Communication, as a component of pedagogical interaction, is the most important professional “tool” of a teacher’s activity.

Communication - a complex, multifaceted process of establishing and developing contacts between people, generated by the needs for joint activities and including the exchange of information, the development of a unified interaction strategy, perception and understanding of another person.

Communication has many faces: it has many forms and types. Pedagogical communication is a private type of communication between people. It has both general features and characteristics of this form of interaction, as well as specific features associated with the content of the educational process.

According to A. A. Leontyev, pedagogical communication is the professional communication of a teacher with students in and outside the classroom, which has certain pedagogical functions and is aimed at creating a favorable psychological climate. V.A. Kan-Kalik understands professional pedagogical communication as a system, techniques and skills of organic conscious-psychological interaction between a teacher and a student, the content of which is the exchange of information, the provision of educational influence, the organization of relationships using various communicative means.

Based on the consideration of communication as a complex and multifaceted socio-psychological phenomenon, pedagogical communication can be defined as a specific form of communication that has its own characteristics, and at the same time is subject to general psychological laws and includes communicative, interactive and perceptual components.

Pedagogical communication- direct interaction of subjects of the pedagogical process, during which there is an exchange of educational knowledge, perception and knowledge of each other, mutual influence on activities.

Achieving a positive result of communication and interaction is associated with the accumulation and correct generalization of information about each other, depends on the level of development of the teacher’s communication skills, his ability to empathy and reflection, observation, “sensory acuity”, the ability to take into account the representative system of the interlocutor, and the ability to listen , understanding the student, influencing him, persuasion, suggestion, emotional contagion, changing styles and positions of communication, the ability to overcome manipulation and conflicts.

The effectiveness of pedagogical communication is determined by many factors. According to E.P. Ilyin, among them should be mentioned external factors of communication and internal factors associated with the personal characteristics of the teacher. External factors of communication include the situation in which communication takes place, the communication environment, and the personal characteristics of students. The communication situation largely determines the nature and effectiveness of communication. Thus, in a conflict situation, the role of psychological attitudes and biased opinions may increase. In a calm situation, communication takes place completely differently. The effectiveness of communication largely depends on the environment in which it takes place. A heart-to-heart conversation assumes some intimacy in the setting (upholstered furniture, absence of strangers, etc.). Business meetings require a strict formal environment.

The effectiveness of communication depends on a number of personal qualities of students (age and gender characteristics, social status of the student, psychological attitudes, sociability or isolation of the latter).

TO internal factors of pedagogical communication can be attributed to the characteristics of the teacher himself. Of particular importance for organizing effective pedagogical communication is pedagogical tact which presupposes naturalness and simplicity in communication, demandingness without pickiness, attentiveness and sensitivity towards the child. Ability to empathy, i.e., emotional empathy and empathy for another person, is an internal factor contributing to effective pedagogical communication. A teacher who has a well-developed ability to empathize is simply a warm-hearted, humane, attentive and sincere person who always has in mind their social insecurity (J. Korczak) and can see himself in children, stand up to their position (Sh.A. Amonashvili). The effectiveness of pedagogical communication also depends on observation skills.

Pedagogical communication fulfills a number of specific functions. Among them:

³ cognitive (transferring knowledge to students),

³ information exchange (selection and transmission of the information that is necessary),

³ organizational (organization of student activities),

³ regulatory (establishment of various forms and means of control, influence in order to maintain or change behavior),

³ expressive (understanding the experiences and emotional state of students), etc.

Russian psychologist I. A. Zimnyaya identifies two more functions of pedagogical communication:

³ teaching function, which includes education. The educational function of pedagogical communication is implemented in a specially organized process at any level of the educational system - preschool, school, institute;

³ function relief, facilitation communication, which was noted by K. Rogers. Rogers emphasized the importance of this function by calling the teacher a communication facilitator. The teacher helps, makes it easier for the student to express himself, what is positive in him. Interest in the student’s success, a supportive, supportive communication atmosphere helps, facilitates communication, promotes self-actualization and further development of the student.

According to V.A. Kan-Kalika, pedagogical communication has a certain structure, corresponding to the general logic of the pedagogical process. If we assume that the pedagogical process has the following stages: idea, implementation of the idea, analysis and evaluation, then we can identify the corresponding stages of pedagogical communication.

1. Modeling by the teacher of upcoming communication with the class in the process of preparing for the lesson (prognostic stage);

2. Organization of direct communication with the class (initial period of communication);

3. Management of communication in the pedagogical process;

4. Analysis of the implemented communication system and modeling of a new communication system for upcoming activities.

All these stages form the general structure of the process of professional and pedagogical communication. An important stage of pedagogical communication is its modeling (stage 1)(We also make certain predictions about upcoming communication in everyday communication, when we are preparing, for example, for a serious, responsible conversation, etc.). At this stage, a kind of planning is carried out for the communicative structure of the lesson, activities that correspond to the didactic goals and objectives of the lesson, pedagogical and moral situations in the class, the creative individuality of the teacher, the characteristics of individual students and the class as a whole.

Of great importance in the educational process is organization of direct communication with the class during the initial period of contact with it (second phase). This period can be conditionally called a “communicative attack”, during which the initiative in communication and a holistic communicative advantage are gained, which makes it possible to further manage communication with the class. It must be borne in mind that when organizing initial communication with an unfamiliar class, a preliminary stage is distinguished, which creates a pre-communicative atmosphere. It creates the prerequisites that determine the characteristics of the upcoming communicative activity.

Communication management(third stage) is the most important element of professional communication. Management itself is that aspect of pedagogical communication that gives it a professional character. In essence, communication management is the communicative support of one or another method of influence. Communication analysis allows you to correlate your goals with the actual result, summarize the main results, and outline a program for developing your communication skills.

In the process of interacting and communicating with each other, people use various means. The sustainable form of ways and means of interaction between people determines communication style. The style of communication is expressed by:

· features of the teacher’s communication capabilities;

· the nature of the relationship between the teacher and students;

· creative individuality of the teacher;

· characteristics of the student body.

When considering the problem of communication style, the results of research into leadership styles by the German scientist Kurt Lewin are of great importance. They identified three styles: authoritarian, democratic and liberal. This approach, in various interpretations, is often adopted when characterizing teacher communication styles. Let us briefly consider communication styles in the interpretation of S.D. Smirnov (Smirnov S.D. Pedagogy and psychology of higher education: from activity to personality. M., 1995, p. 47).

Free-liberal communication style characterized by connivance, familiarity and anarchy. Special research and pedagogical practice convincingly indicate that this is the most “harmful” and destructive style. It creates uncertainty in students, causing them tension and anxiety.

Liberal style- “floating raft” - anarchic, conniving.” The teacher tries not to interfere in the life of the team, does not show activity, and actually removes himself from responsibility for what is happening. There can be no question of the authority of the teacher here.

« Authoritarian style- “striking arrows.” The teacher is laconic, his tone is authoritative, and he clearly does not tolerate objections. In his mouth, even gratitude sounds like a command and reproach: “You answered well today. I didn’t expect this from you!” Such a teacher single-handedly determines the direction of the group’s activities, indicates who should sit and work with whom; suppresses any initiative. The main forms of his interaction: order, instruction, instruction, reprimand.”

« Democratic style- “return of the boomerang”, when the teacher relies on the opinion of the team, develops self-government in students, and takes into account individual abilities. The main methods of communication: request, advice, information, the desire to include everyone in active work. This style of communication stimulates students to successful cognitive activity.

V.A. Kan-Kalik identified the following styles of pedagogical communication:

1. Communication based on high professional standards of the teacher, his relationship to teaching activity in general. This style is characterized by the teacher’s passion for joint creative activities with students. They say about such teachers: “Children literally follow on his heels!”

2. Communication based on friendship- implies passion for a common cause. The teacher plays the role of a mentor, a senior friend, and a participant in joint educational activities. However, familiarity should be avoided. This is especially true for young teachers who do not want to get into conflict situations.

3. Communication - distance- its essence is that in the system of relationships between the teacher and students, distance constantly appears as an important limiter: “You don’t know - I know.” This is one of the most common types of pedagogical communication. Distance is constantly visible in all areas, in training, with reference to authority and professionalism, in education, with reference to life experience and age.

4. Communication is intimidation- extreme form of communication - distance. It combines a negative attitude towards students and authoritarianism in the way activities are organized. This style in the classroom creates an atmosphere of nervousness, emotional distress, and inhibits creative activity.

5. Communication - flirting- a style of communication caused by the desire to gain false, cheap authority. The reason for the manifestation of this style is, on the one hand, the desire to quickly establish contact, the desire to please the class, and on the other, the lack of professional skills. Both of the latter styles indicate the professional imperfection of the teacher.

Most often in teaching practice there is a combination of styles in one proportion or another, when one of them dominates.

Often, at the stage of interaction between the teacher and the class, certain “psychological barriers” arise that interfere with communication, slow it down and, therefore, negatively affect the overall course of the lesson and the well-being of the teacher and children.

Barriers in communication are a subjectively experienced state of difficulty in the implementation of planned communication due to the rejection of the communication partner, his actions, misunderstanding of the message, the partner himself and other reasons.

The following areas of communication difficulties can be identified:

1. Ethno-sociocultural (for the Russian people, the student who answers the lesson looks straight into the teacher’s eyes, and for many Turkic peoples this can be perceived as a challenge);

2. Status-positional-role (The role of the teacher presupposes competence, tact and help. If this is present in the teacher, then a barrier may arise due to the ignorance and incompetence of the student himself. If this is not the case, then the barrier may arise due to unmet expectations of the student );

3. Age area (for example, teenagers often believe that their inner world is not accessible to adults, that adults cannot understand the interests of teenagers, their fashion and culture);

4. Area of ​​individual psychological difficulties (communication is made difficult by individual accentuations of character, absence or low level of emotional self-regulation, introversion);

5. Activity-based (So in teaching activities, difficulties may be associated with the low professional skills of the teacher, his didactic incompetence);

6. Area of ​​interpersonal difficulties (for example, dominance of one partner over another, aversions, etc.).

In pedagogical communication, according to V. A. Kan-Kalik, the following most typical barriers can be identified:

³ « barrier" of mismatch of settings- the teacher comes with the idea of ​​an interesting lesson, enthusiastic, but the class is indifferent, uncollected, inattentive, as a result, the inexperienced teacher is irritated, nervous, etc.;

³ « barrier" of fear of class typical for beginning teachers; they have a good command of the material, have prepared well for the lesson, but the very thought of direct contact with children frightens them, fettering their creative nature, etc.;

³ "barrier" of lack of contact: the teacher enters the class and, instead of quickly and efficiently organizing interaction with students, begins to act “autonomously”;

³ “barrier” to narrowing functions communication: the teacher takes into account only the informational tasks of communication, losing sight of the social-perceptual, relationship functions of communication;

³ "barrier" of a negative attitude per class, which can be formed a priori based on the opinions of other teachers working in this team or as a result of their own pedagogical failures;

³ “barrier” of past negative communication experiences with a given class or student;

³ “barrier” of fear of pedagogical mistakes(being late for class, not meeting the deadline, misjudging, making a mistake, etc.);

³ "barrier" to imitation: a young teacher imitates the communication manners and activities of another teacher, whom he is guided by, but does not realize that the mechanical transfer of someone else’s communication style to his own pedagogical individuality is impossible.

V.A. Kakn-Kalik also offers specific ways to overcome psychological barriers.

1. Try to record whether you have any of the barriers listed above in communicating with students.

2. Analyze those aspects of your communication with schoolchildren that, in your opinion, most appeal to them, as well as those that cause dissatisfaction.

3. In the process of communicating with schoolchildren, try to avoid stereotypes that clearly interfere with successful interaction (mannerism, distance, didacticism, etc.).

4. Use reflective methods of analyzing your activities (how do schoolchildren see me?)

5. Try not to sort things out with your children, but carefully analyze how they develop, eliminate unwanted elements that lead to the formation of barriers.

Psychological barriers in communication arise unnoticed, and at first the teacher may not be aware of them. But schoolchildren perceive them immediately. But if the barrier strengthens, then the teacher himself begins to feel discomfort, anxiety, and nervousness. This condition becomes stable, interferes with fruitful contact with children and, ultimately, affects various aspects of the teacher’s life. Accordingly, awareness and elimination of barriers in pedagogical communication is a task not only important for professional activities, but also for the entire life of a teacher.

Barriers in communication can cause conflicts in pedagogical interaction.

Communication is an extremely complex and capacious concept. It is often interpreted as the interaction of two or more people with the goal of establishing and maintaining interpersonal relationships and achieving a common result of joint activity. From the perspective of the domestic activity approach, communication is a complex, multifaceted process of establishing and developing contacts between people, generated by the needs for joint activities and including the exchange of information, the development of a unified interaction strategy, perception and understanding of another person.

Human communication can be considered not only as an act of conscious, rationally designed verbal exchange of information, but also as direct emotional contact between people. It is diverse both in content and in the form of manifestation. Communication can vary from high levels of spiritual interpenetration of partners to the most curtailed and fragmented contacts.

Communication is a fairly multifaceted phenomenon. It represents the attitude of people towards each other, and their interaction, and the exchange of information between them, their spiritual interpenetration. The aspect of personal relationship is only one of the components, one of the facets of this phenomenon.

Communication is the subject of study of many sciences. For convenience of analysis N.P. Erastov identifies logical-epistemological, functional-linguistic, complex-combinative and general psychological approaches to communication as independent ones.

In logical-gnoseological terms, communication is considered as a special type of cognitive and practical activity of people, aimed at an adequate reflection of reality, carried out under certain conditions with certain goals and using certain means.

The process of communication cannot occur without any means. Analysis of the correspondence of these means to the content, setting, goals and partners of communication greatly contributes to the understanding of its essence and mechanisms. It is clear that a psychological analysis of communication is impossible without a thorough study of specific means and methods of transmitting thoughts, feelings, and intentions of people in real acts of communication.

The main means of communication is language. Therefore, the study of its content, forms, types, possibilities and norms is the most important problem of the theory of communication as such. These aspects of communication are the subject of his study in the functional linguistic approach to communication.

The actual psychological analysis of communication begins where psychological research methods are used, and the observed facts are recorded in terms of psychology as a science and are considered in comparison with already known psychological patterns. Communication for a psychologist is, first of all, the patterns of the mental activity of people communicating with each other for certain purposes in certain conditions of their activity.

In the practice of scientific analysis, various combinations of the actual psychological approach to communication with approaches to it from other sciences (sociology, philosophy, physiology, medicine, pedagogy, etc.) have become widespread.

Many of the complex and combinational approaches to communication are developed within the framework of traditional applied branches of psychology (social psychology, educational psychology, occupational psychology, forensic psychology, pathopsychology, zoopsychology, etc.). Some of the approaches are relatively independent in nature. Each of these approaches has its own specifics and problems. But in general, these problems are based on a general psychological analysis of communication as a phenomenon of mental activity.

Pedagogical communication is a specific interpersonal interaction between a teacher and a pupil (student), mediating the acquisition of knowledge and the formation of personality in the educational process. Often pedagogical communication is defined in psychology as the interaction of subjects of the pedagogical process, carried out by sign means and aimed at significant changes in the properties, states, behavior and personal and semantic formations of partners. Communication is an integral element of pedagogical activity; Without it, it is impossible to achieve the goals of training and education.

In the psychological and pedagogical literature there are different interpretations of pedagogical communication. Let's list some of them. For example, A.N. Leontiev defines pedagogical communication as “professional communication between a teacher and students in the classroom and outside it (in the process of teaching and education), which has certain pedagogical functions and is aimed (if it is complete and optimal) at creating a favorable psychological climate, as well as other types of psychological optimization educational activities and relationships between teacher and student within the student body.” I.A. Zimnyaya draws attention to the fact that pedagogical communication “as a form of educational cooperation is a condition for optimizing the learning and personal development of students themselves.”

Pedagogical communication is the main form of implementation of the pedagogical process. Its productivity is determined, first of all, by the goals and values ​​of communication, which must be accepted by all subjects of the pedagogical process as an imperative for their individual behavior. It is possible to identify the corresponding levels of pedagogical communication.

The main goal of pedagogical communication is both the transfer of social and professional experience (knowledge, abilities, skills) from the teacher to students, and the exchange of personal meanings associated with the objects being studied and life in general. In communication, the formation (i.e., the emergence of new properties and qualities) of the individuality of both students and teachers occurs.

In addition to the information function, a number of others can be distinguished, for example:

· contact - establishing contact as a state of mutual readiness to receive and transmit educational information and maintaining relationships in the form of constant mutual orientation;

· incentive - stimulation of the student’s activity, directing him to perform certain educational actions;

· amotive - inducing the necessary emotional experiences in the student (“exchange of emotions”), as well as changing one’s own experiences and states with his help, etc.

Pedagogical communication creates conditions for the realization of the potential essential forces of the subjects of the pedagogical process.

The highest value of pedagogical communication is the individuality of the teacher and the student. The teacher’s own dignity and honor, the dignity and honor of students are the most important value of pedagogical communication.

In connection with this leading principle of pedagogical communication, I. Kant’s imperative can be accepted: always treat oneself and students as the goal of communication, as a result of which an ascent to individuality occurs. An imperative is an unconditional requirement. It is this ascent to individuality in the process of communication that is an expression of the honor and dignity of the subjects of communication.

Pedagogical communication should focus not only on human dignity as the most important value of communication. Ethical values ​​such as honesty, frankness, selflessness, trust, mercy, gratitude, care, and faithfulness to one’s word are of great importance for productive communication.

The specificity of pedagogical communication, first of all, is manifested in its focus. It is aimed not only at the interaction itself and at students for the purpose of their personal development, but also, which is fundamental for the pedagogical system itself, - at organizing the development of educational knowledge and the formation of skills on this basis. Because of this, pedagogical communication is characterized by a triple focus - on the educational interaction itself, on students (their current state, promising lines of development) and on the subject of mastery (assimilation).

At the same time, pedagogical communication is determined by a triple focus on subjects: personal, social and subject. This occurs due to the fact that the teacher, working with one student on mastering any educational material, always focuses its result on everyone present in the class, i.e. frontally affects every student. Therefore, we can assume that the originality of pedagogical communication, revealed in the totality of the named characteristics, is also expressed in the fact that it organically combines elements of personally oriented, socially oriented and subject-oriented communication.

The quality of pedagogical communication is determined, first of all, by the fact that it implements a specific teaching function, which includes education. After all, the starting position for organizing an optimal educational process is the educational and developmental nature of learning. The teaching function can be correlated with the translational function of communication, according to A.A. Brudny, but only in general terms. The educational function of pedagogical communication is the leading one, but it is not self-sufficient; it is a natural part of the multilateral interaction between the teacher - students, and students among themselves.

Pedagogical communication reflects the specific nature of human interaction, described by the “person - person” scheme.

Let us recall that among the main characteristics of this group of professions the following stand out:

1. The ability to lead, teach, educate, “carry out useful actions to serve the various needs of people.”

2. The ability to listen and listen.

3. Broad outlook.

4. Speech (communicative) culture.

5. “The spiritual orientation of the mind, observation of the manifestations of a person’s feelings, mind and character, his behavior, the ability and ability to mentally imagine, model his inner world, and not attribute to it his own or another, familiar from experience.”

6. “A design approach to a person, based on the belief that a person can always become better.”

7. The ability to empathize.

8. Observation, etc.

Communication is the process of development and establishment of relationships between subjects who actively participate in dialogue. The teacher's speech is the main means that allows him to introduce students to his ways of thinking.

If we consider communication as an end-to-end process in learning, then it is necessary to distinguish two main models of communication:

1. educational and disciplinary;

2. person-oriented.

1. Educational and disciplinary model of communication. It has been developing in our country for decades and bears the imprint of the second half of the 70s. last century, when the purpose of education was to equip students with knowledge, skills and abilities. The slogan during the interaction between adults and children was “Do as I do.” The communication model under consideration is characterized by an authoritarian style of communication, where:

· Methods of communication: instructions, explanations, prohibitions, demands, threats, punishments, notations, shouting.

· Communication tactics: dictate or guardianship.

· Personal position: satisfy the requirements of management and regulatory authorities.

As a result of this model of communication, a detrimental effect on the child’s personality occurs. An alternative to this model is the person-centered model of communication.

Traditionally, training and education were considered as one-way directed processes, the mechanism of which was the transmission of educational information from its carrier - the teacher to the recipient - the student. The pedagogical process, built on the basis of such ideas, demonstrates low efficiency in modern conditions. The student, as a passive participant in this process, is only able to assimilate (in fact, remember) the limited information that is provided to him in ready-made form. He does not develop the ability to independently master new information, use it in non-standard conditions and combinations, or find new data based on what has already been learned. A one-sided educational process practically does not achieve the main goal of education - the formation of a mature, independent, responsible personality, capable of taking adequate steps in the contradictory and changing conditions of the modern world. A personality under the influence of authoritarian directive influence acquires features of dependence and conformity.

2. Personality-oriented model of communication. The goal of a person-oriented model of communication is to ensure the child’s feelings of psychological security, his trust in the world, the joy of existence, the formation of the beginning of personality, and the development of the child’s individuality. This model of communication is characterized by a dialogical type of communication.

This model of communication is characterized by the fact that an adult interacts with a child in the process of communication. It does not adjust the development of children, but prevents the occurrence of possible deviations in the personal development of children. The formation of knowledge, skills and abilities is not a goal, but a means of full development of the individual.

Methods of communication: understanding, recognition and acceptance of the child’s personality, based on the emerging ability of adults to decenter (the ability to take the position of another, take into account the child’s point of view and not ignore his feelings and emotions).

Communication tactics: cooperation, creation and use of situations that require the manifestation of intellectual and moral activity of children.

Personal position of the teacher: proceed from the interests of the child and the prospects for his further development.

In this regard, in modern science and practice, the concept of the pedagogical process as a dialogue, providing for mutually directed and thereby conditioned interaction of participants in this process, as well as group discussion methods, is becoming increasingly recognized. In this regard, pedagogical communication acts as the main mechanism for achieving the main goals of training and education.

In social psychology, it is customary to distinguish three main aspects of communication (Andreeva G.M., 1996):

· mutual perception and understanding of each other by people (perceptual aspect of communication);

· exchange of information (communicative aspect);

· implementation of joint activities (interactive aspect).

Each of these components acquires its own characteristics in the conditions of the pedagogical process and pedagogical communication.

The perceptual component of pedagogical communication is mediated by the unique roles of the participants in the dialogue. In the pedagogical process, the student’s personality is formed, which goes through a series of successive stages preceding the formation of a mature consciousness and worldview. At the early stages of this process, the teacher has a number of initial advantages, because he is the bearer of a formed personality, and also has established ideas about the goals and mechanisms of formation of the personality of pupils. The personality characteristics of the teacher, his individual psychological and professional qualities are an important condition that determines the nature of the dialogue. The necessary professional qualities of a teacher include his ability to note and adequately assess the individual characteristics of children, their interests, inclinations, and moods. Only a pedagogical process built taking into account these features can be effective.

The communicative component of pedagogical communication is also largely determined by the nature of the relationship between the roles of the participants in the dialogue. At the early stages of pedagogical interaction, the child does not yet have the necessary potential as an equal participant in the exchange of information, because does not have sufficient knowledge for this. The teacher acts as a bearer of human experience, which is embodied in the knowledge embedded in the educational program. This, however, does not mean that pedagogical communication, even in the early stages, is a one-way process. In modern conditions, simply communicating information to students is not enough. It is necessary to intensify their own efforts to absorb knowledge. In this case, the so-called active learning methods that encourage students to independently find the necessary information and its subsequent use in relation to a variety of conditions. As the student masters an increasing amount of data and develops the ability to operate with it, he becomes an equal participant in the educational dialogue, making a significant contribution to the communicative exchange.

The mechanisms of interpersonal perception are:

· projection (unconscious tendency to attribute to others one’s own motives, experiences, qualities);

· decentration (a person’s ability to move away from his own egocentric position, the ability to perceive another person’s point of view);

· identification (unconscious identification of oneself with another or conscious mental placement of oneself in the place of another);

· empathy (comprehension of the emotional states of another person in the form of empathy);

· Stereotyping (mechanism of interpersonal cognition).

Let's look at stereotyping in more detail. Under the influence of others and due to interaction with them, each person develops more or less specific standards-stereotypes, using which he evaluates other people. Most often, the formation of stable standards occurs unnoticed by the person himself, and they acquire power over him precisely because of their lack of awareness.

Six groups of social-perceptual stereotypes can be distinguished:

1. anthropological;

2. ethnonational;

3. social status;

4. social-role;

5. expressive and aesthetic;

6. verbal-behavioral.

Most often, these standards-stereotypes work in conditions of a lack of information about a person, when they are forced to judge him by their first impression.

1. Anthropological stereotypes are manifested in the fact that the assessment of a person’s internal, psychological qualities, the assessment of his personality depends on the characteristics of his physical appearance.

2. Ethnic and national stereotypes appear if the psychological assessment of a person is mediated by his belonging to a particular race, nation, ethnic group (for example, “German pedant”, “temperamental southerner”, etc.).

3. Social-status stereotypes consist in the dependence of the assessment of a person’s personal qualities on his social status (in experiments it turned out that even the height of a stranger is assessed differently, depending on what status he is: the higher the social status, the taller the person seemed).

4. Social-role stereotypes appear depending on the assessment of a person’s personal qualities on his social role, role functions (for example, the stereotype of a military man as a disciplined, tough, limited person, the stereotype of a professor as smart, absent-minded, etc.).

5. Expressive-aesthetic stereotypes are determined by the dependence of personality assessment on a person’s external attractiveness (“beauty effect”: the more attractive the person being assessed seems to be, the more positive personal qualities he is endowed with).

6. Verbal-behavioral stereotypes are associated with the dependence of personality assessment on external characteristics (expressive characteristics, speech characteristics, facial expressions, pantomimes, etc.).

In the process of the teacher’s cognition of the student’s personality, the mechanism of “stereotyping” operates in all directions: social, emotional, aesthetic, anthropological, etc. stereotypes “work.” The teacher, under the influence of his pedagogical experience, develops specific social stereotypes: “excellent student,” “ poor student." Thus, when meeting for the first time with a student who has already received the characteristics of an “excellent student” or a “low student,” the teacher more or less likely assumes that he has certain qualities. Among teachers, there is an extremely widespread stereotype about the connection between a student’s good academic performance and the characteristics of his personality: a successful student means capable, conscientious, honest, disciplined; doing poorly means he is untalented, lazy, unorganized, etc. There is also a widespread stereotype among teachers that “dysfunctional” children prone to antisocial behavior are most often “ruffy”, restless students, those who cannot sit in class, cannot silently, subordinately respond to comments, and are capable of arguing . And students who demonstrate subordination, acting depending on the instructions and comments of the teacher, are assessed by the flattered teacher as “prosperous.”

Emotional and aesthetic stereotypes can also play a certain role in the process of pedagogical communication: when assessing their attitude towards unfamiliar students (based on their photos) and their actions (descriptions of unseemly actions), teachers turned out to be more lenient towards those who had a more attractive appearance.

In interpersonal cognition, stereotypes play a negative role if the teacher strictly follows them and if their influence becomes absolute. The use of stereotypes may be partially acceptable: if the teacher, relying on them, gives only a probabilistic assessment of the student’s personality (“Perhaps he will cause me a lot of trouble”); if the teacher “knows himself” and is aware of the existence of subjective evaluative stereotypes; if reliance on stereotypes is used only in conditions of information deficiency, subsequently giving way to a targeted, professional study of the individual.

In the process of communication between a teacher and a student, the task is not only and not so much to convey information, but to achieve its adequate understanding by the latter. That is, in interpersonal communication, a special problem is the interpretation of a message received from a teacher to a student and vice versa. Firstly, the form and content of the message significantly depend on the personal characteristics of both the teacher and the student, their ideas about each other and the relationship between them, and the entire situation in which communication takes place. Secondly, the educational message conveyed by the teacher does not remain unchanged: it is transformed, changes under the influence of the individual typological characteristics of the student, his relationship to the teacher, the text itself, and the communication situation.

What determines the adequacy of the perception of educational information? A number of reasons can be cited, the most important of which is the presence or absence of communication barriers in the process. In the most general sense, a communication barrier is a psychological obstacle to the adequate transfer of educational information between participants in the pedagogical process. If a barrier arises, educational information is distorted or loses its original meaning.

In general, three groups of barriers to pedagogical communication can be distinguished:

· personal;

· socio-psychological;

· physical.

We will look at some of them.

Among personal barriers, a large group consists of the so-called barriers of incorrect mental attitude:

· thinking stereotypes;

· bias;

· wrong attitude towards each other;

· lack of attention and interest in others;

· neglect of facts (Fig. 1).

Figure 1 “Personal barriers to pedagogical communication”

Stereotypes are stable, simplified opinions about people (teachers, students) and situations. They arise in the pedagogical process in two ways: the meaning of information can be distorted by a) the stereotype of the speaker; b) stereotypical thinking of the perceiver (listener).

Preconceived ideas between teacher and student arise as a result of a decrease in the level of self-criticism and an increase in self-esteem (usually not always justified). Bias in pedagogical communication is manifested in the following:

1. False stereotypes related to the perception of a person based on external data. (This one is wearing glasses, which means he’s smart, this one is sporty-looking, which means he’s stupid, etc.) Focusing on appearance saves pedagogical efforts associated with getting to know students, but often leads to misconceptions, which ultimately result in pedagogical miscalculations.

2. Attributing advantages or disadvantages to a person based only on his social status. In this case, the pupil or student is not in a better position: their social status is lower than that of the teacher.

3. Subjectivism, stamps, stencils, preliminary information that the teacher receives about the student (or other teacher). Following them, the teacher takes the wrong path of pedagogical communication or finds himself outside of it altogether. It is necessary to check all information and re-evaluate preliminary settings in order to know the true person, his pros and cons, and build communication with him based on the pros, realizing that each person is better than the other in some way.

Communication is a set of connections and mutual influence of people that develops in their joint activities. It assumes some result - a change in the behavior and activities of other people. Each person performs a certain role in society. The multiplicity of role positions often gives rise to their collision - role conflicts. In some situations, antagonism of positions is revealed, reflecting the presence of mutually exclusive values, tasks and goals, which sometimes leads to interpersonal conflicts.

Communication is a complex, multifaceted process of establishing and developing contacts between people, generated by the needs for joint activities and including the exchange of information, the development of a unified interaction strategy, perception and understanding of another person.

Communication is the subject of study of many sciences. N.P. Erastov identifies logical-epistemological, functional-linguistic, complex-combinative and general psychological approaches to communication as independent ones.

Communication is the process of development and establishment of relationships between subjects who actively participate in dialogue. If we consider communication as an end-to-end process in learning, then it is necessary to distinguish two main models of communication: educational and disciplinary; personality-oriented.

In social psychology, it is customary to distinguish three main aspects of communication (Andreeva G.M.): mutual perception and understanding of each other by people (the perceptual component of communication); exchange of information (communicative component); implementation of joint activities (interactive component).

Pedagogical communication is a specific interpersonal interaction between a teacher and a pupil (student), mediating the acquisition of knowledge and the formation of personality in the educational process. The main functions of pedagogical communication: informational; contact; motivating; amotive.

The mechanisms of interpersonal perception are: projection; decentration; identification; empathy; stereotyping.

A.A. Rean identifies six groups of social-perceptual stereotypes: anthropological; ethnonational; social status; social-role; expressive-aesthetic; verbal-behavioural.

There are a number of factors that interfere with the correct perception and assessment of students. The main ones are: the “halo” effect, unconscious structuring of the student’s personality, the “projection” effect, the “primacy” effect; effect of “latest information”, etc.

A communication barrier is a psychological obstacle to the adequate transfer of educational information between participants in the pedagogical process. In general, three groups of barriers to pedagogical communication can be distinguished: personal; socio-psychological; physical.

The effectiveness of pedagogical communication is to a large extent determined by the personal qualities of the teacher. Among them, four groups can be distinguished: communication indicators; individual-personal indicators; general socio-psychological indicators; moral and ethical indicators.

1 Andreeva G.M. Social Psychology. M., 1996

2 Bodalev A.A. Psychology of communication. M.: Publishing house "Institute of Practical Psychology", Voronezh: NPO "Modek", 1996.

3 Erastov N.P. Psychology of communication. A manual for psychology students. Yaroslavl, 1979

4 Zolotnyakova A.S. Personality in the structure of pedagogical communication. - Rostov n/d: RGPI, 1979.

5 Kagan M.S. World of communication. - M.: Education, 1987.

6 Kan-Kalik V.A. To the teacher about pedagogical communication: Book. For the teacher. - M.: Education, 1987.

7 Kan-Kalik V.A., Kovalev G.A. Pedagogical communication as a subject of theoretical research // Questions of psychology. – 1985

8 Leontyev A.A. Pedagogical communication / Ed. M.K. Kabardova. 2nd ed., revised. and additional M.; Nalchik, 1996

9 Fundamentals of pedagogical skills: A textbook for teachers. specialist. higher textbook institutions / I.Ya.Zyazyun, I.F.Krivonos and others; edited by I.Ya.Zyazyuna. - M.: 1989

Pedagogical communication is a form of educational interaction, cooperation between teacher and students.

Pedagogical communication is the direct interaction of subjects of the pedagogical process, during which there is an exchange of educational knowledge, perception and knowledge of each other, and mutual influence on activities.

Such communication between the teacher and schoolchildren in the learning process, which creates the best conditions for the development of student motivation and the creative nature of educational activities, for the correct formation of the student’s personality, provides a favorable emotional climate for learning (prevents the emergence of a “psychological barrier”). Provides management of socio-psychological processes in the children's team and makes it possible to make maximum use of the teacher's personal characteristics in the educational process.

It is aimed not only at the interaction of students for the purpose of their personal development, but also at organizing the acquisition of educational knowledge and the formation of creative skills on this basis.

An educational function, which includes an educational function, since the educational process is educational and developmental in nature.

Level structure of communication:

1. Transmission and reception of information. However, already at this level, communication is not limited to this; in a hidden form, it also includes the mutual attitude of the participants. On the part of the speaker, there is anticipation (anticipation) of how the listener (recipient) will perceive the information transmitted to him, in turn, the recipient reconstructs the context of the information he receives: the original intention of the speaker, his experience, knowledge, etc.

2. Mutual transmission and acceptance of meanings by communication participants is directly related to their joint activities to solve a common problem. There may be a nature of informing, asking, teaching, instructing, ordering, ensuring the coherence of teamwork. The exchange of knowledge, ideas, and decisions is subordinated here to the joint solution of a problem - obtaining the necessary information, mastering educational material, discovering new knowledge, transmitting an order.

3. The desire to understand each other’s attitudes and views, to listen to the opinions of others, even when they do not agree with it, comes to the fore. In this case, communication is aimed at forming a general assessment of the results achieved and the contributions of individual participants.

Factors of pedagogical communication:

Characteristics of the pedagogical situation;

Communication style;

Age and individual characteristics of students;

Level of teaching skills;

Teacher's pedagogical competence.

Signs of professional communication:

Purposeful; - documented;

Has a functional-role character; - hierarchical;

Manifests itself in communication style; - attributive.

Characteristics of pedagogical communication:

*pedagogical communication is based on the goals of teaching and raising children;

*communication is influenced by curricula, instructions, orders, and other documents;

*the behavior of subjects of communication is largely determined by the fulfillment of the corresponding social role (teacher, student);

*there is a certain hierarchy in communication (the teacher formally has more power and responsibility);

* communication is expressed in a certain style of interaction;

*communication is always accompanied by certain attributes.