Communicative task: concept, characteristic, goal and solution

In order to understand the essence of the technology of pedagogical communication, it is important to analyze such a thing as a “communicative task”. It is the background, involves the stages of the solution: analysis of the situation, selection of several options, selection of the optimal, communicative impact, analysis of the results.

Definition

The communicative task is a pedagogical task, which is translated into the language of communication. That is why when organizing any educational action, you need to think through ways of communication between its participants.

The communicative task is the ability to establish and develop relationships between schoolchildren, which is especially important at the first stage of the formation of a children's collective (in a kindergarten group, in an elementary school).

Kinds

Groups of communicative tasks are distinguished. General groups involve preliminary planning. Current tasks appear in the framework of pedagogical interaction. The solution of the communicative problem is the main task of the teacher (class teacher).

The first group is reduced to the communication of certain information, as well as to encourage children to take specific actions.

Storytelling options

In this case, the general communicative task is characterized by the following types:

• storytelling;
• name;
• message
• by transfer;
• announcement;
• the answer.

Solving the tasks of communicative activity, the teacher realizes two main goals: passes certain information to the younger generation, encourages children to take action.

They can be considered as a way to solve the educational problem in the framework of the lesson (extracurricular activities).

Teacher communicative actions

There are four options:

• stimulating;
• corrective and evaluative (reactive);
• organizing;
• controlling.

The implementation of communicative tasks in the framework of the new federal educational standards is carried out in the teaching of any academic discipline.

The teacher must consciously and differentially select the types of communicative actions that contribute to the activation of the cognitive interest of the child, contribute to his socialization.

Solution Steps

GEF communicative tasks involve a phased process. First, modeling of the planned communication is carried out. The process is accompanied by the following actions:

• teacher's awareness of the style of communication with his students (pupils);
• mental restoration of the specifics of relationships in a given collective (communicative memory);
• clarification of the communication style in the updated communicative conditions.

To attract attention

At this stage, socio-communicative tasks involve:

• verbal verbal contact with schoolchildren, in which the teacher pauses to attract their attention;
• the use of visual aids, tables, symbols, signs.

In order to consolidate the established relationship, the teacher captures the degree of readiness of the child for productive communication.

Verbal communication

The teacher communicates the main communicative tasks with the use of tools that increase the effectiveness of communicative cooperation:

• initiative;
• mobility;
• facial expressions, gestures, pantomime;
• communication management;
• change of intonation when transmitting important information.

Feedback organizations

What else allows to solve communicative problems? The teacher’s goal is to establish a feedback emotional and meaningful relationship with the child (class, group). To do this, he uses the following methods and techniques:

• operational individual and frontal survey;
• posing questions to clarify awareness and analysis of tasks performed.

The microclimate inside the classroom collective (group) depends on the professionalism of the teacher.

Forms of work with subjects of educational activity

There are many forms of contact between teacher and students. Let us dwell on some effective forms:

• Facilitation involves the search and creation of comfortable conditions for self-realization of the younger generation;
• mutual understanding involves the establishment of the most meaningful relations between collectives, social groups, individuals;
• mutual influence is connected with the influence on each other (mutual influence of cultures).

It is impossible to solve communicative problems in the absence of the following qualities in the teacher:

• goodwill towards children;
• authenticity (naturalness in relationships with people around);
• concreteness, which is manifested in the teacher’s readiness to clearly and quickly respond to questions raised by students;
• moral stability;
• immediacy in dialogue.

Facilitator Functions

The teacher performs not only the function of a teacher, but also the duties of the class teacher. Facilitators in foreign schools are professionals who contribute to the personal growth of the child. Such teachers create optimal conditions for the successful socialization of each pupil.

The facilitator's peculiarity is that he does not “drive” the child into a certain framework to control his psyche, but encourages his creativity and desire for self-realization.

Teacher Communication Technology

By it is meant the nature of the interaction of the teacher and his students. Style is a stable system of techniques, methods that appear depending on the specific situation.

Let us consider in more detail the stages of pedagogical communication, which are implemented in the form of a communication technique (the sum of communicative listening and speaking skills). For work, the teacher uses the following tools: problem situations, entertaining information, emotional and figurative speech, historical aspects, excerpts from the literature.

The prognostic stage consists in modeling future communication as part of the preparation of the teacher for an event or lesson.

In order for communication to be as effective as possible, you need to take into account a specific class, tune in to positive in communication with the children’s team. The teacher selects a communication style in accordance with the tasks that the state sets before him according to the new federal educational standards.

The teacher should avoid psychological stereotypical attitudes towards children, try to feel the atmosphere planned for the lesson. Only in this case can we count on success.

For a “communicative attack” it is important to clarify the style in the updated communicative conditions.

At the stage of communication management in the framework of the pedagogical process, the teacher promptly responds to initial contact with the class, moves from organizational moments (welcome moment, shrinkage) to personal and business communication.

Distinctive features of pedagogical styles

A democratic style of communication involves considering the student as an equal partner in communication, colleagues in interaction. The teacher attracts children to planning, posing questions, takes into account their opinion, and stimulates the independence of judgment. With this pedagogical approach, students are calm and comfortable.

In an authoritarian style, power is based on violence and fear. The child is considered as an object of pedagogical influence; he is not a full partner. When making a decision, the teacher uses his own rights, does not take into account the desires and capabilities of children. Among the possible consequences of an authoritarian style, psychologists note a loss of time for fear and worries, low student self-esteem, lack of initiative, enthusiasm, wasting time on excuses, attempts to hide negative work results.

The liberal style implies the teacher’s departure from making an important decision. He transfers such powers to the hands of his students, performs the role of an outside observer. Among the problems that arise with liberal pedagogical communication, the unstable microclimate in the team and the emergence of conflicts between classmates are especially dangerous.

The teacher should be an example for children in everything:

• setting goals and objectives to mobilize a cool team;
• in appearance and behavior (to be fit, neat, collected, charming, friendly, active);
• in the use of non-verbal and verbal means of interaction (actively include facial expressions, contact with children through the eyes);
• in the awareness of the internal situational mood of schoolchildren, the transfer of this understanding to schoolchildren.

An important point is the analysis of the used communication technology. The purpose of this stage is to diagnose and correct. The teacher correlates the goals with the results obtained, the optimality of the selected means, methods of communication.

Kinetic means of communication

The American psychologist R. Birdwistle proposed the term "kinetics", used to consider communication through analysis of body movements. The study of kinetics is a huge field of research in psychology, cultural studies, and pedagogy. The most studied at the moment are such elements of the kinetic structure as postures, gestures, facial expressions, visual contact, and gaze.

The expressiveness of the teacher’s speech is associated with his ability to apply these elements of the kinetic structure. They affect the visual channel of children's perception, give the relationship certain nuances.

By facial expressions, a teacher can learn a lot of interesting things about his student. The facial expressions of pedagogy itself should be clear to the student. Otherwise, the child will be afraid of the “terrible” teacher, and the learning process will not bring the desired results.

That is why, within the framework of updating the content of domestic education, FSES was introduced in all academic disciplines. They are based on a personality-oriented approach to the educational process.

In the system of a humanistic approach to education, serious demands are made on the teacher’s facial expressions, his ability to build positive relationships with other people. In order to fully fulfill the task set by society in front of a modern school, teachers must use modern methods and techniques of work, in particular, to solve communicative tasks using facial expressions and gestures. The teacher’s positive attitude, his sincere desire to “teach to learn” will bring the desired results, help to educate young people with an active citizenship.