Yakusheva Svetlana Dmitrievna

cand. ped. Sciences, Associate Professor, Department of Pedagogy, Moscow State Pedagogical Institute, Moscow

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Lyashenko Natalia Alexandrovna

4th year student, Faculty of Pedagogy and Methods of Preschool

education MGPI, Moscow

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Russia is entering a new educational era, replenishing the unified international educational space in accordance with global globalization trends. In this regard, high demands are placed on domestic education, including preschool education. They concern both educational educational process as well as the personality of the educator.

Society needs a teacher with a high professional level of pedagogical and communicative culture.

Domestic teachers and psychologists G. M. Andreeva, A. A. Bodalev, F. N. Gonobolin, I. I. Zaretskaya, N. V. Kuzmina, A. A. Lobanov, N. A. Moreva, V. A. Slastenin, S. D. Yakusheva, et al.

Modern pedagogy, according to SD Yakusheva, is the pedagogy of cooperation. She strives to activate the student himself, to make him a colleague, an accomplice in the pedagogical process.

Education is a way for a person to enter the world of science and culture. In the process of education, a person masters cultural values. Culture is a prerequisite and a result of human education. By mastering culture, a person not only adapts to the conditions of a constantly changing society, but also becomes capable of vigorous activity, which allows him to go beyond the given limits, develop his own subjectivity and increase the potential of world civilization. Education is a necessary and important factor in the development of both the economy, politics, culture, and the whole society. In turn, education develops under the influence of the needs of society, because it always performs the most important social functions. The effectiveness of all socio-economic and other processes of the development of society, building up the intellectual, spiritual, socio-cultural potential of the country depends on education. Culture and education act as the leading factors of social progress and the development of civilization.

Education is part of culture, it affects its preservation and development. The educational process provides knowledge of the world, develops a personality in its individuality, unique originality, makes it possible to master all the richness of world culture.

The concept of "culture" is interpreted broadly. At the ordinary level, "culture" is understood as a model to which people should be equal. Culture is also identified with education and intelligence, and is qualified as a certain quality of a person. On the theoretical level, "culture" is considered as a specific characteristic of society, which expresses the level achieved by mankind. historical development, determined by the relationship of man to nature and society.

"Culture" (lat. culture) - originally the processing and care of the land (lat. agriculture), in order to make it suitable for the satisfaction of human needs, so that it can serve man (hence the "culture of agricultural technology"). In a figurative sense, culture is the care, improvement, ennobling of the bodily-mental-spiritual inclinations and abilities of a person; accordingly, there is a culture of the body, a culture of the soul and a spiritual culture (in this sense, Cicero already speaks of culture anime). In a broad sense, culture is a set of manifestations of the life, achievements and creativity of a people or group of peoples.

In the philosophical sense, "culture" is understood as the highest human instinct, compensating for the inadequately satisfied real needs of people by creating a symbolic space - the world of culture.

Culture as a socially progressive creative activity of mankind in all spheres of being and consciousness is a dialectical unity of the processes of objectification (creation of values, norms, sign systems, etc.) and deobjectification (development of cultural heritage), is aimed at transforming reality, transforming the wealth of human history into the inner wealth of the personality, the all-round revelation and development of the essential forces of man.

B. I. Kononenko defines culture as a specific way of organizing and developing human life, represented in the products of material and spiritual labor, in the system of social norms, institutions, in spiritual values, in the totality of people's relations to nature, to each other and to themselves.

E. M. Skvortsova argues that the range of philosophical views on culture is very wide, and the main place in it is given to understanding culture as a center of light, as an active love for people, the world, for God. The illustrations of this statement are devoted to the following lines of the famous Russian artist, publicist and public figure N.K. Roerich: “culture is “reverence for light”, “love for humanity”, “synthesis of sublime and refined achievements” .

Culture in education acts as its content component, a source of knowledge about nature, society, methods of activity, a person’s emotional-volitional and value attitude towards people around him, work, communication, etc. .

Even S. I. Gessen posed the problem of the relationship between education and culture, which is still relevant today, necessary condition which is the interpenetration of education into culture and, conversely, culture into education.

Achievements of goals modern education in many respects it is connected with the personal potential of the teacher, his general, professional and personal culture. So, culture is a complex, multifaceted phenomenon that has its own structure and content, goals and objectives, and which contributes to the development of the humanistic orientation and creative potential of the individual.

Many sciences, such as philosophy, pedagogy, sociology, criminology and, of course, psychology, are engaged in the study of the issue related to the concept of "personality".

According to the psychologist A. A. Rean, there is practically no such area, wherever there is (explicitly or implicitly) a "personal view" of the problem. The processes of perception, memory, thinking, speech, and so on do not exist by themselves, but the person perceives, remembers and thinks. Depending on personal attitudes, a person perceives the surrounding reality in different ways, including the people around him. Personal attitude to a particular formation affects the process of its memorization (and forgetting) by a person. Personal characteristics, attitudes, subjective attitude towards specific people directly affect a person's behavior, his interaction and communication with others, etc.

Under the term "personality" (from the word "face", "face"), A. V. Batarshev understands a person capable of communication, intellectual and moral improvement.

D. N. Uznadze considers the concept of "personality" as a holistic and spiritual formation, the motives and actions of which can also be unconscious in the process of purposeful activity.

D. I. Feldstein argues that a person develops through various stages of social maturity. At the same time, the leading factor in its formation is socially significant activity.

S. L. Rubinshtein notes that personality is a relatively late product of the socio-historical and ontogenetic development of a person

According to A. N. Leontiev, a person is not only “a moment of activity, but also its product”, “it is not born, but becomes”.

E. F. Zeer argues that being a person means being a subject of activity, communication, self-consciousness, that is, the expression “subject of activity” means that a person is, first of all, a subject of basic social activities - labor, communication, knowledge.

V. I. Smirnov defines the concept of "personality" as a stable system of socially significant traits, relationships, attitudes and motives that characterizes a person as a member of society. "Personality" is a person, a subject of relations and conscious activity, capable of self-knowledge and self-development.

According to V. A. Slastenin, a person’s personality is formed and develops under the influence of numerous factors, objective and subjective, natural and social, internal and external, independent and dependent on the will and consciousness of people acting spontaneously or according to certain goals. At the same time, a person is not a passive being, he acts as a subject of his own formation and development.

E. M. Bondarevskaya believes that a person is a person integrated in a culture that is in dialogue with it. In modern conditions, the most prestigious properties of a person of culture are freedom, spirituality, humanity, creativity, therefore, a person in modern view is a free, spiritual, humane, creative person, capable of moral choice and responsible behavior.

One of the most important qualities of a person, says S. D. Yakusheva, is a communicative culture. In this regard, the requirements for the professional skills of the teacher are increasing.

In the scientific literature, theoretical basis the process of development of professional skills, its specific features are highlighted:

B. T. Likhachev believes that pedagogical skill is a part of pedagogical art and is expressed in the teacher’s modern mastery of methods and techniques, the entire arsenal of pedagogical skills that ensure the practical implementation of pedagogical art in the process of personality formation.

I. P. Andriadi considers pedagogical skill as a property of a person, reflecting her spiritual, moral and intellectual readiness for creative understanding of the socio-cultural values ​​of society, as well as theoretical and practical readiness for the creative application of knowledge, skills and abilities in professional activities.

N. K. Baklanova defines professional skills as a system, a qualitative level of professional and pedagogical activity, an integral quality of a teacher's personality and as a synthesis of professionalism, creativity and spirituality.

A. I. Savenkov considers pedagogical skill as a systemic quality of the personality acquired by a person as a result special education and in the process of establishing his professional identity.

L. A. Baykova and L. K. Grebenkina define pedagogical skill as the highest level of pedagogical activity, manifested in the work of a teacher, in the constant improvement of the art of teaching, educating and developing a person.

S. D. Yakusheva define pedagogical skill as the art of training and education, accessible to every teacher and master of industrial training, requiring constant improvement. She believes that pedagogical skill as a professional skill includes the following components: pedagogical culture; professional competence of the teacher; pedagogical skills and abilities; teacher's speech culture; pedagogical interaction, the ability to manage oneself; pedagogical communication and ethics; psychological and pedagogical knowledge.

Thus, the professional skill of a teacher begins with a humanistic position and pedagogical communication that creates an environment that colors pedagogical cooperation and optimizes the educational process, while developing a communicative culture.

Communicative culture, by definition of A. V. Mudrik, is a system of knowledge, norms, values ​​and patterns of behavior accepted in society and the ability to organically, naturally and naturally implement them in business and emotional communication.

Novice teachers note that for successful work they need not only subject and psychological and pedagogical knowledge, but also the ability to communicate.

The psychological dictionary interprets the term "communication" as "the interaction of two or more people, consisting in the exchange between them of information of a cognitive or affective-evaluative nature."

According to A. A. Leontiev, the very process of communication between the teacher and students acts as an important professional category of pedagogical activity.

V. A. Kan-Kalik considers professional and pedagogical communication as a system of organic socio-psychological interaction between a teacher and students, the content of which is the exchange of information, the provision of educational influence, the organization of relationships, using communicative means.

Sociability, as a property of a person, includes, according to researchers, such components as sociability - the ability to experience pleasure from the communication process, social kinship - the desire to be in society, altruistic tendencies - empathy as the ability to sympathize, empathy and identification as the ability to endure yourself into another person's world.

Sociability involves the ability to listen, speak out to the place, keep up the conversation and change the subject, get to know each other and find the right form of address to another person. Sociability is associated with the emotional and general well-being of a person before entering into communication, at the time of the contact itself and after it. A sociable person owns his gestures, has a wealth of facial expressions, expressive intonations.

Along with the term "communication" the term "communication" is used. In this work, "communication" and "communication" we use as synonyms.

« Communicare» - (from lat.) to connect, to make common, to communicate is used in three meanings: 1) the way of communication; 2) form of communication or means of communication (means of mass communication); 3) the act of communication, communication of information.

A. A. Leontiev, by communicative behavior, means not just the process of speaking, transmitting information, but the organization of speech that affects the nature of relationships, the creation of an emotional and psychological atmosphere of communication between teachers and students, the style of their work.

So, communicative culture occupies a leading place in the general cultural and professional development of the individual, being one of the priority tasks of professional education. It is considered as the most important component of humanitarian education, as a special object of modeling pedagogical systems in the unity of their structural and functional components.

The concept of "communicative culture" is interpreted as a certain level of development of communication skills, in which a person correctly uses the means of language and skillfully operates with them in the process of interacting with other people.

V. N. Kunitsyna believes that a communicative culture is, first of all, a culture of human relationships, the basis of which is sociability, which in turn manifests itself in a steady desire for contacts with people and is combined with the speed of establishing contacts.

Therefore, communicativeness or sociability is the ability for successful group activity, the ability for mutual understanding.

The communicative culture of the individual is realized in communicative knowledge, skills and abilities.

Communicative knowledge means the generalized experience of mankind in communicative activity, i.e. reflection in the minds of people of communicative situations in their cause-and-effect relationships and relationships. The value of communicative knowledge has been understood by people for a long time. Communicative skills are understood as a set of communicative actions based on a high theoretical and practical preparedness of an individual for interpersonal communication, which allows creative use of communicative knowledge.

A. Z. Mudrik characterizes communicative culture as a condition and prerequisite for the effectiveness of professional activity and as a goal of professional self-improvement.

The concept of communicative culture is concretized in the system of structural requirements for the personality of a future specialist, in its professional and communicative orientation, awareness of the creative nature of work, understanding the value of interpersonal and professional communication.

The criteria for the teacher's skill are: expediency (orientation); productivity (result: level of knowledge, upbringing of students); optimality (choice of means); creativity (content of activity).

Consequently, the communicative activity of the teacher, aimed at establishing pedagogically expedient relations between the teacher and the student, is of great importance, and is an essential indicator of the professional competence and skill of the teacher.

The main goal of teaching a communicative culture at the present stage is the formation of communicative competence in the aggregate of its components such as educational and cognitive competence; speech competence; language competence.

In the structure of professionalism, the fundamental elements of the concept of "professional culture" are culture and profession. If culture is a general, generic concept that determines the way a person’s life is organized, then professional culture denotes a specific concept, but in a narrower field of activity, which is a profession. Professional culture is a set of theoretical knowledge and practical skills inherent in a certain type of labor, it is a set of norms, rules and models of people's behavior in the conditions of performing a certain specific activity.

In pedagogical practice, communication is the most important factor in professional success. According to M. I. Skatkin, the high technique of pedagogical communication is not only one of the components, but also the leading component of professional excellence.

Communicative culture requires the definition of its structural components. S. D. Yakusheva believes that based on different aspects of its consideration, the teacher distinguishes such components as: reflection, sociability and sociability, communication and speech skills, skills of non-verbal communication and psycho-self-regulation, communication skills, etc.

As the scientist says, teaching and developing communication skills is becoming the primary task of the teacher, striving for effective interaction with colleagues, students and their parents.

A. Z. Mudrik identifies the following personality parameters that affect sociability: features of thinking, fluency in speech, empathy and spontaneity of perception, certain social attitudes (for example, interest in the process of communication itself, and not just in its result), communication skills - orientation in time, in partners, in relationships, in situations.

Sociability has a pronounced emotional nature, which is based on communicative and altruistic emotions.

V. A. Kan-Kalik singled out among communicative emotions: the desire to share thoughts, experiences, a feeling of sympathy, disposition, respect for the participants in communication, etc. .

So, content component the communicative culture of the teacher includes the following knowledge: age and individual psychological characteristics of the personality; psychological techniques to attract and hold attention; attributes of communication (appearance, means, forms, time, space); standards of communicative behavior (ways of farewell, greeting, expressing gratitude and disagreement, etc.); features of monologic and dialogic forms of communication; compliance with modern literary language; taking into account functional styles of communication; knowledge in the field of intercultural communication, etc.

The concept of "communicative behavior of a teacher" is closely related to the concept of "communicative culture". The outstanding psychologist A. A. Leontiev in his work “Pedagogical communication” under communicative behavior means not just the process of speaking, transferring information, but the organization of speech that affects the nature of relationships, the creation of an emotional and psychological atmosphere of communication between teachers and students, the style of their work.

The communicative culture of a teacher is one of the most important components of professional culture. The need for its development is due to the fact that the teacher is constantly involved in the process of communication, which provides for diverse and multifaceted relationships with those who become contact partners: with students, their parents, and colleagues. These relationships arise and develop in the process of joint activity, the most important condition for the implementation of which is communication.

The development of a teacher's communicative culture is associated with the solution of a complex of pedagogical tasks, among which the communicative task comes to the fore. The studies of V. A. Kan-Kalik, M. M. Levina, A. K. Markova and others are devoted to determining its essence and significance.

Summing up, we can designate a communicative task as a reference point given in a specific situation of communication, the implementation of which is associated with the selection by the teacher of educational information of subject-object content that corresponds to the pedagogical task he realizes. The effectiveness of communicative support of pedagogical activity depends on mastering the methods of setting and solving communicative tasks.

The effectiveness of the process of developing a communicative culture is largely facilitated by the communicative literacy of the teacher, the ability to implement the principles of partnership in educational and extracurricular interaction.

Communicative culture also develops under the condition that the teacher masters the technological side of communicative interaction with other participants in the educational process. Possession of technologies for communicative support of pedagogical culture, ultimately, can lead him to comprehend his professional activity at one stage or another, to personal and professional improvement.

Technology Component The communicative culture of a teacher includes the possession of an integral complex of generalized psychological, pedagogical, communicative skills and abilities.

Summing up, we define communicative culture as part of the teacher's pedagogical culture, including motivational-value, information-content and technological aspects; as the degree of mastering the experience of actualization and implementation of the pedagogical culture of the individual in the process and as a result of the communicative support of pedagogical activity and the improvement of professional skills.

Communicative culture largely determines the competence of a teacher who is capable of providing effective pedagogical communication.

The analysis of the development of communicative culture allows us to draw the following conclusions that a teacher with a low level of sociability, with a lack of emotional culture and reflection, with poorly formed communication skills, manifested in a low culture of communication, is not able to create a cultural and developing potential of the environment that affects the personality of the student, its full development.

Thus, the communicative culture of a teacher is a qualitative characteristic of the subject of pedagogical activity, including a system of communicative knowledge, skills that determine a certain position of the individual in communicative activity, and the communicative culture of the teacher is the basis of professional skill and determines its success.

Bibliography:

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2. Baykova L. A. Pedagogical skill and pedagogical technologies/ L. A. Baikova, L. K. Grebenkina. M.: Pedagogical Society of Russia, 2000. 256 p.

3. Baklanova N. K. Theoretical and methodological aspects of the professional skills of a specialist in pedagogical profile / Scientific notes of the Moscow Humanitarian Pedagogical Institute. T. 4. M.: MGPI, 2006. 484 p. pp. 132-143.

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The success of pedagogical communication depends on the level of the teacher's communicative culture. Its formation is one of the important tasks of the professional development of a teacher and especially his self-development and self-education.

(The spontaneous formation of a teacher's communicative culture often leads to an authoritarian style of communication, the emergence of frequent interpersonal conflicts, tensions between the teacher and students).

Communicative culture as a complex formation includes a culture of speech, a culture of listening, an emotional culture. The basis of the communicative culture of the teacher is sociability - a steady desire for contacts with people, the ability to quickly establish contacts. The presence of a teacher of sociability is an indicator of a sufficiently high communicative potential.

Sociability is a multi-layered phenomenon, which, according to researchers, includes a whole complex of components. We highlight three main ones:

1) sociability- the ability to enjoy the process of communication.

( A survey of teachers who have left pedagogical work convinces us that most of them are non-communicative or poorly communicative people for whom the very fact of communicating with other people is not characteristic of their personal nature and cannot develop into a professional and personal quality. Many weak leaders are marked by this characteristic. Pedagogical activity is communication - constant, long-term. Therefore, teachers with undeveloped sociability quickly get tired, irritated, which, of course, makes it difficult for them to work at school.

2) social kinship- the desire to be in society, among other people. social affinity acts not just as a temporary mental state, but as a stable personal formation associated with the professional and pedagogical orientation of the individual.

3) altruistic tendencies(altruism - selflessness): empathy as the ability to empathize, sympathy. Sociability has a pronounced emotional nature, which is based on communicative and altruistic emotions.

Among the communicative emotions, there are: the desire to share thoughts, experiences, a feeling of sympathy, location, respect for the participants in communication, etc. It is the presence of these emotions and the need to experience them that indicates a predisposition to pedagogical communication.

Altruistic emotions include the desire to bring joy to people with whom a person communicates, empathy with the joy of another, etc.

4) identification - as the ability to transfer oneself into the world of another person.

Sociability as a personality trait, which has become a professional and personal quality, can ensure the productivity of pedagogical communication. rightfully considered sociability as a unity of three components: the need for communication, good emotional well-being before, during and after communication, communication skills and abilities. In this interpretation, the actual professional and creative aspects of communication are most clearly indicated, although the need for communication is a universal property.

A.V. Mudrik identifies the following personality parameters that affect sociability; features of thinking, fluency in speech, empathy and spontaneity of perception, certain social attitudes (for example, interest in the process of communication itself, and not only in its result), communication skills - orientation in time, in partners, in relationships, in situations.

The components of professional and pedagogical sociability, which the teacher should focus on:

1. The presence of a stable need for systematic communication with children in various fields.

2. Organic interaction of universal and professional indicators of sociability.

3. Emotional well-being at all stages of communication.

4. Productive influence of communication on other components of pedagogical activity.

5. The ability to implement pedagogical communication.

6. Availability of communication skills and abilities.

The organic unity of these components forms the professional and pedagogical level of sociability of the individual.

(Is it possible to develop sociability? For productive communicative self-education, it is important to understand the features of your own sociability, to comprehend to what extent this quality has formed in you as a professional and personal one. You can organize this self-analysis according to the following program.

First, try to determine the general level of your sociability. Then you can proceed to the study of the originality of the manifestation of these qualities in professional pedagogical activity.

Particular attention should be paid to the "fan" of those qualities that are necessary for successful communication. The complexity of professional and pedagogical communication lies not only in the fact that it makes significant demands on the communicative culture of the teacher, but also in the fact that it involves active participation in the communication of children being brought up, which must be organized).

The self-education program in this direction includes:

1. The implementation of professional self-knowledge on the basis of the previously proposed program (determination of one's own communicative qualities, positive and weaknesses in communication): analysis of feelings from communication with people; analysis of past experiences with children; analysis of the current level of communication with children; analysis of communication difficulties; analysis of their ideas about ideal communication; analysis of ideas about how other people (team, teacher, student) evaluate your communication opportunities.

2. Work on the basis of specialized training to develop the main characteristics of sociability.

3 A variety of public work with people, in which experience is gained in communicative activities (public lectures, conversations, etc.), trade union and other work.

4. Creation of situations that form the experience of overcoming negative layers in communication and contributing to the development of sociability.

(So, for example, people who are shy by nature, experiencing a certain unreasonable awkwardness in communicating with other people, need to consciously increase the experience of such communication, purposefully overcome the existing psychological barrier that interferes with communication, and for this, in particular, it is useful to speak more often at meetings, seminars when discussing novelties of art, books, films, plays Use every opportunity to organize communication with other people For example, set yourself the task of talking about something with five of your colleagues and several students on your own initiative; question to senior colleagues, kindly comment on the actions of the seller in the store, etc. When answering a passer-by's question, try to understand whether he is satisfied with your answer. class Try to remember the general with students outside of school, think about. those situations of communication that brought you more satisfaction. Try to analyze failures in communication, try to distinguish between your own “communal” mistakes and organize the process of upcoming communication in such a way that it will certainly bring you satisfaction.

In the process of communication, try to be as attentive as possible to your communication partner, strive to make eye contact with him (without this, fruitful communication is difficult), think about your communication partner, develop your communicative memory, which will allow you to maintain the tone of past communication with a person or team, be observant in the process of communication, monitor the behavior of the interlocutor, develop this "interpersonal observation" in yourself, exercise yourself in the ability to analyze the external behavior of people, children in the classroom, at recess, postures, gestures, facial expressions, expression, Strive to anticipate the interlocutor's reaction, learn to catch " psychological signals" that come from him in the process of communication, think about the partner in the process of communication).

In the communicative culture of the teacher, the level of his moral upbringing is manifested. Pupils, first of all, highly appreciate the intelligence and delicacy of the teacher, i.е. the ability to be polite, correct, to spare the pride of students, to sympathize with them, to be sincere, unforgiving.

The communicative culture of a teacher involves the mastery of communicative skills and the development of communicative abilities. This refers to the ability to establish emotional contact, gain initiative in communication, manage their emotions, as well as observation and switchable attention, social perception, etc.

There are verbal and non-verbal methods of pedagogical interaction. The main part of the professionally significant and necessary load is verbal communication.

However, the effectiveness of pedagogical interaction also depends on how the teacher owns non-verbal communication.

High level The development of a teacher's communicative culture implies the presence of expressive (expressiveness of speech, gestures, facial expressions, appearance) and perceptual abilities.

The style of communication largely depends on the professional and pedagogical position of the teacher. The personal position of the teacher is fixed in his social role and social status. The uniqueness of the pedagogical position lies in the fact that it is both a personal and professional, cultural and activity position.

This is what determines communicative culture of the teacher which, in turn, is the basis of pedagogical culture.

Communicative culture of the teacher - this is the culture of his professional and pedagogical communication with other subjects of the educational process. The necessary level of communicative culture should be recognized as one that allows the teacher to positively perceive his wards and colleagues and ensures the unconditional achievement of the goals of education and training.

Communicative culture can be considered from the point of view of the "competence-based approach" proposed by V.N. Yanushevsky.

Communicative competence - this is the ability of the teacher to receive in the dialogue the necessary information about the interlocutor (the level of his education, upbringing, the nature and characteristics of his communicative culture, etc.). This is the ability to listen to the interlocutor and understand what is said, to present and civilly defend one's point of view in dialogue and in public speaking based on the recognition of the diversity of positions and respect for the values ​​(religious, ethnic, professional, personal, etc.) of other people.

Professional Competence – this is the level of formation of knowledge, skills, abilities, initiatives of the personality of a specialist, necessary for the effective implementation of specific activity. According to the concept of N.V. Kuzmina, competence is a subjective factor in the productive activity of a teacher, which determines it along with other factors of professional activity (the orientation of the individual and the level of his abilities).

As presented by N.V. Kuzmina, the structure of the teacher's subjective factors includes:

a) type of personality orientation;

b) ability level;

c) competence as an integrative characteristic of a person, which includes special-pedagogical, methodological, socio-psychological, differential-psychological, autopsychological competence. In our opinion, this list should also include speech competence, since all the competencies mentioned above receive practical implementation in specific situations of verbal communication.

In this way, speech competence - this is knowledge of the basic laws of the functioning of language and speech and the ability to use them to solve professional problems.

As you know, competence is a range of issues, problems and tasks in the solution of which one or another specialist is a knowledgeable person, that is, he has the appropriate knowledge and personal experience. Competence, therefore, is expressed in the readiness of the subject to effectively organize internal and external resources to solve a certain range of problems.

Speech is an internal resource that reflects individual, personal and subjective parameters of a person. That is, the speech of a particular person will include a set of characteristics: pronunciation features, ways of expressing attitudes towards the interlocutor, the purpose in accordance with which this or that phrase is pronounced, etc.

At the same time, speech is a factor in the social interaction of people. The sounding speech, the printed word, being addressed to listeners and readers, is at the same time directed to their authors. The speaker can declare something, ask someone about something, ask so-called rhetorical questions, etc. A person asks a rhetorical question not so much to others as to himself (from the point of view of psychoanalysis, no matter what a person talks about, he talks about himself). Therefore, communication has a very complex structure: while talking with others, a person at the same time conducts a tense dialogue with himself.

In any everyday conflicts, competence manifests itself primarily through the setting and achievement of goals in a subjectively new situation, regardless of whether we are aware of these goals or not. In this understanding, competence is a single, systemic, not amenable to division into separate elements. This, according to G.V. Golub, is a single “personal” competence that incorporates all other competencies – general (integrated) key competencies: socio-political, intercultural, communicative, information technology, professional (these are the competencies that a graduate of a Russian school should master). In turn, as part of the communicative competence, we - in the order of the methodological procedure - single out speech competence.

Competence is necessary for a person living in a society of rapidly developing technologies. The quality of life of such a person is often determined by how well he has mastered various algorithms and technologies, and to what extent he is able to perform actions outside the algorithm.

Since the sign that the subject has mastered the activity is the fact that he controls this activity, realizing himself in it, self-government is the basis of competence. And if competence involves the effective use of internal and external resources, and speech, as we have established above, is an internal resource for a person, then the problem of managing one’s own speech and, to a certain extent, the speech of other subjects of the educational process acquires particular relevance for the teacher. The ability to carry out such management will be the competence .

In this case, the speech competence of the teacher will be manifested in the fact that the teacher in the course of professional activity skillfully manages the communicative situation in terms of its positive development. And this, in turn, involves providing emotional comfort for all participants in communication, as well as achieving the goals of education.

As we formulated earlier, speech competence is the knowledge of the basic laws of the functioning of language and speech and the ability to use them to solve professional problems. Speech competence can be specified only when speech competence is defined, that is, the range of relevant issues, problems and tasks. If competence delineates the boundaries of a problem, then competence presupposes the means of solving this problem.

In the modern methodology of teaching the Russian language, language proficiency is described through the concept competence, interpreted as the ability, opportunity, willingness to use knowledge. The competence-based approach is used to describe the level of language proficiency of a student in setting goals and objectives of education. In the Federal component of the state standard of general education, language, linguistic (linguistics), communicative, cultural competence are distinguished.

Language and linguistic competence in the Federal component of the state standard of general education are defined as “the development of knowledge about the language as a sign system and social phenomenon, its structure, development and functioning; acquaintance with general information about linguistics as a science and Russian scholars; mastering the basic norms of the Russian literary language, enrichment vocabulary and grammatical structure of students' speech; formation of the ability to analyze and evaluate linguistic phenomena and facts; ability to use different linguistic dictionaries". However, in such a definition it is not clear what should be attributed to linguistic and what to linguistic competence.

In modern linguo-methodological literature, linguistic competence is understood as “comprehension of speech experience”, which includes “knowledge of the basics of the science of the Russian language, mastering the conceptual base of the course”, “elements of the science of the history of the Russian language, methods of linguistic analysis, information about outstanding linguists” - everything that is acquired by students in the process of learning the language as a science. Language competence is the possession of the language system itself, knowledge of grammatical, lexical, stylistic, spelling and other norms of oral and written speech. Unlike linguistic competence, linguistic competence may be largely unrecognized by a native speaker. It manifests itself in competent oral and written speech.

Communicative competence - the ability to use the language as a means of communication (communication), which implies "mastery of all types of speech activity and the basics of the culture of oral and written speech, the skills and abilities of using the language in various areas and situations of communication that correspond to experience, interests, psychological features primary school students at its various stages. The student’s communicative competence can be judged by how stylistically “suitable” the language means chosen by him are for the situation, by how clearly and consistently he expresses his thoughts, argues, and is able to construct texts of various genres.

Cultural competence - "awareness of the language as a form of expression of national culture, the relationship between the language and the history of the people, the national and cultural specifics of the Russian language, knowledge of the norms of Russian speech etiquette, the culture of interethnic communication." Cultural competence also includes knowledge of the names of objects and phenomena of national life and traditions, fine arts and oral folk art.

In the methodology of teaching the Russian language, language competencies constitute the concept of a linguistic personality, but do not exhaust it. The personal component of the concept turns out to be important: the value attitudes of the individual in relation to the native language, linguistic consciousness, linguistic worldview of the individual.

If in concept language personality psychologists and methodologists focus on the word personality, then linguists - on the word language. From the point of view of linguistics, a linguistic personality is the linguistic abilities and characteristics of a person, thanks to which he can create and understand texts of various complexity, depth and purpose (educational, scientific, journalistic, artistic, sacred, and others).

The structure of a linguistic personality consists of three hierarchical levels.

1. Verbal-semantic level (lowest) - the actual possession of vocabulary and grammar (ordinary language), which determines language competence. This level is formed in early childhood and develops by elementary grades schools, and further improved, based on language practice.

2. Thesaurus level - it reflects the "linguistic picture of the world", the hierarchy of concepts and values, which is important both nationally and socially, group and personal. The thesaurus level determines the main features of a linguistic personality and correlates with linguistic and cultural competence. It is generally formed by adolescence and can change throughout life. This process is based on speech and language reflection.

3. Motivational level - includes areas of communication, communicative situations, roles, is associated with communicative needs and communicative behavior of the individual and, thus, correlates with communicative competence. In particular, the range of precedent texts and precedent phenomena belongs to the motivational level. Within the framework of this level, there is an improvement in the possession of broad synonymous possibilities of the language, their adequate choice in accordance with the situation of communication.

It is customary to single out external and internal factors that determine the development of a linguistic personality. The first concerns, first of all, the state of society. It is known that social upheavals dramatically change not only social foundations, but also linguistic norms, “the linguistic taste of the era” (V.G. Kostomarov). Family, social circle, school, media, Mass culture also influence the content of the linguistic personality from the outside.

Internal factors include the following: gender, age, temperament, psychological characteristics of a person.

Depending on the combination of these factors, typical linguistic personalities can be distinguished. For example, a linguistic personality is characterized by the features and frequency of use in speech of the so-called precedent texts(quotes from books, movies, anecdotes, etc.). The language personality of a high school student is in the process of active formation, first of all, this concerns the development of speech practice and language reflection and the formation of a picture of the world. Features of the language picture of the world of a high school student are largely manifested through school slang. Like any slang, it serves for nomination, evaluation, communication, reflects the value system of its bearers. School slang reflects worldview features (linguists call them "concepts" - a kind of semantic clusters), which manifest themselves in key words. They differ in the frequency of use, the richness of word-formation connections and have many synonyms with shades of meaning. Studies show that in the center of the language picture of the world of high school students are such lexical and semantic fields that are associated with the concepts of "person", "study", "communication". However, to designate these concepts, words with a reduced-scornful coloring are used (friend - sidekick, excellent student - botanist, communication - party, pleasure - bliss, good - steep etc.).

One of the features of school slang is the reduction of important concepts, traditional values, which is also reflected in school slang: the concepts of “speak”, “fall in love”, “learn”, “admire” are included in broad synonymous ranks with a reduced, dismissive assessment (for example, say - bazaar, blather; fall in love - fall in love etc.).

The complexity of the language personality of a modern high school student lies in the fact that at school he learns the norms of the literary language and at the same time is a carrier of school slang and often a carrier of group jargon (by virtue of belonging to one or another informal association). He is immersed in a complex, ambiguous, contradictory language situation, in which he learns to distinguish between lexical layers of different stylistic coloring.

A teacher with a high level of professional competence is able to correctly determine the content of the linguistic personality of a student. Such a teacher will not rush to assess the moral qualities of a student on the basis of two or three words spoken by him. How can one not recall a saying often repeated by diplomats: Words are given to us to hide our thoughts.

Thus, the teacher's speech competence, which primarily implies the teacher's confident use of speech means in solving professional problems, is not limited to this. We use speech means mainly in an automatic mode, almost unconsciously - that is, we are obviously competent in this area, and then speech competence should also be understood as the ability of a teacher to explain the speech behavior of any student. And to manage this behavior, more precisely, to direct its implementation in the most positive direction.

Speech at the district methodological association of leaders and organizers of the children's movement. Communicative culture of the teacher

“How simple it is - only the one who has achieved it has comprehended”
(Goethe Johann Wolfgang)
The success of pedagogical communication depends on the level of the teacher's communicative culture. Its formation is one of the important tasks of the professional development of a teacher and especially his self-development and self-education.
The ability to use the word, emotionally express one's thoughts is an important aspect of communication.
Communication is the process of exchanging information between people. Each of us constantly becomes a participant in this process. It ensures the individual survival of a person and his interaction with others. Communication is so familiar to us that it seems that it should not cause any problems. However, many of us have faced the fact that we do not understand our interlocutor or cannot convince him of the correctness of our position. Why is this happening? Most people do not like to listen and do not know how. A typical situation is when people hear what the interlocutor says, but do not listen to him, thinking about their own, doing their own thing. Or they interrupt him, trying to tell something more important and interesting.
Hearing and listening are not the same thing. Listening well is the most important factor. effective communication. This is important and needs to be learned.
Communicative culture of the teacher- this is the culture of his professional and pedagogical communication with other subjects of the educational process. The necessary level of communicative culture should be recognized as one that allows the teacher to positively perceive his wards and colleagues and ensures the unconditional achievement of the goals of education and training.
Communicative culture, as the most important component of pedagogical competence, which ensures the success of a teacher's professional activity, in many respects contributes not only to the transfer of information, but also to the creation of a favorable psychological atmosphere, establishing relationships with colleagues or friends. It can be represented as the activity of a teacher, aimed at other people and, above all, at students, their feelings, motives, actions. Communicative activity is expressed through gestures, facial expressions, words and is motivated by appropriate motives: to know students as subjects of educational cognitive activity, to carry out individual and / or group, collective interaction, cooperation and co-creation.
What makes up the communicative culture of the teacher?
It is based on personal qualities, value orientations, attitudes that manifest themselves in relation to people, as well as communication techniques - possession of speech, facial expressions, gestures, movements, methods of influencing another person, methods of self-regulation, creating working creative well-being.
There are communicative qualities of the individual, which form the basis of pedagogical communication. These include:
1) characteristics of speech: clear diction, expressiveness;
2) personal characteristics: sociability, openness, the ability to listen and feel people.
The basis of the communicative culture of the teacher is sociability - a steady desire for contacts with people, the ability to quickly establish contacts. The presence of a teacher of sociability is an indicator of a sufficiently high communicative potential. Sociability as a property of a person includes, according to researchers, such components, how:

Sociability - the ability to experience pleasure from the process of communication;
- social kinship - the desire to be in society, among other people;
- altruistic tendencies - empathy as the ability to sympathize, empathy and identification as the ability to transfer oneself into the world of another person.
Serious obstacles in the interaction between teacher and student are created by:
- inexpressive speech;
- speech defects (especially when explaining new material);
- unsociable;
- isolation;
- immersion in oneself (when establishing contact with the student, finding an individual approach to him).
Pedagogical activity involves constant and long-term communication. Therefore, teachers with undeveloped sociability quickly get tired, irritated and do not feel satisfaction from their activities in general.
In the communicative culture of the teacher, the level of his moral upbringing is manifested. Pupils, above all, highly appreciate the intelligence and delicacy of the teacher, i.е. his ability to be polite, correct, to spare the pride of students, to sympathize with them, to be sincere, unforgiving.
A high level of development of the teacher's communicative culture implies that he has expressive (expressiveness of speech, gestures, facial expressions, appearance) and perceptual (the ability to understand the state of the student, establish contact with him, compose an adequate image of him, etc.) abilities.
You can master the technological side of a communicative culture (communication technique) with the help of special exercises. The exercises that are part of the teacher's communicative training are the most effective.
Still dominant in modern school the disciplinary-affective strategy of interaction is based on the strict subordination of behavior and actions to the teacher, on the strict observance of this line, which makes exactingness the basis of all applied methods of influence.
The idea of ​​cooperation, dialogue, partnership in the relationship between the student and the student is one of the main ones in pedagogy in recent years.
Many teachers are not aware of the communicative task as a component of the pedagogical process, although in real activity they unconsciously solve it. Communicative tasks are instrumental components of pedagogical interaction.
Once again, we list what communication skills a teacher should have:
he must be able to use techniques that contribute to the achievement of a high level of communication, namely:
be able to understand the position of another in communication, show interest in his personality;
own the means of non-verbal communication (facial expressions, gestures);
be able to take the student's point of view;
be able to create an atmosphere of trust, tolerance for another person;
be able to master different roles as a means of preventing conflicts in communication;
be ready to thank the student in time, if necessary, apologize to him;
be able to maintain an equal attitude towards all children;
to be able to relate with humor to certain aspects of the pedagogical situation, not to notice some negative points, to be ready for a smile;
be able to influence the student not directly, but indirectly, through creating conditions for the student to have the desired quality;
be able to not be afraid of feedback from students.
In custody I would like to note that the communicative culture is an important condition for the formation, development and implementation of professional competence and occupies a central place in the general and professional culture of the teacher, having a significant impact on all competence and qualification characteristics, and its purposeful formation is priority personal development and teacher training
Thus, in the process of pedagogical interaction, the teacher realizes two main goals: he conveys a message to students or influences them, that is, encourages them to act.

"Secondary school with in-depth study

foreign languages ​​No. 4 "G.Kurchatov

Diagnosis of communicative competence teacher and student

Teacher - psychologist Pchelina Tatyana Dmitrievna

The only true luxury is the luxury of human interaction

A de Saint-Exupery

Communicative competence is the basis of a person's practical activity in any sphere of life. The role of owning one's speech can hardly be overestimated. Professional, business contacts, interpersonal interactions require from a modern person a universal ability to generate a wide variety of statements, both verbally and in writing. Teaching schoolchildren oral and written speech communication (communicative competence) is of particular importance in the current situation of the development of society.

Communicative competence, according to psychological and pedagogical research, includes the following components:

emotional (includes emotional responsiveness, empathy, sensitivity to another, the ability to empathize and compassion, attention to the actions of partners);

cognitive (associated with the knowledge of another person, includes the ability to anticipate the behavior of another person, effectively solve various problems that arise between people);

behavioral (reflects the child's ability to cooperate, joint activities, initiative, adequacy in communication, organizational skills, etc.).

In contrast to the subject-practical activity, the action in communication is aimed at establishing relationships between subjects, and not at creating a materialized result.

The basic unit of communication is the speech act. According to A.A. Leontiev, when communicating, the student must speak not for the sake of speech itself, but for the sake of it having the desired effect.

A person's ability to communicate is generally defined in psychological and pedagogical research as communicativeness (G.M. Andreeva, A.B. Dobrovich, N.V. Kuzmina, A. Dzhekobe). In order to be able to communicate, a person must master certain communication skills.

There are various tests and methods for identifying the formation of communication, both for the teacher and the student.

Psychological tests for educators.

"Assessment of the level of sociability"

This test, which assesses the general level of sociability, was developed by

V.F. Ryakhovsky.

Instruction : Your attention is invited to a few simple questions. Answer quickly, unequivocally: "yes", "no", "sometimes".

Questionnaire

You have an ordinary or business meeting. Does her anticipation unsettle you?

Do you feel embarrassed and dissatisfied with an assignment to make a report, message, information at any meeting, meeting or similar event?

Do you put off a visit to the doctor until the last moment?

You are offered to go on a business trip to a city where you have never been. Will you make every effort to avoid this business trip?

Do you like to share your experiences with anyone?

Do you get annoyed if a stranger on the street turns to you with a request (show the way, name the time, answer some question)?

Do you believe that there is a problem of "fathers and sons" and that it is difficult for people of different generations to understand each other?

Are you embarrassed to remind a friend that he forgot to pay you back the money he borrowed a few months ago?

In a restaurant or in the dining room, you were served an obviously poor-quality dish. Will you keep silent, only angrily pushing the plate away?

Once alone with a stranger, you will not enter into a conversation with him and will be burdened if he speaks first. Is it so?

You are horrified by any long line, no matter where it is (in a store, library, cinema box office). Do you prefer to abandon your intention, or will you stand behind and languish in anticipation?

Are you afraid to participate in any commission to review conflict situations?

You have your own purely individual criteria for evaluating works of literature, art, culture, and you do not accept any other people's opinions on this matter. This is true?

Having heard somewhere on the sidelines an obviously erroneous point of view on a question well known to you, do you prefer to remain silent and not enter into an argument?

Do you feel annoyed by someone's request to help you sort out a particular service issue or educational topic?

Are you more willing to express your point of view (opinion, assessment) in writing than orally?

Results processing

"Yes" - 2 points, "sometimes" - 1 point, "no" - 0 points.

The points obtained are summed up, and the classifier determines which category of people the subject belongs to.

Classifier for the test of V.F. Ryakhovsky

30 - 32 points - You are clearly uncommunicative, and this is your misfortune, since you yourself suffer more from this. But it is not easy for people close to you. You are difficult to rely on in a matter that requires group effort. Try to be more sociable, control yourself.

25 - 29 points - You are closed, taciturn, prefer solitude, so you have few friends. New job and the need for new contacts, if they do not plunge you into a panic, then for a long time unbalances you. You know this feature of your character and are dissatisfied with yourself. But do not limit yourself to such discontent - it is in your power to reverse these character traits. Doesn't it happen that with some strong enthusiasm you suddenly acquire complete sociability? It just takes a shake.

19 - 24 points - You are sociable to a certain extent and feel quite confident in unfamiliar surroundings. New challenges don't scare you. And yet with new people converge with caution, you are reluctant to participate in disputes and disputes. In your statements, sometimes there is a lot of sarcasm, without any reason. These shortcomings are correctable.

14 - 18 points - You have good communication skills. You are inquisitive, willingly listen to an interesting interlocutor, patient enough in dealing with others, defend your point of view without irascibility. Feel free to meet new people. At the same time, do not like noisy companies; extravagant antics and verbosity irritate you.

9 - 13 points - You are very sociable (sometimes, perhaps even beyond measure), curious, talkative, like to speak out on various issues, which sometimes irritates others. Willingly meet new people. Love to be the center of attention, do not refuse requests to anyone, although you cannot always fulfill them. It happens, flare up, but quickly move away. What you lack is perseverance, patience and courage when faced with serious problems. If you wish, however, you can force yourself not to back down.

4 - 8 points - You must be the shirt guy. Sociability beats out of you. You are always aware of everything. You love to take part in all discussions, although serious topics can cause you migraines and even blues. Willingly take the floor on any issue, even if you have a superficial idea about it. Everywhere you feel at ease. You take on any business, although you can not always successfully bring it to the end. For this very reason, managers and colleagues treat you with some apprehension and doubts. Consider these facts.

3 points or less - Your sociability is painful. You are talkative, verbose, interfering in matters that have nothing to do with you. Undertake to judge problems in which you are completely incompetent. Willingly or unwittingly, you are often the cause of all sorts of conflicts in your environment. Quick-tempered, touchy, often biased. Serious work is not for you. It is difficult for people - at work, at home, and in general everywhere - to be with you. Yes, you need to work on yourself and your character! First of all, cultivate patience and restraint in yourself, treat people with respect, and finally, think about your health.

Test "Assessment of self-control in communication" (according to Marion Snyder)

Instruction : with this test you can determine your level of control when with others . Read ten sentences carefully, some . Rate each of them as true or false for yourself. Correct - mark with the letter B, and incorrect - with the letter N.

It seems to me the art of imitating the habits of other people.

I could probably play the fool to get attention or amuse myself.

I could be a good one.

Others sometimes think that I am experiencing something more deeply than it really is.

In a company, I rarely find myself in the spotlight.

In different people and in communication with different people, I often behave differently.

I can only defend what I sincerely believe.

In order to succeed in business and in relationships with people, I try to be the way they expect me to be.

I can be friendly with people I can't stand.

I'm not always what I seem.

Evaluation of results : one point is awarded "H" for 1, 5, 7 questions and for the answer "B" - for all the rest. Calculate the amount.

0-3 show communicative control, i.e. your behavior is stable and you do not consider it necessary to change depending on the situation. You are capable of sincere disclosure in communication, some consider you "uncomfortable" because of your straightforwardness.

4-6 points talk about average communicative control. You are sincere, but not restrained in your emotional manifestations. However, consider in your behavior with the people around you.

1-10 points indicate communicative control. You easily enter into any role, react flexibly to changes in the situation, feel good and can foresee what you produce on others.

GRADE
PROFESSIONAL FOCUS
PERSONALITY OF THE TEACHER
(E.I. Rogov)

Purpose of the study: to identify the significance for the teacher of some aspects of pedagogical activity (a tendency to organizational activity, focus on the subject), his need for communication, approval, as well as the importance of the intelligence of his behavior.

INSTRUCTION: “This questionnaire lists the properties that may be inherent in you to a greater or lesser extent. In this case, respectively, there are two possible answers. After reading the statement, choose one of the answer options:
a) true, the described property is typical of my behavior or inherent in me to a greater extent.
b) incorrect, the described property is atypical for my behavior or inherent in me to a minimal extent.

TREATMENT:
when processing the questionnaire, the number of answers of the subject that coincided with the "key" ones is counted. The results of the answers are compared with the "key". For the answer corresponding to the key, 1 point is assigned, for the non-corresponding key - 0 points. The points received are summed up.
Key 1. Sociability - 1b, 6b, 11b, 16b, 21a, 26a, 31a, 36a, 41a, 46a
2. Organization - 2a, 7a, 12a, 17a, 22b, 27b, 32b, 37a, 42a, 47a
3. Orientation to the subject - 3a, 8a, 13a, 18a, 23a, 28a, 33a, 38a, 43a, 48a
4. Intelligence - 4a, 9a, 14a, 19a, 24a, 29b, 34a, 39a, 44a, 49a
5. Motivation for approvali - 5a, 10a, 15a, 20b, 25a, 30a, 35a, 40b, 45b, 50a

INTERPRETATION
The normal zone is in the range of 3-7 points. Each of the areas of professional orientation is considered underdeveloped if less than three points are received on this scale, and pronounced - if the number of points is more than seven. For greater clarity, it is advisable to express the results obtained in the form of a pie or bar chart. The severity of one factor indicates the mono-directionality of the teacher's personality, and the severity of several factors can be interpreted as the result of multi-directionality.
The predominance of a certain personal parameter determines the type of orientation of the teacher's personality.
"Organizer" make up such qualities as exactingness, organization, strong will, energy.
"Subject" characterized by observation, professional competence, the desire for creativity. According to the existing connections, there is a high probability of the existence of an intermediate type "subject-organizer" that combines the characteristics of both of these types. It is possible that its difference from the "subject" will be a more rigid focus of students on the subject and the organization of their activities within the subject knowledge. This makes it possible to differentiate him from the “pure Organizer”, whose main activity is in the plane of extracurricular activities.
"Communicator" distinguished by such qualities as sociability, kindness, external attractiveness, high morality. This can also include emotionality and plasticity of behavior, which are closely related to these qualities.
"Intellectual" characterized by high intelligence, common culture and unconditional morality. The latter quality, in fact, acts as a link between these types. This is a confirmation of the fact that there is an intermediate type, conditionally an “optimistic intellectual”, who has pronounced qualities of both types. Probably, there are intermediate types formed by different directions of typification of teachers, based on subject knowledge, for example, "subject communicator", "subject educator". At the same time, the probability of the appearance of an "intellectual organizer" is very small, although theoretically a combination of these types is also possible.
Of these types of teachers (communicator, subject teacher, organizer and intellectual), each has its own methods, mechanisms and channels for transmitting educational influences.
So, the teacher-"communicator" is distinguished by extroversion, low conflict, goodwill, the ability to empathize, love for children. He realizes his educational influences on the basis of compatibility with the student, the search for common ground in his personal life. Naturally, these influences will have the greatest change precisely in this "everyday" behavior of the student.
For a “subject teacher”, a rationalist who is firmly convinced of the need for knowledge and its significance in life, it is more typical to educate a student by means of the subject being studied, by changing his perception of the scientific picture of the world, involving him in work in a circle, etc.
The "organizer" teacher, who is often a leader not only among the children, but also in the entire teaching staff, mainly broadcasts his personal characteristics in the course of various extracurricular activities. Therefore, the result of his influences, most likely, will be found in the field of business cooperation, collective interest, discipline, etc.
The teacher is an “intellectual” or “enlightener”, distinguished by his principles, observance of moral norms, realizes himself through a highly intellectual educational activities bringing morality, spirituality, a sense of freedom to students.
Professional activity is inevitably accompanied by changes in the structure of the personality of a specialist, when, on the one hand, there is an increase and intensive development of qualities that contribute to the successful implementation of activities, and, on the other hand, a change, suppression and even destruction of structures that are not involved in this process. If these professional changes are regarded as negative, i.e. violating the integrity of the personality, reducing its adaptability and stability, then they should be considered as professional deformations. Representatives teaching profession Deformation of the personality by activity can manifest itself at four levels:
1. General pedagogical deformations characterizing similar personality changes in all persons involved in pedagogical activities. The presence of these deformations makes teachers who teach different subjects working in different educational institutions preaching different pedagogical views, with different temperament and character, similar to each other.
These invariant features are due to the specifics of the space in which the personality of a professional teacher exists - here there has been a convergence of the subject of activity with the means of this activity. In addition, pedagogical activity has its own, special object of influence, which, unlike most objects of activity in other professions, has a significant activity. The teacher, using his personality as an instrument of influence on the object, resorts to simpler and more effective methods, collectively known as the authoritarian leadership style. As a result, such traits appear in his personality as edification, high self-esteem, excessive self-confidence, dogmatic views, lack of flexibility, and so on.
2. Typological deformations are caused by the merging of personal characteristics with the corresponding structures of the functional structure of pedagogical activity into integral behavioral complexes. As shown above, there are four such typological complexes in the teaching profession: communicator, organizer, intellectual (educator), and subject teacher. The features of each of them may eventually manifest themselves in the personality structure, which undergoes changes similar to those occurring with accentuations.

So, for a teacher - "communicator" is characterized by excessive sociability, talkativeness, reducing the distance with a partner, addressing him as a young, inexperienced creature ("lisping"), the desire to touch on intimate topics, and so on. The "organizer" teacher can become too active, intervening in other people's personal lives, seeking to teach them how to "live right". He often tries to subjugate those around him, seeks to command, organize their activities, regardless of the content. Often teachers - "organizers" realize their needs in some public organizations, where their activity looks quite appropriate. A teacher - an "intellectual" ("enlightener"), who has devoted many years to his profession, can form in himself a tendency to philosophize, philosophize and, depending on the conditions, can become like a "moralizer" who sees only the bad around him, praising the old times and scolding young people for immorality, and because of the tendency to introspection to withdraw into oneself, into the contemplation of the world around and reflections on its imperfection. Changes in the personality of the teacher - "subject teacher" are associated with the knowledge of the discipline that he teaches. Teachers of this type try to introduce an element of "science" into any, even everyday situations, inadequately using scientific behavior and evaluating other people through the prism of their knowledge of the subject. Due to its characteristics and multiplicity, this type of professional deviations is a special level - specific.
3. Specific, or subject, deformations subject-specific. Even by external signs, it is easy to determine what subject a given teacher teaches: drawing or physical education, mathematics or Russian. Teachers - the heroes of humorous stories - most often have this type of deformation.
4. Individual deformations are determined by changes that occur with personality structures and are not externally connected with the process of pedagogical activity, when, in parallel with the formation of professionally important qualities for a teacher, there is a development of qualities that, at first glance, have nothing to do with the teaching profession. This phenomenon can be explained by the fact that personal development, primarily due to its personal orientation, and not only under the influence of those actions, techniques, operations that the teacher performs.
Preventing and overcoming possible deformations of the teacher's personality is one of the most important tasks of the school psychologist, since the psychological climate of the teaching staff and the mental health of children largely depend on this.
It is obvious that teachers, due to their personal characteristics, are more adapted to the implementation of certain professional functions, while other functions are simply inaccessible to them. Thus, an “intellectual” without much difficulty is able to ensure the fulfillment of gnostic, educational, informational, propaganda, developmental, research functions, as well as the function of self-improvement in his professional activities. "Subject book" better implements constructive, methodical, teaching, orientation functions; "organizer" - executive, mobilization, organizational; "communicator" - only a communicative function. Note that this is not an absolute, but only a relative advantage, i.e. and the “communicator” can do organizational work, but it will take more time and effort from him than from the “organizer”.

Questionnaire text

1. I could well live alone, away from people (a, b)
2. I often win over others with my self-confidence (a, b)
3. Solid knowledge in my subject can make a person's life much easier (a, b)
4. People should adhere to the laws of morality more than now (a, b)
5. I carefully read each book before returning it to the library (a, b)
6. My ideal work environment is a quiet room with a desk (a, b)
7. People say that I like to make everything mine. original way(a, b)
8. Among my ideals, a prominent place is occupied by the personalities of scientists who have made a great contribution to my subject (a, b)
9. Others think that I am simply not capable of rudeness (a, b)
10. I always carefully monitor how I am dressed (a, b)
11. It happens that all morning I don’t want to talk to anyone (a, b)
12. It is important for me that there is no disorder in everything that surrounds me (a, b)
13. Most of my friends are people whose interests lie in the sphere of my profession (a, b)
14. I analyze my behavior for a long time (a, b)
15. At home, I behave at the table the same way as in a restaurant (a, b)
16. In the company, I give others the opportunity to joke and tell all sorts of stories (a, b)
17. I am annoyed by people who cannot make decisions quickly (a, b)
18. If I have some free time, then I prefer to read something in my discipline (a, b)
19. I feel uncomfortable fooling around in a company, even if others do it (a, b)
20. Sometimes I like to gossip about those who are absent (a, b)
21. I really like to invite guests and entertain them (a, b)
22. I rarely speak against the opinion of the team (a, b)
23. I prefer people who know their profession well, regardless of their personal characteristics (a, b)
24. I cannot be indifferent to the problems of others (a, b)
25. I always willingly admit my mistakes (a, b)
26. The worst punishment for me is to be closed alone (a, b)
27. Effort spent on making plans is not worth it (a, b)
28. In my school years, I replenished my knowledge by reading special literature (a, b)
29. I do not condemn a person for deceiving those who allow themselves to be deceived (a, b)
30. I do not have an internal protest when I am asked to provide a service (a, b)
31. Some people probably think that I talk too much (a, b)
32. I avoid social work and related responsibility (a,b)
33. Science is what interests me most in life (a, b)
34. Others consider my family intelligent (a, b)
35. Before a long trip, I always think carefully about what to take with me (a, b)
36. I live for today more than other people (a, b)
37. If there is a choice, then I prefer to organize extracurricular activity, and not to tell the students something on the subject (a, b)
38. The main task of the teacher is to convey to the student knowledge on the subject (a, b)
39. I like to read books and articles on the topics of morality, morality, ethics (a, b)
40. Sometimes I get annoyed by people who ask me questions (a, b)
41. Most of the people with whom I am in companies are undoubtedly glad to see me (a, b)
42. I think I would like a job related to responsible administrative and economic activities (a, b)
43. I am unlikely to be upset if I have to spend my vacation studying at advanced training courses (a, b)
44. My courtesy is often not liked by other people (a, b)
45. There were times when I envied the luck of others (a, b)
46. ​​If someone is rude to me, then I can quickly forget about it (a, b)
47. As a rule, others listen to my suggestions (a, b)
48. If I managed to travel to the future for a short time, then I would first of all collect books on my subject (a, b)
49. I take an active part in the fate of others (a, b)
50. I never said unpleasant things with a smile (a, b)

Psychological tests for students.

Questionnaire OPDP

Instruction: “Read each of the following statements carefully. If you think that it is true and corresponds to your relationship with the teacher, then enter YES in the answer sheet - “+”, if it is not true,

then NO - “-” (Appendix 1).

The teacher can accurately predict my progress.

It's hard for me to get along with the teacher.

The teacher is a fair person.

The teacher skillfully prepares me for tests, dictations, test papers.

The teacher clearly lacks sensitivity in dealing with people.

The teacher's word is law for me.

The teacher carefully plans the work with me.

I am quite happy with the teacher.

The teacher is not demanding enough of me.

A teacher can always give sound advice.

I have complete confidence in the teacher.

Teacher evaluation is very important to me.

The teacher basically works according to the template.

Working with a teacher is a pleasure.

The teacher pays little attention to me.

The teacher does not take into account my individual characteristics.

The teacher does not feel my mood well.

The teacher always listens to my opinion.

I like the way the teacher teaches the subject.

I will not share my experiences with the teacher.

Master punishes me for the slightest offense.

The teacher knows my strengths and weaknesses well.

I would like to become like a teacher.

We do not communicate with the teacher on other topics, we only discuss questions on the subject that he (a) teaches.

Treatment : Each question that matches the key is worth one point.

The Gnostic component includes the questions:

The answer is "YES" - 1, 4, 7, 10, 19, 22.

The answer is "No" - 13, 16.

The emotional component includes questions:

The answer is "Yes" - 8, 11.14, 23.

The answer is "No" - 2.5, 17, 20.

The behavioral component includes questions:

The answer is "Yes" - 3, 6, 12, 18.

The answer is "No" - 9, 15, 21, 24.

Test "Assessment of the level of sociability" modified methodology

V.F. Ryakhovsky

Instruction on the application of the methodology:

students are asked to answer 20 questions by putting a sign (+) in the “Yes” column; in the column "No" sign (-). No more than 1 minute is allotted for thinking about each question (Appendix 1).

Questions

1. Do you have many friends with whom you constantly communicate?

2. How long have you been bothered by the feeling of resentment caused to you by one of your friends?

3. Do you have a desire to establish new acquaintances with different people?

4. Is it true that you find it more pleasant and easier to spend time with books or doing something than with people?

5. Do you easily connect with people who are older than you?

6. Do you find it difficult to join new companies for you?

7. Do you find it easy to connect with strangers?

8. Is it difficult for you to get used to a new team?

9. Do you seek to get to know and talk with a new person at an opportunity?

10. Do people around you annoy you and do you want to be alone?

11. Do you like being around people?

12. Do you feel embarrassed, uncomfortable or embarrassed if you have to take the initiative to get to know a new person?

13. Do you like to participate in collective games?

14. Is it true that you feel insecure around people you don't know well?

15. Do you think that it is not difficult for you to bring animation to an unfamiliar company?

16. Do you tend to limit the circle of your acquaintances to a small number of people?

17. Do you feel at ease when you are in a company that is unfamiliar to you?

18. Is it true that you do not feel confident and calm enough when you have to say something to a large group of people?

19. Is it true that you have a lot of friends?

20. Do you often feel embarrassed, feel awkward when communicating with unfamiliar people?

Processing of results.

Answers to questions, plus or minus, are put down in the table.

Using the decoder, count the number of answers that match the decoder for each section of the methodology.

Decoder.

After that, the estimated coefficient (K) should be determined by the formula

K \u003d C / B,

where

C - the number of answers that match the decoder,

B - the maximum number of answers to questions

Using the rating scale, the teacher determines the level of sociability in younger students.

Interpretation of results.

Low level of sociability, if the subject received a score of 1. Such a student does not strive for communication, feels constrained in a new company, prefers to spend time alone, limits his acquaintances, has difficulty establishing contacts with people and speaking to an audience, is poorly oriented in an unfamiliar situation, does not defend his opinion, takes grievances hard. The manifestation of initiative in social activities is extremely underestimated, in many cases he prefers to avoid making independent decisions.

Average level sociability, if the subject received a score of 3. He strives for contacts with people, does not limit the circle of his acquaintances, defends his opinion, plans his work. He does not get lost in a new environment, quickly finds friends, constantly strives to expand his circle of acquaintances, engages in social activities, helps relatives, friends, shows initiative in communication, takes part in organizing social events with pleasure, is able to make an independent decision in a difficult situation. However, the potential of these tendencies is not highly stable.

A high level of sociability - the subject, who received marks 5. He actively strives for organizational and communicative activities, feels the need for it. He quickly orients himself in situations, behaves at ease in a new team. In an important matter or a difficult situation that has arisen, he prefers to make an independent decision, defends his opinion and strives for it to be accepted by his comrades. Can bring excitement to an unfamiliar company, likes to organize various games, events, is persistent in activities that attract him. He himself is looking for such cases that would satisfy his needs in communicative and organizational activities.

Motives that encourage students to study in depth foreign language.

Instruction: Rank the motives that encourage you to study a foreign language in depth according to the degree of importance for you.

Professional and personal qualities of a foreign language teacher that attract you

Instruction: Rank the professional and personal qualities of the teacher, according to the degree of importance for you.

Attitude towards advanced foreign language lessons

Questionnaire for identifying the dominant modality

Instructions me: under the corresponding question number, put the letter corresponding to your answer (Appendix 1).

When the teacher explains new material, you prefer:

a) see illustrations;

b) that the material be read aloud;

c) for the teacher to give examples.

2. When you exercise, what worries you the most:

a) people entering and leaving the room;

b) loud TV sound;

c) feeling hungry or thirsty.

3. When you see a word denoting an object:

a) think about how it looks;

b) say the word to yourself;

c) smell, color, taste.

4. You are preparing for the test:

a) make a list of questions and tick off what you have learned;

b) discuss answers with friends or parents;

c) make a drawing corresponding to the material, and mentally

go through all the steps inside.

5. When you enter a class, you are likely to do:

a) look at the posters on the wall;

b) talk to your desk mate;

c) walk around the class.

6. During an argument with your parents, what are you most likely to do:

a) an angry face

b) scream

c) leave the room with an angry face.

7. You just had a fight with one of your friends. How do you tell

about it to the best friend:

a) write a note about what happened;

b) call a friend and tell him everything;

c) meet a friend and make faces of what happened.

8. When you listen to music, do you:

a) mentally see the images published by the music;

b) sing to the sound of music;

c) dance to the music.

9. Which of the following would you prefer:

b) listen to stories;

c) guess the crossword puzzle.

Treatment : if you have more answers

under "A" - then you are a "visual" (catch information through a visual analyzer)

under "B" - "audible" (receive information through hearing)

under "B" - "kinesthetic" (motor memory is well developed, you get information by touching with your hands).

Attachment 1

Test "Assessment of the level of sociability" modified method of V.F. Ryakhovsky

Instructions: put a sign (+) in the "Yes" column; in the column "No" sign (-). No more than 1 minute is allotted for each question.

Questionnaire OPDP

«+» If the answer is YES, if the answer is NO then«-»

Dominant modality identification questionnaire.

Instructions: under the appropriate question number, putthe letter corresponding to your answer