities;

Friendly style;

Distance communication style;

Intimidation style;

Flirting style.

IN different situations such behavior styles, as: conflict, confrontational, smoothing, cooperative, compromising, opportunistic, avoidance, suppression, competitive or defensive style.

All possible styles of communication and behavior accompany some type of activity, forming the background and forming the appropriate emotional and moral environment of interaction.

Pedagogical activity is the management of the activities of the student (pupil) and the process of interaction with him.

What determines the success of teaching activities in terms of solving pedagogical problems? First of all, from the individual personal characteristics of the subjects (Teachers) of pedagogical interaction.

What are the requirements for modern teacher?

Answers to various questions regarding professional teaching activities and the teaching profession can also be found in Chapter V

5. TEACHER: PROFESSION AND PERSONALITY

Formation of the teaching profession. The emergence of the teaching profession has objective grounds. Society could not exist and develop if the younger generation, replacing the older generation, was forced to start all over again, without creatively mastering and using the experience that it inherited.

Since the emergence of the teaching profession, teachers have been assigned primarily an educational function. A teacher is an educator, a mentor. This is his civic, human purpose.

As the processes of social production become more complex, methods of cognition develop and rapid growth scientific knowledge There is a need in society for a special transfer of knowledge, skills and abilities. That is why, from the field of “pure” education, a relatively independent function has emerged in the teaching profession - teaching. The educational function began to be entrusted to other persons. Thus, in families of privileged classes, home educators were invited to raise children. In Russia, these were, as a rule, foreign tutors and governesses. In public and private educational institutions Along with the teachers there were class guards, class mentors, class ladies, etc.

All nations and at all times have had outstanding teachers. So, the Chinese called the great teacher Confucius (U1-U centuries BC). One of the legends about this thinker is his conversation with a student: “This country is vast and densely populated. What is she lacking, teacher? - the student turns to him. “Enrich her,” the teacher replies. “But she’s already rich. How can we enrich it?” - asks the student. "Teach her!" - exclaims the teacher.

Czech humanist teacher J.A. Comenius dreamed of giving his people the collected wisdom of the world. He wrote dozens of school textbooks and over 260 pedagogical works. He compared the teacher with a gardener who lovingly grows plants in the garden, with an architect who carefully builds knowledge into every corner of a human being, with a sculptor who carefully hews and polishes the minds and souls of people, with a commander who energetically leads an offensive against barbarism and ignorance (Komensky Ya.A. . Izbr.ped.soch.-M., 1995.-P.248-284).

Another famous teacher was the Swiss teacher I.G. Pestalozzi, who spent all his savings on creating orphanages. He dedicated his life to orphans, trying to make childhood a school of joy and creative work. On his grave there is a monument with an inscription that ends with the words: “ Everything is for others, nothing for yourself.”

The great teacher of Russia was K.D. Ushinsky. The textbooks he created have had a circulation unprecedented in history. For example, “Native Word” was published 167 times. His legacy consists of 11 volumes, and his pedagogical works still have scientific value today. He described it this way public importance teacher profession: “An educator who is on par with the modern course of education feels like a living, active member of a great organism fighting the ignorance and vices of humanity, a mediator between everything that was noble and lofty in the past history of people, and the new generation, the keeper of the saints testaments of people who fought for truth and goodness,” and his work, “modest in appearance, is one of the greatest deeds in history. States are based on this matter and entire generations live on it” (Ushinsky K.D. Collected works: In 11 volumes - M., 1951. - T.2.-P. 32).

Today, in developed countries, teachers constitute the largest group of intellectuals. It is more than twice the number of engineers and doctors. What makes a modern teacher remain attached to his profession? The American psychologist R. Gersberg found that the real motives of a teacher’s activity are variety of work, independence, professional growth, awareness of the importance of the task, etc.

An important advantage of teaching is the wealth of social connections - with colleagues, students, parents.

The uniqueness of the teaching profession lies in the fact that by its nature it has humanistic character. In the process of education, the teacher solves two problems - adaptive and humanistic (“human-forming”). The adaptive function is associated with the adaptation of the student, pupil To specific requirements of the sociocultural situation, and humanistic - with the development of his personality and creative individuality.

On the one hand, the teacher prepares his students for a certain social situation, for the specific demands of society. But, on the other hand, he, while objectively remaining the guardian and conductor of culture, carries within himself a timeless factor. By developing the child's personality based on the richness of human culture, the teacher works for the future.

The desire to serve the future characterized progressive teachers of all times. Thus, a famous teacher and figure in the field of education of the mid-19th century. A.V. Disterweg, who was called the teacher of German teachers, put forward a universal goal of education: service to truth, goodness, beauty. “In every individual, in every nation, a way of thinking called humanity must be instilled: this is the desire for noble universal goals.” (Disterweg A. Favorite ped. Op. - M., 1956. - P.237). In realizing this goal, he believed, a special role belongs to the teacher, who is a living example for the student. His personality earns him respect, spiritual strength and spiritual influence.

Education for the sake of the child’s happiness - this is the humanistic meaning of V.A.’s pedagogical activity. Sukhomlinsky. Without faith in a child, without trust in him, all pedagogical wisdom, all methods and techniques of teaching and upbringing, in his opinion, are not valid. The basis for a teacher’s success, he believed, was the spiritual wealth and generosity of his soul, well-mannered feelings and a high level of general emotional culture, and the ability to delve deeply into the essence of a pedagogical phenomenon.

The primary task of the teacher, noted V.A. Sukhomlinsky. is to discover the creator in every person, to put him on the path of original creative, intellectually fulfilling work. “To recognize, identify, reveal, nurture, and nurture in each student his unique individual talent means raising the individual to a high level of flourishing human dignity.” (Sukhomlinsky V.A. Favorite prod.: In 5 volumes - Kyiv, 1980. - T.5. - P. 102).

Objectives of pedagogical activity.

The most general task of pedagogical activity in the educational process is to creating conditions for the harmonious development of the individual, in preparing the younger generation for work and other forms of participation in life

society. It is solved by organizing a personal development environment and managing various activities of students with the goal of their harmonious development. Figuratively speaking, the pedagogical process is a process in which “educational teaching” and “educational education” are merged (A. Disterweg).

training The teacher must: 1. Have a higher education. Teachers who have secondary specialized education and are currently working in preschool organizations and primary schools, conditions must be created for its receipt without interruption from their professional activities. 2. Demonstrate knowledge of the subject and curriculum. 3. Be able to plan, conduct lessons, analyze their effectiveness (lesson self-analysis). 4. Be proficient in forms and methods of teaching that go beyond lessons: laboratory experiments, field practice, etc. 5. Use specific teaching approaches to include educational process all students: with special educational needs; gifted students; students for whom Russian is not their native language; students with disabilities, etc. 6. Be able to objectively assess students’ knowledge using different forms and methods of control. 7. Possess ICT competencies (detailed explanations regarding ICT competencies are given in Appendix 1). 4.4. Part four: professional competencies of a teacher, reflecting the specifics of work in an elementary school Teacher primary school should 1. Take into account the uniqueness of the social situation of a first-grader’s development in connection with the transition of leading activities from play to learning, and purposefully form the student’s social position in children. 2. Ensure the development of learning skills (universal educational activities) to the level required for training in basic school. 3. Provide during organization educational activities achievement of meta-subject educational results as the most important new formations of junior school age. 4. Be prepared, as the most significant adult in the social situation of the development of a primary school student, to communicate in conditions of an increased degree of trust between children and the teacher. 5. Be able to respond to children’s direct appeals to the teacher, recognizing serious personal problems behind them. Be responsible for the personal educational results of your students. 6. When assessing the successes and capabilities of students, take into account the unevenness of the individual mental development of children of primary school age, as well as the unique dynamics of the development of educational activities of boys and girls.

The special professional and social functions of a teacher, the need to be in sight of the most impartial judges - his students, parents, the public - place increased demands on his personality, his moral character. Requirements for a teacher are a system of professional qualities that determine the success of teaching activities (Fig. 17).

Rice. 17. Qualities of a teacher

People have always placed an increased demand on the teacher, they wanted to see him free from all shortcomings. In the charter of the Lvov fraternal school in 1586 it was written: “The didaskal or teacher of this school is supposed to be pious, reasonable, humbly wise, meek, self-controlled, not a drunkard, not a fornicator, not a covetous person, not a lover of money, not a sorcerer, not a tale-teller, not a helper heresies, but a pious promoter, presenting himself with a good image in everything, not in calico virtues, so that his disciples may be like their teacher.” At the very beginning of the 17th century. extensive and clear requirements for teachers were formulated, which are not outdated to this day. Ya.A. Comenius reasoned that the main purpose of a teacher is to become a role model for students with his high morality, love for people, knowledge, hard work and other qualities and to cultivate their humanity through personal example.

Teachers should be models of simplicity - in food and clothing; vivacity and diligence - in activity; modesty and good behavior - in behavior; the art of conversation and silence - in speeches, to set an example of "prudence in private and public life" Laziness, inactivity, and passivity are completely incompatible with the profession of a teacher. If you want to drive out these vices from students, first get rid of them yourself. Whoever undertakes the highest task—the education of youth—must practice night vigils and hard work, avoid feasts, luxury and everything “that weakens the spirit.”

Ya.A. Comenius demands that the teacher treat children attentively, be friendly and affectionate, and not alienate children with his harsh treatment, but attract them with his fatherly disposition, manners and words. Children need to be taught easily and joyfully, “so that the drink of science is swallowed without beatings, without screams, without violence, without disgust, in a word, affably and pleasantly.”

K.D. called the teacher “a fruitful ray of sunshine for a young soul.” Ushinsky. The teacher of Russian teachers placed extremely high demands on mentors. He could not imagine himself as a teacher without deep and varied knowledge. But knowledge alone is not enough; “The main road of human education is conviction, and conviction can only be acted upon by conviction.” Any teaching program, any educational method, no matter how good it may be, that has not passed into the conviction of the educator, remains a dead letter that has no force in reality.

Among the requirements for a modern teacher, spirituality is returning to the leading place. With his personal behavior and attitude to life, the mentor is obliged to set an example of spiritual life, to educate students on the high ideals of human virtues, truth and goodness. Today, many communities demand that their children's teacher be a believer in whom they can trust moral education their children.

An important requirement for a teacher is the presence of pedagogical abilities - a personality quality expressed in an inclination to work with students, love for children, and enjoyment of communicating with them. Often pedagogical abilities are narrowed down to the ability to perform specific actions - speak beautifully, sing, draw, organize children, etc. The following types of abilities are identified.

Organizational – the teacher’s ability to rally students, keep them busy, divide responsibilities, plan work, sum up what has been done, etc.

Didactic – ability to select and prepare educational material, visibility, equipment, accessible, clear, expressive, convincing and consistent presentation of educational material, stimulate the development of cognitive interests and spiritual needs, increase educational and cognitive activity, etc.

Receptive - the ability to penetrate spiritual world pupils, evaluate them objectively emotional state, identify mental characteristics.

Communicative – the teacher’s ability to establish pedagogically appropriate relationships with students, their parents, colleagues, and heads of the educational institution.

Suggestive ones consist of an emotional-volitional influence on students.

Research is embodied in the ability to cognize and objectively evaluate pedagogical situations and processes.

Scientific-cognitive are reduced to the teacher’s ability to assimilate new scientific knowledge in the field of pedagogy, psychology, and methodology.

The leading abilities, according to the results of numerous surveys, include pedagogical vigilance (observation), didactic, organizational, expressive, the rest are reduced to the category of accompanying, auxiliary.

Many experts are inclined to conclude that the lack of pronounced abilities can be compensated by the development of other professional qualities - hard work, honest attitude to your responsibilities, constantly working on yourself.

We must recognize pedagogical abilities (talent, vocation, inclinations) as an important prerequisite for successful mastery of the teaching profession, but by no means a decisive professional quality. How many teacher candidates, having brilliant inclinations, never succeeded as teachers, and how many initially incapable students rose to the heights of pedagogical excellence. A teacher is always a hard worker.

Therefore, we must recognize his important professional qualities as hard work, efficiency, discipline, responsibility, the ability to set a goal, choose ways to achieve it, organization, perseverance, systematic and systematic improvement of his professional level, the desire to constantly improve the quality of his work, etc.

Before our eyes, there is a noticeable transformation of educational institutions into production institutions that provide “educational services” to the population, where plans, contracts are in effect, strikes occur, competition is developing - an inevitable companion of market relations. In these conditions, those qualities of a teacher that become professionally significant prerequisites for creating favorable relationships in the educational process acquire particular importance. Among them are humanity, kindness, patience, decency, honesty, responsibility, justice, commitment, objectivity, generosity, respect for people, high morality, optimism, emotional balance, the need for communication, interest in the lives of students, goodwill, self-criticism, friendliness, restraint, dignity, patriotism, religiosity, integrity, responsiveness, emotional culture, etc. A mandatory quality for a teacher is humanism, i.e. attitude towards a growing person as the highest value on earth, expression of this attitude in specific deeds and actions. Humanity consists of interest in the individual, sympathy for her, help, respect for her opinion, knowledge of the characteristics of development, high demands on educational activities and concern for her development. Students see these manifestations, follow them at first unconsciously, gaining over time the experience of a humane attitude towards people.

The teacher is always creative personality. He acts as the organizer of the daily life of schoolchildren. Only a person with a developed will can awaken interests and lead students, where personal activity plays a decisive role. Pedagogical leadership of such a complex organism as a class or a group of children obliges the teacher to be inventive, quick-witted, persistent, and always ready to independently resolve any situations. The teacher is a role model who encourages children to follow him.

The professionally necessary qualities of a teacher are endurance and self-control. A professional is always, even under the most unexpected circumstances (and there are many of them), obliged to maintain a leading position in the educational process. Students should not feel or see any breakdowns, confusion, or helplessness of the teacher. A.S. Makarenko pointed out that a teacher without brakes is a damaged, uncontrollable machine. You need to remember this constantly, control your actions and behavior, not stoop to resentment towards children, and not get nervous over trifles.

The spiritual sensitivity in a teacher’s character is a kind of barometer, allowing him to feel the state of the students, their mood, and come to the aid of those who need it most in a timely manner. The natural state of a teacher is professional concern and personal responsibility for the present and future of their students.

An integral professional quality of a teacher is fairness. By the nature of his activity, he is forced to systematically evaluate the knowledge, skills and actions of students. Therefore, it is important that his value judgments correspond to the level of development of schoolchildren. Based on them, they judge the teacher’s objectivity. Nothing strengthens the moral authority of a teacher more than the ability to be objective. Prejudice, bias, subjectivism are very harmful to the cause of education.

The teacher must be demanding. This is the most important condition for its successful work. The teacher first of all makes high demands on himself, because you cannot demand from others what you do not possess yourself. Pedagogical demands must be reasonable, taking into account the capabilities of the developing personality.

A sense of humor helps the teacher neutralize tension during the teaching process: a cheerful teacher teaches better than a gloomy one. In his arsenal there is a joke, a proverb, an aphorism, a friendly trick, a smile - everything that allows you to create a positive emotional background, makes schoolchildren look at themselves and at the situation from a comic side.

Separately, it should be said about the professional tact of the teacher - maintaining a sense of proportion in communicating with students. Tact is a concentrated expression of the mind, feelings and general culture of the educator. Its core is respect for the personality of the student. This warns the teacher against tactlessness and prompts him to choose the optimal means of influence in a particular situation.

Personal qualities in the teaching profession are inseparable from professional ones. Among them: mastery of the subject of teaching, methods of teaching the subject, psychological preparation, general erudition, broad cultural horizons, pedagogical skill, mastery of teaching technologies, organizational skills, pedagogical tact, pedagogical technique, mastery of communication technologies, oratory, etc. Lyubov to one’s work – a quality without which there cannot be a teacher. Its components are conscientiousness and dedication, joy in achieving educational results, constantly growing demands on oneself, on one’s qualifications.

The personality of a modern teacher is largely determined by his erudition and high level of culture. Anyone who wants to navigate freely modern world, must know a lot.

The teacher is a clear role model, a kind of standard of how one should behave.

In elementary school, the teacher is an ideal, his demands are the law. No matter what they say at home, the categorical “And Marya Ivanovna said so” instantly removes all problems. Alas, the idealization of the teacher does not last long and tends to decline. Among other things, the influence of preschool institutions is felt: children see in the teacher the same kindergarten teacher.

... 3rd grade students write an essay “Teacher”. I wonder what they will wish for teachers, what qualities they will pay attention to?

Rural schoolchildren unanimously agreed that their teacher was an excellent master of her craft. By this time, many children have already formed their own image of a teacher. Most see him as himself kind person, understanding by kindness specific actions: does not give bad marks, does not assign homework for Sunday, answers all questions, praises for good answers, tells parents more good things than bad: “so that when mom comes home after a parent-teacher meeting, she won’t be angry.”

It is interesting to note that the qualities “good” and “kind” are identified: a good teacher is always kind, a kind teacher is always good. In addition, the teacher must be smart - “to know everything and immediately answer all questions.” He loves children, and children love him. The teacher is the most fair man: gives correct, well-deserved grades and to the best students at the end of the quarter “... does not give grades that they did not have.” Restraint is highly valued: “so as not to shout without understanding”, “to listen to the answers to the end.” And besides, the teacher: neat (implying the teacher’s beauty, taste in clothes, hairstyle), knows how to tell interesting stories, polite, modest, strict (“so that the students fear and love (!) the teacher”), knows the material (“and not so that students corrected mistakes on the board”), affectionate like a mother or grandmother, cheerful like a sister, demanding (“because I can study for “4” and “5”, but the teacher doesn’t ask and demands little, I don’t study”), 15 students out of 150 who wrote the essay wanted teachers not to give bad marks in the diary for accidentally forgetting their uniform or slippers, breaking a pen, or fidgeting in class: “otherwise mom gets angry and even hits.”

The humanistic school completely rejects didactogeny - a callous, soulless attitude towards children. Didactogeny is an ancient phenomenon. Even in the old days, they understood its detrimental effect on learning, and a law was even formulated according to which the soulless attitude of a teacher towards a student will certainly lead to negative consequences. Didactogeny is an ugly relic of the past.

Now in schools they don’t beat, they don’t humiliate, they don’t insult, but didactogeny... remains. Y. Azarov talks about a teacher who gave the main place to “order” during lessons: “Children, sit down!”, “Children, hands!”, “Straighten up!” For several years in a row she was held up as an example: she masters discipline, knows how to organize children, holds the class in her hands... This - “hold in her hands” - most accurately characterizes the essence of her, alas, didactogenic method.

The words of the famous Georgian teacher Sh. Amonashvili, who calls for transforming the work of education on the principles of humanity, are permeated with pain. In one of the articles he recalls his school years, about the excitement and foreboding with which he opened the notebook returned by the teacher. The red lines in it never brought joy: “Bad! Error! Shame on you! What does it look like! Here's to you for this! - this is how every red line was voiced in the voice of my teacher. The errors he discovered in my work always frightened me, and I was not averse to throwing away the notebook or, at best, tearing out of it the ominous page filled with these, as it seemed to me, signs of the teacher scolding me. Sometimes I received a notebook that was not just covered with dashes and birds (in fairy tales, birds usually talk about something good, joyful, mysterious), but along each line there were wavy lines drawn, like my teacher’s nerves twisted with anger. If at that moment, when he was correcting my work, I was nearby, then, probably, he decorated me with the same red stripes.

...But why am I then called a “student” if I must complete all tasks without errors? - I thought as a child... Have teachers all over the world agreed among themselves to hunt and make fun of the mistakes of their students? Then you can foresee how we children spoiled them: every day we probably made several million mistakes in our workbooks and test books! "Teacher! – Sh. Amonashvili calls. “If you want to improve and transform your method of education on the principles of humanity, then do not forget that you yourself were once a student, and ensure that your students are not tormented by the same experiences that tormented you.”

No profession makes such high demands on a person as teaching. Let's look at the final table of professional qualities (see Fig. 17), try to “try them on” for ourselves and see how much more work we need to do on ourselves in order to boldly enter the classroom and say: “Hello, children, I am your teacher.”

Teacher's skill

When analyzing the work of a primary school teacher, an integral quality—teaching skill—comes to the fore. There are many definitions of it. In the most general sense, it is a high and constantly improving art of education and training. Mastery is based on a fusion of the teacher’s personal culture, knowledge and outlook with pedagogical techniques and best practices. To master the skill, you need to know the theory, use effective technologies of the educational process, choosing them correctly for a specific situation, diagnose, predict, design a process of a given level and quality, organize it so that, under all, even the most unfavorable conditions, you can achieve the desired level education, development and knowledge of students. A real teacher will always find a non-standard answer to any question, will be able to approach a student in a special way, ignite curiosity in him, and excite him. Such a teacher has a deep knowledge of the subject, has the ability to convey his knowledge to students, and is fluent in modern teaching methods. Is it possible to learn this? The experience of the masters shows that it is possible. Most teachers, if desired, are able to master modern techniques work. The path to this is not easy, it requires tension, observation of the work of masters, constant self-education, studying specialized literature, introducing new teaching methods, and self-analysis.

The art of a teacher is especially manifested in the ability to teach in the classroom; for him, homework is only a way to deepen, consolidate, and expand knowledge. The secret of the success of experienced teachers is their ability to manage the activities of students; they, as it were, orchestrate the process of developing their knowledge, directing attention to the most important and difficult components of the content.

Another important indicator of mastery is the ability to activate students, develop their abilities, independence, inquisitiveness, force them to think in class, and use a variety of methods to enhance the learning process.

The ability to effectively carry out educational work in the learning process, to form in a student high morality, a sense of patriotism, hard work, and independence is another element of pedagogical skill.

A teacher who does not have the skill, as it were, imposes knowledge, but a teacher who does know how to make the root of knowledge sweet, will find positive things in the learning process, will alternate working methods, give interesting examples, and find original ways to transfer knowledge.

An important element of pedagogical skill is a high level of pedagogical technology. Pedagogical technology is a complex of knowledge, abilities, and skills necessary to effectively apply methods of pedagogical cooperation in practice. This also requires deep knowledge of pedagogy and psychology, and special practical training. First of all, the teacher masters the art of communicating with children, the ability to choose the right tone and style, simplicity and naturalness. The master will not speak to them in an artificial, edifying or familiar tone.

An integral element of pedagogical technique is the teacher’s ability to manage his own attention and the attention of children. In large groups of children with a significant number of operations performed by them, nothing should get out of control. It is important for a teacher to be able to determine the behavior of a student based on external signs. state of mind. This cannot be ignored when choosing pedagogical actions. Taking into account the student’s state at each moment forms the basis of pedagogical tact and occupies the most important place in the work.

A sense of pace is also inherent in the teacher. One of the reasons for many mistakes is that teachers poorly balance the pace of their actions: they are either in a hurry or late, and this reduces the effectiveness of pedagogical influence.

A large group of skills consists of techniques for expressive demonstration by the teacher of his subjective attitude to certain actions of students and the manifestation of moral qualities. He rejoices at the good deeds of his pupils, is upset by the bad, and his experiences are perceived by the children as a real assessment of their actions. In this sense, the skill of a teacher is to some extent akin to the skill of an actor. The teacher’s appeal can be a request, condemnation, approval, or order. The teacher always “plays” the same role - himself and thereby pursues only one goal - to correctly influence the students.

Pedagogical communication is the establishment of contact between the teacher and children. It can also be defined as professional interaction between a teacher and students, aimed at establishing a trusting relationship. Speech culture, proper breathing, and voice production play a role here. The teacher will learn to control his voice, face, pause, posture, facial expressions, gesture. “I became a real master only when I learned to say “come here” with 15–20 shades, when I learned to give 20 nuances in the setting of a face, figure, voice,” said A.S. Makarenko.

Problems of pedagogical communication are actively studied in world pedagogy. The recently published book by American educators J. Brophy and T. Goodda, “Teacher-Student Relations,” analyzes the features of a teacher’s “subjective” communication, which manifests itself in a selective attitude towards students. For example, it has been found that teachers more often turn to students who arouse their sympathy. Students who are indifferent to them are ignored by teachers. Teachers treat “intellectuals,” more disciplined, efficient students better. Passives and “blunderers” come in second place. And independent, active and self-confident schoolchildren do not enjoy the teacher’s favor at all. The external attractiveness of a student has a significant impact on the effectiveness of communication.

J. Brophy and T. Goodde also found that teachers:

– they involuntarily tend to appeal more to those students who sit at the first desks;

– evaluate their achievements with higher scores;

– prefer students who have beautiful handwriting;

– those who are more neatly dressed are also singled out;

– female teachers give higher grades to boys;

– male teachers slightly inflate the grades of attractive female students, etc.

Depending on the style of pedagogical communication, three types of teachers are identified: proactive, reactive and overactive. The first is proactive in organizing communication, individualizes his contacts with students, his attitude changes in accordance with experience. He knows what he wants and understands what his behavior contributes to achieving the goal. The second one is also flexible in his attitudes, but he is internally weak. It is not he himself, but the schoolchildren who dictate the nature of his communication with the class. He has vague goals and overt opportunistic behavior. An overactive teacher is prone to exaggerated assessments of his students and building unrealistic communication models. If a student is a little more active than others, he is a rebel and a hooligan; if a student is a little more passive, he is a quitter and a cretin. The grades he has invented force such a teacher to act accordingly: he continually goes to extremes, fitting real students into his stereotypes.

In addition to the teacher’s main weapon - the word, in his arsenal there is a whole set of non-verbal means of communication: posture, facial expressions, gesture, gaze. Studies, for example, have shown that when the teacher’s face is motionless or invisible, up to 10–15% of information is lost. Children are very sensitive to the teacher's gaze. When his face becomes unfriendly, students feel discomfort, and their work efficiency decreases. “Closed” poses of the teacher (when he somehow tries to close the front part of the body and take up as little space as possible; “Napoleonic” standing pose: arms crossed on the chest, and sitting: both hands resting on the chin, etc. ) are perceived as distrust, disagreement, opposition. “Open” poses (standing: arms open, palms up, sitting: arms outstretched, legs extended) are perceived as trust, agreement, goodwill. All this is perceived by students on an unconscious level.

Enthusiasm, joy and distrust are usually conveyed in a high-pitched voice, anger, fear - in a rather high-pitched voice, grief, sadness, fatigue - in a soft and muffled voice. Remember how the shrill or creaky voices of some mentors irritated you at school and you will understand that your voice can become an obstacle to pursuing teaching. Much can be changed through self-education and constant self-improvement training. The speed of speech also reflects the teacher's feelings: fast speech - excitement or concern; slow is evidence of depression, arrogance or fatigue.

It has been proven that stroking, touching, shaking hands, patting are a biologically necessary form of stimulation, especially for children from single-parent families, for whom the teacher often replaces the missing parent. By patting a naughty or offended person on the head, you sometimes achieve more than by other means combined. Not every teacher has the right to do this, but only those who enjoy the trust of their students.

The norm of pedagogical distance is determined by the following distances:

Personal communication between teacher and students – from 45 to 120 cm;

Formal communication in the classroom – 120–400 cm.

A feature of pedagogical work is the constant “gap” of the communication distance, which requires the teacher to repeatedly adapt to changing conditions and a lot of stress.

Don't forget about gestures! They bring the story to life and make communication easier (or more difficult). For example, gestures are made when the hands are turned palms up. Do not cross your legs, put your hands behind your back, or keep them in your pockets - this creates a barrier between interlocutors. Avoid gesturing index finger- in this way the teacher emphasizes the role of the person standing above. Try not to fiddle with your pen or glasses, drum your fingers on the table, or stomp your feet - this is distracting and demonstrates your impatience or uncertainty. The teacher looks at each student in turn, and not at the window or book. Then everyone will feel attention to themselves.

To summarize, we agree that everything depends on skill. And mastery itself is the result of a teacher’s long, hard work on himself. Some are content with the “middle”, calming themselves down: they listen, sit quietly, have time – and that’s enough. Such a teacher will never leave a mark in the hearts of his students. If you are going to be a teacher, then be a master of your craft.