Pedagogical interaction is the process of communication between the teacher and the pupil, aimed at creating a comprehensively developed personality. This is one of the main goals of pedagogy, which consists of certain areas: educational , social and didactic. It is well known that cooperation is the beginning of human social life, therefore it is interaction that plays a major role in communication. There are certain processes in this matter: the educator - the pupil, mutual understanding, support in the team and integral educational moments. Only when adults are mentors can this be considered as pedagogical interaction. It should not be authoritarian, since it is based on the fundamental principle of equality of relations.
The teacher must create such conditions for the child under which he will not provide any opposition in the upbringing. Experienced teachers usually finely control this process, realizing that it is in this, above all, that the culture of pedagogical communication lies . This issue is relevant today, since there is a crisis in solving the complex task of education and training.
What pedagogical leadership styles exist? It should be noted that they are particularly influenced by the nature of the interaction and the relationship between the teacher and the student. Klimov E.A. , Chudnovsky V.E. and other teachers devoted their works to this problem. Markova A.K. distinguishes three styles: authoritarian, liberal and democratic.
The democratic style suggests that the child is an equal participant in various types of labor, educational and social activities. This is one of the most modern and leading styles. The teacher guides the students in such a way that they can correctly make independent decisions, but at the same time take into account the opinions of mentors. He gives advice, encourages action and responds to students' requests, so the culture of pedagogical communication goes to a higher level. With the appropriate formulation of this issue, the learning process becomes as close as possible to the characteristics of the children's psyche.
Styles of pedagogical art imply an authoritarian direction. In this case, the child is no longer an equal partner, but acts as an object to which the pedagogical impact is directed. Using this style, the teacher usually does not receive professional satisfaction; his main methods of work are teams and orders, which helps to reduce the activity of children in the classroom.
Pedagogical interaction is least manifested when using the liberal style. This style allows children to take the initiative themselves, and the teacher tries to get away from independent decision-making. In this case, the teacher unsystematically carries out his activities in the educational process, which may affect its results.
All of these styles reveal the relationship with the interaction partner. It is necessary to pay attention to the fact that each of them implies the predominance of different forms of communication - dialogic or monological.
The pedagogical impact is also of two types: subjective-objective and subjective-subjective.
The first is the impact of the type "teacher - pupil." Here, the teacher plays a major role in training and education. It is he who sets the tasks and requires their implementation. The teacher stimulates the development of responsibility and discipline among students, thanks to this they acquire the necessary experience and knowledge, learn to control themselves and their actions. There is a negative side to this interaction: the child will not be accustomed to independently manage his activities.
Subjective-subjective relationships contribute to the manifestation of independence and activity in the wards, who are learning to find a way out of problem situations and are looking for a way to develop cooperation with other people.
So, pedagogical interaction is the teacher’s communication with the child, which is designed to ensure the development of the student’s creative data, motivation and the result of the activity, as well as the educational direction of the communicative activity of the teacher and student.