A personality-oriented approach to teaching involves the concentration of attention and efforts of the teacher on the preservation, as well as the formation of a holistic personality of the student. The specialist who relies on him will take care not only of the student’s intelligence, citizenship and sense of responsibility, but also, to a greater extent, of his spirituality, emotional, aesthetic, creative inclinations and the possibilities for their maturation.
The personality-oriented approach has the following goal - to create the conditions for the full-fledged formation of the personality's mental functions. This is about:
- human ability to make an informed choice;
- the ability to reflect and evaluate life;
- the formation of the image of "I";
- the search for the meaning of your life and creativity;
- responsibility for actions and actions;
- autonomy of the individual from external influence.
The personality-oriented approach has special relationships in the student-teacher system. In this system, the student is the main character in the entire educational process.
The teacher is now turning from a "source of information" and a "controller" into a diagnostician and assistant who ensures the development of the student’s personality and psyche. The organization of this educational process suggests that it should guide the student. That is why this method is also known as personal developmental education.
Let us consider in more detail the principles and methods of such an organization of the educational process.
Firstly, a personality-oriented approach implies that there should be an orientation not so much on training and education as on the development of students.
Secondly, the teacher must take into account the individual characteristics of students (age, physiological, psychological, intellectual).
Thirdly, when building educational material, the teacher needs to keep in mind the educational needs of the class, focusing on a different level of complexity in the program material, so that it is accessible and understandable to absolutely everyone.
Fourthly, schoolchildren should be divided into special homogeneous groups, taking into account their knowledge, abilities and professional orientation.
Fifthly, each child must be treated as a unique and unique personality.
Consider, for example, how a personality-oriented approach is implemented in teaching a foreign language. It is necessary to create a special educational environment in the classroom, which will include:
- organization and use of material of various types, contents and forms;
- the use of technical equipment in the lessons (projector and tape recorder);
- giving the student freedom in choosing a way to complete tasks in order to relieve emotional stress due to fear of mistakes in the actions taken;
- the use of non-traditional forms of individual and group classes in order to activate the creativity of each child;
- creation of conditions for self-expression in collective and independent activity;
- the presence of attention to the assessment and analysis of individual ways of working that encourage the student to create not only the result, but also the work process (it is necessary that the student can tell how he organized the work, what tools he used, what he liked and what not);
- special preparation of the teacher for the constant implementation of such work in the classroom, as well as in the process of organizing a system of extracurricular lessons;
- development and application of an individual training program that will model search (research) thinking;
- organization of lessons in small groups based on dialogue, role-playing games and trainings.