Topic: The principles teaching communication Content Introduction

1.3 Methods of pedagogical communication
The professional characteristic of pedagogical communication is its style, which typically demonstrates individual typological features, characteristics of teacher-student interactions, teacher communication skills, level of relationship with students, and creative abilities. the individuality of the teacher.
Distinguish between effective and ineffective communication methods. Effective communication methods include:
• Communication based on the passion of teachers and students for joint creative activities. This type of teacher is formed on the basis of high professional and moral relations, in general, the attitude to pedagogical activity;
• Communication between teachers and students on the basis of friendly relations. Friendship is a regulator of communication, which can have a business side. But there has to be a measure of friendship. Some teachers turn a friendly attitude into acquaintance with students, which negatively affects the pedagogical process.
Ineffective communication methods include:
• remote communication. The point is, there is always a distance between teacher and student: I know, you don't know, I speak, you listen. Often such a distance leads to the formalization of a system of socio-psychological interactions between teacher and students, and this does not help to create a creative learning environment. The distance should be, but it is determined primarily by the level of authority of the teacher;
• communication - intimidation;
• Communication.
Both methods of communication contradict the requirements of pedagogical ethics and adversely affect the learning process: in the first case, the teacher intimidates students, depriving them of initiative, a conscious approach to learning; in the second case, the teacher works for false authority and deprives the pedagogical process of natural, normal relationships that affect the teacher’s work style and relationship style.
Communication style is an integrated concept. Its structure can be expressed by the following formula:
Pedagogical communication style = communication style + work style.
Relationship styles reflect a teacher’s needs, motivations, interests, and feelings. The following relationship styles are distinguished:
1) sustained positive (calmness and even tone in addressing students, positive emotions in the background of communication, active attitude to the shortcomings of students, manifested in their work and behavior);
2) passive positive (calm and even tone in addressing students, while the teacher’s focus on the outcome of the lesson depends not on their actions, but on the level of conscientiousness and responsibility of students);
4) unstable (the teacher is exposed to a changeable mood due to his own experience, failures and inability of students to maintain emotional balance in situations that violate the requirements of reading, discipline, etc.);
5) open-negative (teacher’s self-expression, negative attitude towards individual students and the whole class; violation of pedagogical tact, rudeness, sarcasm, humiliation of the student’s personality can not be accepted for the teacher) .
The work methods demonstrate the teacher’s verbal and non-verbal actions, the methods and techniques used in the interaction process. Working methods include authoritarian, democratic, and liberal.
Democratic style. The student is considered an equal partner in communication, a colleague in the joint search for knowledge. The teacher engages students in decision-making, takes their opinions into account, encourages independent thinking, and focuses not only on learning outcomes but also on students ’personal qualities. Methods of influence - this is motivation for action, advice, inquiry. In teachers with a democratic leadership style, students often have a state of calm satisfaction, high self-esteem; show initiative and interest in the classroom. Teachers with this style focus more on their ability to communicate emotionally with students. Such teachers are characterized by greater professional stability and satisfaction with their profession.
authoritarian style. The student is seen as an object of pedagogical influence rather than an equal partner. The teacher makes the decision himself, establishes strict control over the fulfillment of the requirements imposed on them, exercises his rights regardless of the situation and the opinion of the students, does not justify his actions in front of the students. As a result, students lose activity or show it only in the leading role of the teacher, they show low self-esteem, aggression. With the teacher’s authoritarian style of work, students’ efforts are focused on psychological self-defense rather than on the acquisition of knowledge and self-development. The main ways to influence such a teacher are commands, teaching.
Liberal style. The teacher moves away from decision-making, passing the initiative to students and colleagues. Organization and control of student activities is carried out without a system; shows indecision, hesitation, lack of interest, and lack of initiative at work. As a result, an unstable microclimate and hidden conflicts are formed in the classroom.
Such a teacher is distinguished by a low level of satisfaction from his or her “integrity” and professional instability.
As a rule, it is advisable to prioritize the work of a democratic-style teacher, although in some cases it may be necessary to use a command unit (e.g., to set requirements and monitor their implementation) or, conversely, o ' “go into the shadows” by delivering a solution to the problem by the birds themselves. Thus, the skillful combination of democratic and authoritarian methods is optimal depending on the educational goals set in the pedagogical situation.
The role and positions of the teacher in the interaction process are important for the implementation of communication in accordance with the pedagogical purpose.
Separate the teacher’s “closed” and “open” positions.
For the position of «closed» teacher is characterized by impersonal, strictly objective presentation style, lack of their own opinions and doubts, experiences. As a result, the learning process loses its emotional and valuable tone and does not arouse in children a desire to open up.
In the aggressive “open” position, the teacher renounces his pedagogical knowledge and infallibility, reveals his personal experience to the students, and compares his own experiences with their feelings; presents the learning material through the prism of its own perception. There is a dialogue between the teacher and the students, which is tolerance of the opponent’s opinion, acceptance of the point of view of the interlocutor, critical understanding of their position, pedagogical optimism and confidence in the student.
In the process of professional activity, a teacher can play the following roles:
● “Mon Blanc” (removal from students and lifting on them);
● “Chinese wall” (distance, lack of emotional connections);
● “Locator” (selectively responds to students, allows unfair treatment);
● “Robot” (acts according to the program, does not take into account changes in the situation, without emotion);

● “Boomerang” (expects the result of the interaction, organizes communication with students based on the storage of feedback).

Taking into account all of the above, the features of optimal pedagogical communication can be distinguished on the basis of:
1) tasks - a wide range of communicative tasks, an open environment for students, not the predominance of teacher self-expression;
) resources - superior use of teacher influence (relative to disciplinary influence), indirect influence over direct influence, advantage over effective influence, positive emotional tone impact on influences, color negatives, the presence of student feedback; switching different positions in communication by the teacher;
3) the result - the disclosure of personal resources, the satisfaction of all participants in the dialogue, pedagogical tact.
Thus, effective pedagogical activity is carried out in an environment of positive attitude of the teacher to children, democratic organization of work and enthusiasm for joint creative activity.⁵