General characteristics of pedagogical activity

Pedagogical activity has many principles and characteristics, which every teacher should remember and adhere to. We will try to consider not only the general characteristics of pedagogical activity, but also learn about its features, methods of construction, ways of working with children. After all, even a certified teacher can not always know exactly each rule and concept.

Characteristic

So, perhaps, it’s worth starting with the characteristics of the teacher’s professional pedagogical activity. It lies in the fact that pedagogical activity is, first of all, the impact of the teacher on the student, which is focused and motivated. The teacher should strive to develop a comprehensive personality, prepare the child for adulthood. The basis of such activities laid the foundations of education. Pedagogical activity can be implemented only in an educational institution, and its implementers are exclusively trained teachers who have passed all the necessary levels of training and mastery of this profession.

The characteristic of the goal of pedagogical activity is that it is necessary to create all the necessary conditions for the normal development of the child so that he can fully realize himself as an object and as a subject of education. You can easily determine whether the goal has been achieved. For this, those personality traits with which the child came to school and those with which he leaves the educational institution are simply compared. This is the main characteristic of pedagogical activity.

Subject and means

The subject of this activity is the very organization of the interaction process between the teacher and his students. This interaction has the following focus: students must fully master the sociocultural experience and accept it as the basis and condition for development.

The characterization of the subject of pedagogical activity is very simple, the teacher acts in its role. In more detail, this is the person who performs a certain type of pedagogical activity.

There are certain motives in pedagogical activity, which are usually divided into external and internal. External ones include the desire for professional and personal growth, but internal ones are a humanistic and prosocial orientation, as well as dominance.

The means of pedagogical activity include: knowledge not only of theory, but also of practice, on the basis of which a teacher can educate and educate children. Also included here is not only educational literature, but also methodological, various visual materials. On this we can end the characterization of the content of pedagogical activity and move on to practical aspects.

Value Characteristics

It has long been known that educators belong to the class of intelligentsia. And, of course, each of us understands that it depends on the work of the teacher what our future generation will be and what its activities will be directed to. It is in this regard that each teacher should take into account the value characteristics of pedagogical activity. So, they include:

1. The attitude of the teacher to the period of childhood. Here, the main emphasis is on how much the teacher fully understands the features of the relationship between children and adults, whether he understands the values ​​that children now face, and whether he understands the essence of this period.
2. The humanistic culture of the teacher. Only from the name does it become clear that the teacher must show his humanistic position. His professional activity should be focused on the cultural values ​​of all mankind, on building the right dialogue with students, on organizing a creative and most importantly reflective attitude to work. As some kind of application to this value, one can single out the principles of pedagogical activity voiced by S. Amonashvili that the teacher should love children and humanize the environment in which these children are. After all, this is necessary so that the child’s soul is in comfort and balance.
3. High moral qualities of the teacher. These qualities can be easily seen by observing a little the teacher’s behavior, his manner of communicating with children, his ability to resolve various situations that are encountered in teaching.

These are the value characteristics of pedagogical activity. If the teacher does not take these points into account, then his work is unlikely to be successful.

Styles of pedagogical activity

So, now it is worth paying attention to the characteristics of the styles of pedagogical activity, of which modern science has only three.

1. Authoritarian style. Here, students act only as objects of influence. When organizing the learning process in this way, the teacher acts as a kind of dictator. Since he gives certain tasks and expects students to fulfill them without question. He always tightly controls learning activities and at the same time is not always quite correct. And it makes no sense to ask such a teacher why he gives any orders or so tightly controls the actions of his students. There will be no answer to this question, since such a teacher does not consider it necessary to communicate with his children. If you dig a little deeper into the psychological characteristics of pedagogical activities of this kind, you can see that most often such a teacher does not like his job, has a very tough and strong-willed character, is characterized by emotional coldness. Modern teachers do not welcome this style of learning, since there is completely no contact with children, their cognitive activity is noticeably reduced, and their desire to learn is lost. Pupils are the first to suffer from an authoritarian style. Some children try to protest against such teaching, go into conflict with the teacher, but instead of getting explanations, they come across a negative reaction from the teacher.
2. Democratic style. If the teacher has chosen a democratic style of pedagogical activity, then he certainly loves children very much, he likes to make contact with them, so he shows his high professionalism. The main desire of such a teacher is to establish contact with the guys, he wants to communicate with them on an equal footing. His goal is a warm and calm atmosphere in the classroom, a complete understanding between the audience and the teacher. This style of teaching does not provide for the lack of control over children, as it may seem. Control exists, but somewhat hidden. The teacher wants to teach children independence, he wants to see their initiative, to teach to defend their own opinions. Children quickly make contact with such a teacher, they listen to his advice, offer their own solutions to certain problems, they wake up with a desire to participate in learning activities.
3. Liberal-conniving style. Teachers who choose this style of teaching activity are called unprofessional and undisciplined. Such teachers do not have self-confidence, often hesitate in the classroom. They leave the children to themselves, do not control their activities. Any student community is certainly pleased with this manner of teacher behavior, but only for the first time. After all, children are in dire need of a mentor, they need to be controlled, given tasks, and help with their implementation.

So, the characteristic of the styles of pedagogical activity gives us a full understanding of how relations between students and teachers can be built and what this or that behavior of the latter will lead to. Before you go to the lesson with the children, you need to accurately determine your preferences in teaching.

Psychological and pedagogical activity

In this topic, it is also necessary to pay attention to the characteristics of psychological and pedagogical activity, since it differs slightly from the pedagogical one we have already considered.

Psychological and pedagogical activity is the activity of a teacher, which is aimed at ensuring that the subjects of the educational process develop in personal, intellectual and emotional directions. And all this should serve as the basis for the beginning of self-development and self-education of these same entities.

The teacher-psychologist at school should focus on the socialization of the personality of the child, in other words, he should prepare children for adulthood.

This direction has its implementation mechanisms:

• The teacher should bring children real and social situations invented by him and, together with them, look for ways to resolve them.
• Diagnostics is carried out on whether children are ready to enter into social relations.
• The teacher should encourage children to strive for self-knowledge, can easily determine their own position in society, adequately evaluate their behavior and can look for ways out of various situations.
• The teacher should help children analyze various social problems, design their behavior in cases where they will get into difficult life situations.
• The teacher creates a developed information field for each of his students.
• Any children's initiative in the school is supported, student self-government comes to the fore.

Here is such a simple characteristic of psychological and pedagogical activity.

Teacher's educational activity

Separately, in pedagogical activity, I would like to highlight the types of activities of a school teacher. In total, eight species are distinguished, each of which has soy features. The essence of each of the available species we will consider below. The description of these types can also be called a characteristic of the pedagogical activity of a teacher who works at school.

Diagnostic activity

Diagnostic activity consists in the fact that the teacher must study all the possibilities of students, understand how high their level of development is and how well they are brought up. Indeed, it is simply impossible to carry out high-quality pedagogical work if you do not know the psychological and physical capabilities of the children with whom you have to work. Important points are also the moral and mental upbringing of children, their relationship with the family and the general atmosphere in the parental home. A teacher can correctly educate his student only if he has studied it from absolutely all sides. What is the correct way to carry out diagnostic activities, the teacher must master all the methods with which you can accurately establish the level of education of the student. The teacher should know not only everything about the educational activities of children, but also be interested in their interests outside the school, to study their propensities for one or another type of activity.

Orientational and prognostic

Each stage of educational activity requires the teacher to determine its direction, precisely set goals and objectives, be able to make predictions on the results of activities. This means that the teacher must know exactly what he wants to achieve and in what ways he will do it. This also includes the expected changes in the personality of students. After all, this is precisely what the pedagogical activity of the teacher is aimed at.

The teacher must plan his educational work in advance and direct it so that children have an increased interest in learning. He also needs to voice specific goals and objectives that are set for children. The teacher should strive to rally the team, teach children to work together, together, set common goals and achieve them together. The teacher should focus on stimulating cognitive interests in children. To do this, you should add more emotions, interesting moments to your speech.

Orientation and prognostic activity cannot be interrupted, the teacher must act in this direction constantly.

Design activity

It is very associated with orientational and prognostic activity. This connection is easy to see. After all, when the teacher begins to plan for networking in the team, in parallel with this, he must design the tasks assigned to him, develop the content of the educational work that will be carried out with this team. Here, the teacher will be extremely useful knowledge from the field of pedagogy and psychology, or rather those moments that directly relate to the ways and methods of organizing the educational team. And also you need to have knowledge about the existing forms and methods of organizing education. But that is not all that a teacher should be able to do. After all, it is also important to be able to properly plan educational work and training activities, as well as engage in self-development. Since the ability to think creatively is extremely useful in this matter.

Organizational Activities

When the teacher already knows exactly what kind of work he will carry out with his students, outlined a goal and determined the tasks of this work, it is necessary to involve the children themselves in this activity, to arouse their interest in knowledge. Here you can not do without the following series of skills:

• If the teacher seriously took up the training and education of students, then he must quickly and correctly determine the tasks of these processes.
• It is important for the teacher to develop initiative on the part of the students themselves.
• He must be able to correctly distribute tasks and assignments in the team. To do this, you need to know well the team with which you have to work in order to sensibly assess the capabilities of each participant in the pedagogical process.
• If the teacher organizes any activity, then he simply must be the leader of all processes, carefully monitor the progress of the students.
• Pupils will not be able to work without inspiration and that is why the task of the teacher is to become this very inspiration. The teacher must control the whole process, but so carefully that it was hardly noticeable from the outside.

Outreach

This activity is quite significant in the modern pedagogical process, since now almost everything is connected with information technology. Here, the teacher will again act as the organizer of the educational process. It is in it that children should see the main source from which they will draw scientific, moral, aesthetic and worldview information. That is why it will not be enough just to prepare for the lesson, you need to understand each topic and be ready to answer any student question. You must completely surrender to the subject that you teach. Indeed, it will probably not be news to anyone that the course of the lesson directly depends on how much the teacher has mastered the material that he teaches. Can he give qualitative examples, easily move from one topic to another, give concrete facts from the history of this subject.

So, we see that the teacher should be as erudite as possible. He must be aware of all the innovations within the framework of his subject and constantly report them to his students. And also an important point is the level of his mastery of practical knowledge. Since it depends on him how well students will be able to master knowledge, skills and abilities.

Communicative-stimulating activity

This is an activity that is directly related to the influence of the teacher on students at the time of training. Here, the teacher must have a high personal charm and moral culture. He should be able not only to establish friendly relations with students, but also competently maintain them throughout the entire educational process. You should not expect high cognitive activity from children, if at the same time, the teacher will be passive. After all, he must by his own example show the need for the manifestation of his labor, creative and cognitive skills. Only in this way can children be made to work and not just forced, but aroused in them a desire. Children feel everything, which means that they should feel respect from their teacher. Then they will respect him too. They must feel his love in order to give theirs in return. , , . , , . .

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Conclusion

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