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Job description teacher[Name of the educational organization]

This job description was developed and approved in accordance with the provisions of the Federal Tax Service of December 29, 2012 N 273-FZ "On Education in the Russian Federation", section "Qualifying characteristics of the posts of employees of education" of a single qualifying reference book of managers, specialists and employees, approved. Order of the Ministry of Health and Social Development of Russia of August 26, 2010 N 761n, and other regulatory acts regulating labor relations.

1. General Provisions

1.1. The teacher refers to the category of pedagogical workers and directly subordinate [the name of the post of direct supervisor].

1.2. A person who has a higher professional education or secondary vocational education in the direction of training "Education and Pedagogy" or in the area corresponding to the subject facaded by the subject, is appointed to the position of teacher or in the field, or higher education or secondary vocational education and additional vocational education The direction of activity in the educational organization without the presentation of the work experience.

1.3. To the position of teacher in accordance with the requirements of Art. 331 TC RF assigned a person:

Not deprived of the right to engage in pedagogical activities in accordance with the judgment of the court who have entered into legal force;

Without or unwaiting, not subject to criminal prosecution (with the exception of persons, criminal prosecution for which is discontinued on rehabilitation grounds) for crimes against life and health, freedom, honor and dignity of personality (with the exception of illegal premises in a psychiatric hospital , slander and insults), sexual integrity and sexual freedom, against family and minors, public health and public morality, the foundations of the constitutional system and the security of the state, as well as against public security;

Not having an inconsistent or outstanding conviction for deliberate grave and especially grave crimes;

Not recognized as incapable in accordance with the procedure established by federal law;

Not having diseases stipulated by the list approved by the federal executive body that performs functions to develop public policies and regulatory legal regulation in the field of health.

1.4. The teacher should know:

Priority directions for the development of the educational system of the Russian Federation;

Laws and other regulatory legal acts regulating educational activities;

Convention on the Rights of the Child;

Major technological processes and techniques for work in organizations in the specialty in accordance with the training profile in the educational organization, as well as the foundation of the economy, organization of production and management;

Pedagogy, physiology, psychology and methods of vocational training;

Modern forms and methods of teaching and education of students;

Basics of labor legislation;

Theory and methods of management of educational systems;

Modern pedagogical technologies for productive, differentiated learning, the implementation of the competence approach, educational training;

Methods of belief, the arguments of their position, establish contacts with studying different ages, their parents (persons who replace them), work colleagues;

Technology diagnostic causes of conflict situations, their prevention and permission;

Basics of ecology, economy, sociology;

Labor legislation;

Basics of working with text editors, spreadsheets, email and browsers, multimedia equipment;

Rules of the internal employment regulation of the educational organization;

Rules for labor protection and fire safety;

- [Other knowledge].

1.5. The teacher is prohibited:

Provide paid educational services to the student in this organization, if it leads to a conflict of the teacher's interests;

Use educational activities for political campaigning, coercive students to adopt political, religious or other convictions or abandoning them, for inciting social, racial, national or religious retail, for agitation, promoting exclusivity, superiority or inferiority of citizens on the basis of social, racial, national , religious or language affiliation, their relationship to religion, including through the report of students in unreliable information about the historical, national, religious and cultural traditions of peoples, as well as for encouraging students to actions contrary to the Constitution of the Russian Federation.

1.6. The teacher is appointed and exempt from it by order [name of the head].

2. Official duties

Teacher:

2.1. Conducts training students in accordance with the requirements of federal state educational standards.

2.2. Organizes and controls independent work of students, individual educational trajectories (programs), using the most effective forms, methods and means of training, new educational technologies, including informational.

2.3. Promotes the development of the personality, talents and abilities of students, the formation of their common culture, the expansion of the social sphere in their upbringing.

2.4. Provides achieving and confirmation of educational levels of education (educational centers).

2.5. Evaluates the learning efficiency of the subject (discipline, course) of students, taking into account the development of knowledge, mastering the skills, the use of the skills gained, the development of creative activities, cognitive interest, using computer technologies, including text editors and spreadsheets in their activities.

2.6. Complies with the rights and freedoms of students.

2.7. Supports educational discipline, the mode of visiting classes, respecting human dignity, honor and reputation of students.

2.8. Conducts monitoring and evaluation activities in the educational process using modern methods of assessment in the conditions of information and communication technologies (including the maintenance of electronic documentation forms).

2.9. Makes proposals for the improvement of the educational process in the educational organization.

2.10. Participates in the work of subject (cyclical) commissions (methodical associations, departments), conferences, seminars.

2.11. Participates in the activities of pedagogical and other councils of the educational organization, as well as in the activities of methodical associations and other forms of methodical work.

2.12. Communicates with parents or persons replacing them.

2.13. Develops working programs of academic disciplines (modules) in their discipline and other materials that ensure the education and quality of training of students are responsible for the implementation of them in full in accordance with the curriculum and schedule of the educational process, as well as for the quality of graduates.

2.14. Provides the protection of the life and health of students during the educational process.

2.15. Performs rules for labor protection and fire safety.

2.16. Complies with legal, moral and ethical norms, follows the requirements of professional ethics.

2.17. Respends the honor and dignity of students and other participants in educational relations.

2.18. It develops among students in cognitive activity, independence, initiative, creative abilities, forms a civil position, the ability to work and life in the conditions of the modern world, forms the educational culture of a healthy and safe lifestyle.

2.19. Applies pedagogically substantiated and ensuring high quality form education, learning and education methods.

2.20. It takes into account the features of the psychophysical development of students and their health status, respects the special conditions necessary to obtain education by persons with disabilities, interacts if necessary with medical organizations.

2.21. Systematically increases its professional level.

2.22. It takes certification for compliance with the position.

2.23. It takes place in accordance with the labor legislation, preliminary during admission to work and periodic medical examinations, as well as extraordinary medical examinations in the direction of the employer.

2.24. Training and testing of knowledge and skills in the field of labor protection are underway.

2.25. Complies with the Charter of the educational organization, the provision on the specialized structural educational unit of the Organization exercising training, the rules of the internal labor regulation.

2.26. [Other job duties].

3. Rights

The teacher has the right:

3.1. For all social guarantees provided for by the legislation of the Russian Federation, including:

On abbreviated working hours;

For additional professional education in the profile of pedagogical activity at least once every three years;

On the annual main elongated paid leave, the duration of which is determined by the Government of the Russian Federation;

For a long vacation for up to one year at least every ten years of continuous pedagogical work;

To the early appointment of an old-age labor pension;

For providing out of the queue of residential premises under a social hire agreement (if the employee is registered as in need of a residential premises);

For the provision of residential premises of a specialized housing stock;

To provide compensation for payment for residential premises, heating and lighting [for residents and working in rural settlements, workers' settlements (urban-type settlements)];

For additional costs of medical, social and professional rehabilitation in cases of health damage due to an accident at the production and receipt of the professional disease.

3.2. Get acquainted with the draft management decisions regarding its activities.

3.3. On issues in its competence, proposal to improve the management of the organization and improvement of working methods, as well as options for eliminating the deficiencies in the activities of the organization.

3.4. Request personally or on behalf of the manual from structural divisions and specialists, information and documents necessary to fulfill their official duties.

3.5. Attract specialists of all (individual) structural units to solve the tasks assigned to it (if it is provided for by the provisions on the structural divisions, if not, with the permission of the manual).

3.6. Require the creation of conditions for the fulfillment of professional duties, including the provision of the necessary equipment, inventory, a workplace that meets sanitary and hygienic rules and norms, etc.

3.7. [Other rights provided Labor legislation Russian Federation].

4. Responsibility

The teacher is responsible:

4.1. For violation of the charter of the educational organization.

4.2. For use, including one-time, methods of education associated with physical and (or) mental violence on the identity of the student.

4.3. For improper performance or non-fulfillment of its official duties stipulated by this official instruction, within the limits defined by the labor legislation of the Russian Federation.

4.4. For offenses committed in the process of carrying out its activities, within the limits defined by the administrative, criminal and civil law of the Russian Federation.

4.5. For causing material damage - within the limits defined by the Labor and Civil Law of the Russian Federation.

The job instruction is designed in accordance with [Name, number and document date].

Head of Personnel Service

[initials, surname]

[signature]

[day month Year]

Agreed:

[position]

[initials, surname]

[signature]

[day month Year]

The instructions are familiar with:

[initials, surname]

[signature]

[day month Year]

PLAN

Topic: "Sphere and activities of a psychology teacher"

Introduction .......................................................................................... 3

1. Preparation of teachers of psychology .......................................... ..6

2. Knowledge, skills, abilities and personal qualities of a psychology teacher .................................................................................................. .10

3. Functions of the teacher of psychology and his role ...................... ............ .20

Conclusions ................................................................................... ......... 23

List of references. ..................................................................................................................................................................................................

Introduction

As you know, there are three main objectives of psychology as disciplines and activities of psychologists:

1. Search for new psychological knowledge.

2. The use of psychological knowledge to solve practical problems.

3. Transfer of psychological knowledge.

Scientific psychology, the second - applied and practical psychology, the third - methodology of teaching psychology were sent to achieve the first goal. The scientific psychology was formed as independent science in the second half of the XIX century. And during the twentieth century. I did a huge way of development. She became one of the recognized industries of scientific knowledge; Psychological departments and laboratories have taken a worthy place in the university science of many countries. Practical psychology as a sphere of professional activity began to form in 60.E p. XX century. In the USA, in the 70s P. - in Europe, in the 80s. - in Soviet Union. Despite the difficulties of the initial development and approval of their own status, it gradually became a recognized area of \u200b\u200bprofessional activity. The sustainable position of psychological services in many areas of health and education is a confirmation of this. The methodology of teaching psychology in many countries is only in the initial period of its formation, despite the fact that the teacher's teacher itself has as long as psychology itself. Work on the methodology of teaching psychology was published throughout the twentieth century., But they appeared quite rarely and concerned only the individual aspects of this activity. Periods when psychology was introduced as a training subject in secondary educational institutions (at the beginning and in the middle of the twentieth century), it was marked by the activation of methodical work in the field of psychology teaching (Samarin, 1950; Panibratsev, 1971). Interest in psychology as science and the field of practical activity clearly prevailed throughout the twentieth century, although most psychologists of the will or unilies had to work as teachers of psychology. It was assumed that for the successful teaching of psychological disciplines, quite deep knowledge of scientific and applied psychology was quite sufficient. However, recently, an increasing number of specialists is aware of the fact that psychology as an educational subject and psychology as a science - non-identical concepts. The course of psychology has its own didactic tasks, so only psychological knowledge is not enough for successful teaching, it is necessary to teach the ability. Works dedicated to the methodology of teaching psychology in higher educational institutions began to appear in our country and abroad only recently. In addition, special conferences or sections are organized within other conferences on the methods of teaching psychology in different types of educational institutions. The interest of psychologists to teaching activity is growing. The methodology of teaching psychology is studied as a compulsory subject to students studying in the specialty "Psychology". At the end of the university, they are assigned the qualifications "Psychologist. Psychology teacher. Thus, this training course performs an important function of training students to teaching activities. It is assumed that in accordance with the knowledge gained, skills and skills, a specialist should be ready to participate "in solving comprehensive tasks in the system of national economy, education, health care, management, social assistance to the population." At the same time, he must be able to carry out the following types of professional activities:

· Diagnostic and correctional activities;

Expert and advisory;

Educational;

Research;

Cultural and educational.

Consider the requirements for the professional training of a psychology specialist (State Educational Standard ..., 2000). The specialist should be able to solve the tasks corresponding to his qualifications:

· Based on accumulated theoretical knowledge, research skills and information search, be able to navigate in modern scientific concepts, competently put and solve research and practical tasks;

· Participate in practical applied activities, own the main methods of psychodiagnostics, psychocorrection and psychological counseling;

· Held a complex of knowledge and methods of teaching psychology in higher educational institutions.

Thus, the qualifications "Psychologist, a teacher of psychology" involves readiness for three types of psychological activities: scientific, practical and pedagogical.

1. Preparation of teachers of psychology

Domestic and international experience shows that the teaching of psychology is carried out both psychologists and teachers. In the first case, the task of pedagogical training of psychologists becomes relevant, and in the second - psychological training of teachers. The obvious advantage of the psychologist is in the deep knowledge of the subject, but sometimes it lacks pedagogical and methodological preparedness for teaching activities. The teacher does not have such deep knowledge of psychology as a psychologist, but he has an obvious advantage from the point of view of methodological preparedness, he knows how to pedagogically competently take away the training material and teach him students. Both psychologists and teachers have the right to teach psychology, but it is important that the psychologist is pedagogically educated, and the teacher is psychologically educated. Therefore, it is necessary to pay attention to the study by psychologists of pedagogical disciplines, important for successful teaching activities. The common view is that the knowledge of the relevant scientific discipline is sufficient to teach it, not always justified. In the event that psychology teach teachers of other subjects, it is necessary to increase their psychological qualifications. Traditionally, in many countries the following situation has developed: psychologists are taught in higher educational institutions - scientists and practices, and in secondary educational institutions - teachers of philosophical or social disciplines. The reason for such a situation was, apparently, the traditional idea of \u200b\u200bthe university as a scientific and pedagogical institution, and about school, gymnasium, lyceum - as an educational institution. Therefore, there is an opinion that scientific qualifications are primarily important for the university, and for school - pedagogical. In any case, specialists who have appropriate education and scientific and pedagogical qualifications are allowed to teach. The teaching of psychology in higher educational institutions is carried out mainly by specialists who have basic psychological education and graduate specialists who have a scientific degree of a candidate or doctor of psychological sciences, as well as practically psychologists who have higher professional qualifications. Directly in the learning process, employees participate in the following professorical and teaching positions: Dean of the Faculty, Head of the Department, Professor, Associate Professor, Senior Lecturer, Teacher, Assistant. The procedure for replacing the posts of scientific and pedagogical workers in the higher educational institution of the state is regulated by the relevant Regulations (the Regulation on the procedure for submitting posts, 2003). The replacement of the positions of the faculty in the higher educational institution on the basis of competitive selection, as a result of which the employee is an employment contract (contract) for up to 5 years. Discussion and competitive selection of applicants for teaching positions take place on the scientist of the Council of the University, the Faculty, the branch of the university. Previously, the candidates of applicants for teaching positions are discussed at a meeting of the appropriate department, and the recommendations of the department for each candidate are brought to the attention of the University Scientific Council (faculty). The department has the right to offer applicants to read trial lectures or carry out other training sessions and, according to their results, adopt recommendations (provision on the procedure for replacing posts, 2003). In any state, the training of psychology teachers for higher educational institutions is carried out in the system of postgraduate vocational education. The system of this training is similar to training on other specialties and is carried out on the basis of the preparation of scientific and pedagogical and scientific personnel (the provision on the preparation of scientific and pedagogical and scientific personnel in the System of Postgraduate Vocational Education, 1998) and the Model Regulations on the educational institution of higher professional education. In accordance with these documents, doctoral studies, graduate school, adjuncture are the main forms of increasing education, scientific and pedagogical qualifications. Forcedation is a form of work on the dissertations of specialists attached to higher educational institutions or scientific institutions, organizations without enrollment in doctoral studies, graduate school, adjuncture. The system of studying psychology according to these educational programs was described in previous chapters. We note, however, that these educational programs are aimed primarily to increase scientific qualifications (candidate exams in philosophy, foreign language and specialty, preparing the dissertation). Assistant and affection and affection, as well as the study of pedagogy and higher education (or higher education psychology (or higher education), are sent to an increase in pedagogical qualifications, as well as in some universities. Assistant practice involves a graduate student of practical and seminar studies with students of the university, and the affair practice of reading lectures. Thus, the graduate student acquires the experience of pedagogical activities. Purposeful training of psychology teaching techniques is usually not carried out, although there is a need for this. Therefore, in a number of universities in graduate school and adjuncture, the study of such disciplines is organized as: 1) the pedagogy of higher education and 2) the psychology of higher education. The main goal of the relevant courses is the preparation of graduate students (adjunctions) to teaching activities in the university.

The professional qualifications of scientific and pedagogical workers of universities is determined by the following criteria:

1) basic higher education;

2) a scientific degree of candidate of science;

3) scientist degree of doctor of science;

4) academic title of associate professor;

5) scientist by the title of professor;

6) scientific work reflected in the quantity and quality of scientific publications;

7) pedagogical work, reflected in the quantity and quality of training publications.

To teach psychology in higher educational institutions, it is important to have a basic psychological education, which determines the content and level of professional training of the teacher. A scientist degree of a candidate or doctor of science defines the degree of scientific qualification of the teacher.

They are assigned on the basis of the procedure for the judgment of scientists by degrees approved by the Resolution. The scientific degree of a candidate of psychological sciences is awarded to psychologists who confirmed their scientific and pedagogical qualifications in the form of a successful commission of candidate exams on philosophy, a foreign language and scientific specialty, as well as a successfully defended his thesis for the degree of scientific specialty. The thesis for the degree of candidate of science should be a scientific and qualification work, which contains a solution to a problem that is essential for the relevant industry of knowledge.

A scientific degree of Doctor of Psychological Sciences is a higher scientific qualification. Special learning is not carried out for this degree. The applicant must prepare and protect the dissertation for the degree of Doctor of Psychological Sciences on the relevant scientific specialty (general psychology, personality psychology, pedagogical psychology, etc.). This dissertation should be a scientific and qualification work, in which on the basis of the studies performed by the author, theoretical provisions were developed, the combination of which can be qualified as a new major scientific achievement, or a large scientific problem was solved. In doctoral dissertation, a wide research experience of a specialist in the study of any new direction of psychological science, obtained by the applicant personally (or as a leader of the research group is (or as a leader of the research group.

2. Knowledge, skills, abilities and personal qualities of a psychology teacher

The profession of psychology teacher has its own specifics, in contrast to the profession of a psychologist-scientist and psychologist-practice. The teacher should not only have psychological knowledge, but also be able to transfer them to students. From this point of view of the skill, personal qualities and abilities of the psychology teacher are akin to other teaching professions. To succeed, the teacher must determine the following knowledge, skills and abilities:

1. To be a versatile educated, erudited in various fields of psychological knowledge, as well as in other sciences.

2. To know the subject taught well.

3. Be able to independently select educational material.

4. Determine the optimal means and effective learning methods.

5. Be able to be able to explain the educational material to ensure its understanding and learning students.

6. To be able to create the motivation of students to assimilate the educational material.

7. Have a demanding knowledge and skills of students.

8. Enjoy communicative and organizational abilities and pedagogical tact.

9. To own logic and have a good vocabulary.

10. Owning expressive means of communication, oratory and artistic abilities.

11. Win with observation and ability to understand the student.

12. Being able to reflect your own teaching activities.

Of course, the deficit of certain skills and qualities is not a contraindication for teaching activities. There are different individual teaching styles. For example, one teacher may be pronounced artistic and oratorical abilities, the other is the ability to logical and systematic presentation of the educational material. As in other types of professional psychological work, in teaching a psychologist, it is important to take into account the individual features of their personality. Knowledge of the subject. In higher educational institutions, especially at the psychological faculties, the scientific competence of the teacher and its knowledge of the subject is traditionally appreciated. Teaching positions are considered scientific and pedagogical. The training course is usually taught by the Senior Lecturer, Associate Professor or Professor, who himself conducts research in this scientific field or is conducting practical psychological work. This is a traditional practice in the universities of many countries. Unfortunately, in the conditions of the current "market formation", many teachers because of meager salaries are forced to work out that they read courses and special courses, which are unableless. They have to turn into the "Parrots-Shabashnikov", transpressing reading textbooks and books and do not even have fun in those or other problems (sparies, spicy, 2001, p. 286). Reducing the scientific level of teaching is a serious problem of higher psychological education. Nevertheless, psychological specialists in their field students continue to respect as teachers. It should be noted that pedagogical skills and abilities also significantly increase the effectiveness of their teaching activities. In secondary educational institutions, the greater importance is attached to methodical skills. Teaching positions are considered primarily as pedagogical. As shown in the previous sections, the review, psychology in schools is taught by psychologists or teachers of other disciplines. Of course, the knowledge of the psychologist is distinguished by a greater depth, but the deficit of pedagogical skills sometimes prevents him from correctly selecting the educational material, it is clear and accessible to explain it. The teachers of other subjects may not have a deep psychology, but they know how to choose the necessary material from the available sources and teach him students, making the learning process with fascinating and affordable. The task of psychologists is to increase the level of psychological competence of psychology teachers. Intelligent qualities are of great importance not only for a scientist, but also for the teacher. A clever person is one of the characteristics most frequently mentioned by students when they estimate the teacher respected by them. Very remarkable saying V. N. Druzhinin: "There is no successful psychologist without high intelligence" (2001, p. 33). In context, this statement could sound as follows: "No high intelligence can be a successful psychology teacher." To clearly explain the educational material to students, the teacher, first of all, should clearly understand him. It is in relation to the teacher, the winged truth is especially true: "Who is clearly thinking - he clearly sets out." The ambiguity of the thought of the teacher leads to the nebula of his speech and, as a result, to lack of understanding from students. Incorrectly do those teachers who are trying to hide the poverty of thought for the tender-shaped and beautiful wording of uncertain content. Artistry and speech skills. The teachers are often waiting for "interesting" and even "artistic" presentation of material on the training course. A small improvised survey of several groups of students-psychologists showed that the "most important quality" in teachers of psychology, many students consider "wit and cheerful moral". Perhaps this is due to the fact that the majority of psychologists are girls ... (spicy, spicy, 2001, p. 287). But what I wrote about this S. I. Hessen: "The oratorical art of the professor is not in the ease and remoteness of the style of his speech, but in the ability to think him during speech, to discover new evidence and the shades of the thought-developed thought at the lecture. Therefore, the external roughness of speech, as it is an expression of the boosal of thought with the word, constitutes a genuine charm of scientific speech ... Of course, some minimum of expressive means needed for a scientific course teacher .. ". Such thoughts expressed the town of Selre: "It is characteristic that the unlimited beautifulness of speech is a lack of scientific lecture, because distracts the attention of the listeners from the essence of the explanable." At the same time, it is impossible to deny the fact of the influence of the characteristics of the teacher's speech on learning efficiency, which we have already spoken above. The ability to put logical strokes, make the necessary and relevant pauses, clear and clear diction are important for pedagogical activities. Such shortcomings of the teacher's speech, as too high the rate of presentation, bent, whisper, carelessness in pronunciation, contribute to the formation of a dismissive, and sometimes negative installation of students. However, these shortcomings can be corrected by systematic exercises. Pedagogical installations. Under the pedagogical installation refers to the readiness of the teacher to react in a certain way in the same type of pedagogical situation. The teacher itself own plants in most cases are absolutely correct, so they are extremely stable and difficult to change. Conservatism and the rigidity of the installations are intensified with age. There are two types of dominant settings of teachers in relation to students: positive and negative. On the presence of a negative installation of a teacher with respect to a certain student usually testify the following signs:

· The teacher gives a "bad" student less time on the answer than "good";

· The teacher does not ask the leading issues and does not give prompts;

· With an incorrect answer, it is in a hurry to forward a question to another student or gives the correct answer;

More often reverse and less encourages the "bad" student than "good";

Tries not to notice the success of such a student;

Sometimes it does not work with him at all.

The presence of a positive installation of a teacher in relation to a certain student is indicated by the following signs:

The teacher is waiting for a response to the question;

With difficulty in response, asks leading questions, makes tips;

Encourages a smile or look;

With an incorrect answer, it is not in a hurry with an assessment, and trying to adjust it;

· More often appeals to such a student at the lesson.

Showing its installation in relation to "good" and "bad" students, a teacher, without special intent, has a strong influence on students. Walked and respect for the teacher in relation to students. Theoretically, the need for a manifestation of kindness and respect for students understands all teachers. However, the manifestations of kindness and respect can be different. They can turn into imitation of kindness, in "flirting" with students, in attempts by the teacher of psychology to simplify their mission. Such a teacher becomes:

· Either "retelling" textbooks,

· Either turns into an "artist - charming" or "merry-humorist",

· Either generally degenerates in a "self-satisfied jam", confident in its "strong knowledge" and "intellectual infallibility."

Walked and respect can also turn into pity for the student, as a result of which the level of demand is reduced. The ability to understand the student, "enter his position" is very important. However, such a kindness brought to the absurdity deprives some students of all incentive to teaching. In this case, the teacher pretends that he learns, and students pretend to be taught. But really do not care. The most extremes represent those teachers who in their position see the possibility of self-affirmation due to the demonstration of their superiority over students. This can manifest itself in an underlined policy and demonstrativeness of the behavior of the teacher, the absence of his desire to enter into a dialogue or discussion with students. Such teachers do not show respect for their own opinions of students, believing that only their point of view is correct. They do not recognize their own errors. The optimal type of teacher's relationship to students can be expressed by the well-known pedagogical principle, which A. S. Makarenko formulated as follows: "Maximum identity requirements and maximum respect for it." At the same time, it is natural to believe that the level of demand must be optimal, i.e. must be combined with the real possibilities of students. In this regard, the position of the teacher is not quite legitimate, when he declares: "And this does not concern me" (for example, when one copy of the book is available in the library, and two student groups must prepare for a few days). Preventing requirements, the teacher must take into account the reality of the learning situation. Respect for the student manifests itself in the fact that the teacher belongs to him as an equal participant in the educational process:

He is given the right to choose (within certain limits);

He is given the right to speak (not necessarily here and now);

His opinion is appreciated (not necessarily adopted as proper).

The attitude of the teacher to criticism from students. In the learning process, situations are possible in which the student believes that the teacher is not right in his statements in class. First, the university teacher has the right to his point of view, even if this point of view does not coincide with the opinion of some of his colleagues psychologists. Secondly, the student can have his scientific and ideological position. The correct behavior of the teacher may be that he should give a disagreement with him the opportunity to at least briefly designate his point of view or declare a different student's position before the audience. It is better to do this or during a break, either at the seminar (then the opportunity to compare and discuss different positions), or at another lesson, after preparing to answer the student's comments. Not the best option is "instant", and even "witty" teacher's reaction, which does not allow to realize the problem, but only makes it possible to demonstrate its "artistic" abilities and makes students the object of ridicule. It is quite possible to situations when a student in some questions dealt better than his teacher. Therefore, discussions are a completely natural and mutually useful process. A scientific dispute Unlike the dispute of ignorance should take only on the basis of logically built and proven arguments, as well as based on the mutual respect of the arguing. Personal relations of the teacher with students. It is quite natural that the teacher has personal sympathies or hostility towards any students. The grounds for this may be the most different: both appearance and manners of behavior and personal qualities. However, the explicit manifestation of this relationship is inappropriate. You can not mix business (training) and personal relationships. It is not necessary to demonstrate a dismissive and disrespectful attitude towards a student who does not like the teacher for some personal reasons. A pretty student should not have the right to privilege. It is important that personal relationships do not interfere with objective assessment. Some students, and especially students try to sometimes influence the teacher with personal charm. A special question is the problem of intimate relations of the teacher and students. Are they allowed? On the one hand, both teachers, and students are adults, so they have the right to solve these issues themselves. On the other hand, everything that happens between teachers and students is under close control by "public opinion". Therefore, the teacher who comes into intimate relations with students should always remember this, remember his, primarily moral, responsibility. But since, as they say, the "heart will not order", then at least not to put these relations at the bottom. Style of pedagogical communication of the teacher and students. The teacher in the process of its pedagogical activity is usually a certain set of relatively sustainable techniques and methods of interaction with students. It is called the style of pedagogical communication. Traditionally, three main styles are distinguished: authoritarian, democratic and liberal. Authoritarian and liberal styles represent a kind of extremes in the use of a number of pedagogical agents. A teacher who adheres to a democratic style is in many ways a more flexible position. For a teacher with an authoritarian style of communication, it is characteristic that it occupies an active and policy position, leaving students the role of passive performers in the educational process. The clarity of the instructions and tasks, the timely control of their implementation is the good organizing factors of students' training activities. However, it is often not sufficiently substantiated by the need for certain tasks within the framework of the general objectives of educational activities. The positive importance of such qualities as awareness, independence and initiative is underestimated. A student for such a teacher is not a subject of exercise, but only an object of learning. A high level of requirements is imposed to students, but the teacher often lacks respect for their personality. The teacher is not inclined to manifest an individual approach. It comes from averaged idea of \u200b\u200bthe student and abstract requirements for it. The authoritarian teacher is conservative and subjective in relation to students. He prefers to characterize his students as undisciplined, lazy, unconscious; Disciplining effects and marks considers the most important factors of the organization of educational tasks; Prefers to underestimate the student than to overestimate. He is unfriendly in relation to his pedagogical activity and does not know how to recognize his mistakes. For a teacher with a democratic style of communication, it is characteristic that, showing activity and initiative, he at the same time gives students the opportunity to manifest their own activity in the educational process. It seems clearly learning, leaving the freedom to manifest creative initiative. Such a teacher argues the importance of individual tasks within the framework of the general objectives of the training course. In the organization of training sessions, he relies on personal experience of students, the specifics of their needs and opportunities. A student for him is not only an object of learning, but the subject of educational activities. Requirements for students are combined with respect for their personality and individuality. At the same time, equal general requirements for all students are preserved. This teacher is objective in assessing students, does not demonstrate stereotypical negative installations. At the same time prefers to overestimate the student than underestimate. The focus does on the organization of meaningful and expedient training activities, and not on disciplining effects and marks. He is capable of objective criticism of his own activity, knows how to recognize the mistakes admitted and correct them without losing their own dignity. For a teacher with a liberal style of communication, it is characteristic that it occupies a rather passive and consignant position in the organization of training sessions is not demanding enough. In such a situation, students exhibit dominant activity and subject qualities. In class, there is often a lack of a teacher organizing function. As a result, an anarchy has an anarchy in the organization of training sessions, laying and fulfilling the requirements. Such a teacher does not give the value to substantiate the need to perform certain tasks or there is not enough appropriate argumentation. The undemanding of students is sometimes replaced by rigid demands. This generates the uncertainty of students' expectations. For a liberal teacher, situitudality and inconsistency in students' estimates are characterized, there is often unhealthy and unjustified optimism. The ideas about a specific student are illusory. She is inclined to account for the individuality of the student and understanding its special circumstances and, accordingly, an excessive decrease in the demand for it. It does not seek to discipline students. Often he fails to organize meaningful and expedient learning activities. Self-critical manifestations are situational; Recognizes your mistakes, but usually does not correct them. A specific teacher is unlikely to be unequivocally attributed to some one of the listed types, although the dominance of one of the styles may occur. At the same time, the same teacher in various pedagogical situations and in relation to different students can demonstrate elements of different styles. The reflection of its own style is a prerequisite for its improvement. To say unequivocally, which of the styles considered is optimal, quite difficult. Teachers who are fond of humanistic psychology are sometimes inclined to the liberal style of communication. The least compatible with the teaching of psychology is perhaps authoritarian style. Usually a positively evaluated democratic style of communication, and it is correct. In many educational situations, it is most appropriate to solve many educational tasks. However, the preference for one or another style depends on many factors, for example:

From the age of students and students;

From the type of educational institution;

From the characteristics of this class;

From the characteristics of the learning situation.

Therefore, the flexibility in organizing pedagogical communication may be an important characteristic of the teacher's pedagogical skills.

3. Functions of the teacher of psychology and his role

The activities of teachers involve the implementation of several functions: training, educational, organizational and research; As a rule, this is reflected in the annual work plans. However, in reality, only one function can be dominated and the activities corresponding to it. In the work of teachers of higher educational institutions, the most important role is played by a research function, which with professional duties of secondary educational institutions is usually not related. However, their work increases the importance of training and educational activities. In many countries, in particular in the United States, there is some traditional specialization of universities: some are scientifically oriented, others - educational-oriented. The first is more focused on the implementation of scientific projects, and teachers of such universities are less interested in pedagogical activities. The second more attention is paid to learning students than scientific research, although actively working scientists are often found there. However, they have much less organizational and material and technical capabilities. It should also be noted that teachers of higher scientific qualifications, such as professors, are more incorporated into scientific work compared to other categories of university teachers. This is reflected in the appropriate distribution of professional duties. And in the higher, and in secondary educational institutions there is a need for organizational activities that occupies a special place in the work of teachers in administrative positions. One of the difficulties of the start of teaching activities for young teachers - in the recent past graduate students - is the transition to the role of a teacher. A new role often requires more confident behavior and provides the ability to test themselves for the availability of teaching qualities and skills. The transition to pedagogical activities involves adaptation to new roles:

The transition period may be associated with a number of "fears", which we consider in more detail. Of course, there are fearless people, they do not embarrass them. For others, the need to face a group of people and report them new information may be frightening. Consider 5 "worst scenarios" developed in order to help young teachers understand that 1) other teachers face the same problems and 2) These teachers survived and achieved success.

Fear number 1. I will not like them. Concern about the personal relationship of students to you prevents you from working with the content of the educational subject you are teaching. Try to come to the lesson and engage in a daily conversation as students come. It will not only help you and your students get to know each other better, but will also give students to discuss learning issues with you.

Fear number 2. I lose control of the group. This anxiety can be overcome by appropriate preparation and waiting for certain events. Too big desire to control events can be self-destructive, as it leads to resistance from students. It is better to start every lesson with the sound of a plan, then you should offer to students to add something to it if they want. Students who know what they expect them will be more susceptible to your intentions.

conclusions

By virtue of the vocation or, as necessary, modern psychologists are quite often engaged in teaching activities, regardless of whether they work in the highest or secondary educational institution, in a scientific institution or in the service of practical psychological assistance. Currently, the possibilities of teaching psychology have significantly expanded. This is due to the fact that in the past ten years there has been a significant expansion of psychological education both in Russia and abroad. Psychology is taught in various types of educational institutions and is part of various educational programs:

1. At the psychological faculties of universities and in other higher educational institutions engaged in the preparation of psychologists.

2. On the philosophical, pedagogical, law faculties of universities, at the Faculties of Social Work, as well as in specialized universities, in particular pedagogical, medical, technical, military, carrying out training professionally working with people.

3. In secondary vocational schools, in particular, such as pedagogical, medical schools and colleges.

4. In secondary general educational institutions.

Psychologists working in scientific institutions often combine scientific research with pedagogical activities. Therefore, it is no coincidence that for many decades there is a rather sustainable expression - scientific and pedagogical activities. Psychologists working in the service of practical education psychology, very often receive applications for conversations or lectures for parents, teachers, students for various psychological topics. To psychologists working in manufacturing or commercial organizations, are requested about holding training seminars on the psychology and personality of the employee, business relations in the team, as well as on various psychological aspects of commercial relations. The method of teaching psychology as a branch of scientific knowledge is now at the initial stage of its development. This is associated with a lack of empirical data on many issues. The authors of publications on the teaching methodology of psychology are largely based on their own personal experience of teaching and the experience of their colleagues. There are quite a bit of generalizing work. Currently, both in the middle and high school coexist two strategies for managing the educational process. The first one follows the traditional, regulatory embodiment of the organization of education, characteristic of the industrial era. The second began to develop together with a change in the social demand for the person, to its role in the public development that appears in the post-industrial informative society. It was this second type of management that the identity of all its participants is based on the organization of education, began to define an innovative strategy. As studies show, the psychologically most difficult in the transition from the traditional to innovative learning is the process of mastering teachers of a new type of management - systemic management of a holistic situation involving, first of all, a change in his own personal position and role in the learning situation. The transition from the directive, administrative and command management of the individual aspects of the teachings to the organization of a holistic situation in its entirety of its parameters, in the mode of joint ventures, and then partnerships with participants cannot occur spontaneously. There are efforts to study, education still on the student bench itself of the organizers of education - teachers. The purpose of learning psychology is the knowledge of a person and how to interact with it. Therefore, the basis of the methods of teaching psychology are the psychological theories of teachings, educational activities and educational training, which disclose the mechanisms for the formation of creative thinking of students, the effectiveness of knowledge learning, as well as active learning methods that implement the provisions of these theories in pedagogical practice. The course "Methodology of Teaching Psychology" considers various forms of classes in both secondary schools and high school. Special attention is paid to the use of active learning methods aimed at the formation of the theoretical professional thinking of the psychological warehouse in students, the ability to creatively apply psychological knowledge in practical activities. It is active learning methods that have a response to the need for the need of natural laws of learning knowledge, open psychological science. Active methods, namely: methods of programmed learning, methods of problem learning, methods of interactive learning - ensure the approval of a system of educational training in the university. The methodology of teaching psychology is a science on how to learn students, and how to interest learning, inhabit her and teach to learn independently and creatively. Solving educational tasks, searching and finding answers to problematic issues, pursuing educational purposes, teach students to apply the theory of psychology to life realities. It should be noted that the methodology of teaching psychology is not a consolidation of tough and unchanged rules and technologies. This is the science of the constancy of the update, and not so much the content of the disciplinary knowledge, how much to update the psychological content - the value, motivational, communicative and cognitive basis for the interaction and relations of the teacher with trainees.

BIBLIOGRAPHY

1. Archengelsky S. I. The educational process in high school, his lawsuit basics and methods. - M.: Higher. Shk., 1980.-368 p.

2. Badmaev B. U. Methods of teaching psychology. - M.: Vlados, 1999-304c.

3. Karandashev V.N. Methods of teaching psychology: Tutorial. SPb.: Peter, 2007. -250c

4. Laudis V.Ya. Methods of teaching psychology: Tutorial. 3rd ed., Act. and add. - M.: Publishing House of Urao, 2000. - 128 p.

5. Leontiev A.A. Pedagogical communication. / Ed. M. K. Kabardova. 2nd and: recreation. and addition. - M. - Nalchik, 1996.- 96 p.

6. Methodical instructions for the study of psychological disciplines / ed. Giacio M.V. - M., 1991. - 250 s.

7. Talyzina N.F. Pedagogical psychology. - M., Academy, 1998. - 288 p.

In the learning process, the teacher solves the tasks of learning, development and education of students. Teaching in the university is the implementation of a number of functions closely related to the specifics of the disciplines taught, the level of training student group, its composition, features of specific pedagogical situations, as well as with the scientific interests of the teacher himself. These functions are as follows.

1. Obtaining and accumulating new knowledge in the field of subject to the subject (in the content of educational disciplines) and in the field of methods, organizational forms and means of its teaching.The implementation of this function implies not only the deep knowledge of its subject, but also the ability to master the special knowledge of pedagogy and psychology, as well as the creative ability to use them. It is no secret that the level of special knowledge of the university teacher is significantly higher than knowledge of teaching techniques, and this is a big problem of higher education.

2. Designing the learning process. Based on the purpose of studying the discipline, the teacher develops a program, the structure of the course, selects the technique and teaching technology. The ability to plan a whole course study and every individual occupation, relate the content of certain topics with the general objectives of the educational discipline, the knowledge of the age and individual psychological characteristics of the student - the necessary components of the teacher's activities. When designing the educational process, the teacher is creatively suitable for the use of already developed technologies, methods, teaching techniques, or offers their own, more original.

3. Selection and structuring the content of the training session. The teacher selects educational material for each classes, based on the knowledge of the characteristics of the audience, its own training. It should be noted that one topic can be presented with different groups of students in different ways: the content of the educational material is structurated, otherwise the time to study individual issues is distributed, other methods and teaching methods are used.

4. Organization of the educational process. We are talking about the organization of students' training activities and on the ability of the teacher to organize yourself, their work to achieve learning goals.

5. Establishment of communicative ties. An important importance in the professional activities of the teacher have its relationship with colleagues, with students, as they become the source and condition for improving professionalism, to the means of both educational and educational impact on students.

6. Educational impact on students. Forming a personality Student- The process is multifaceted: In addition to the transfer of knowledge and develop certain skills, the teacher affects the socio-moral scope of the pupil. Positive impact, and rather interaction is possible only with emotional harmony with students and joint targeted activities with them. Accounting for the state, mood, motifs of pupils, tacty in communicating with them significantly increase the effectiveness of pedagogical impact, determine the positive dynamics in the personal development of students.

Let's summarize the result. Teachers of the Department: 1) directly teach students, 2) develop curricula on fixed disciplines, 3) determine expedient forms, methods and means of their teaching, 4) prepare educational and methodical materials, 5) carry out the clamping plan and 6) carry a full Responsibility for the preparation of students in their profile, 7) determine the level of knowledge of students, 8) directly and indirectly educate students.

Let's talk about the last paragraph in more detail. Training work in the university is often called educational. Of course, there are pure educational events: cultural work, sports work, activity of teachers-curators of student groups, work with students living in hostels, work with parents of students, prevention of violations of academic discipline, etc. But, communicating with students on ordinary learning students. Classes, advising their coursework and thesis design, taking credits and exams, attracting research work, a university teacher does not forget about the need for a constant educational impact on the culture and morality of student youth, the formation of vital positions and universal values.

The teacher will admit a serious mistake if it will assume that the educational aspect of student learning is not his business. Any teacher, like the head of the university of any rank, like the parent, should take his student with the whole complex of his problems - and educational, and moral, since all this will affect the final life success of university graduates.

Personality organizing and implementing an educational process at school is a teacher. A teacher is a person who has special training and professionally involved in pedagogical activities.

Pedagogical function - prescribed teacher direction of application of professional knowledge and skills. The main directions of the application of pedagogical Efforts are training, education, upbringing, development and formation of students. The basis of professional pedagogical activities lies: an equal function of the teacher is the management of training processes, education, development, formation. The first function of the teacher, arising already at the stage of project plan, - goal. The goal is the key factor of pedagogical activity, it perfectly anticipates and directs the movement of the general labor of the teacher and his students to their overall result.

The essence of the management process and is to coordinate the actions along the coincidence line goal - the result, minimizing

Inevitable mismatch due to high dynamism and unpredictability of the behavior of the participants in the pedagogical system. Management of the learning process is based primarily on knowledge of students: the level of their preparedness, opportunities, educational, development, development. This is achieved diagnos treatment . Without the knowledge of the peculiarities of the physical and mental development of schoolchildren, the level of their mental and moral liction, the conditions of class and family education, etc. It is impossible to implement the correct placement of the goal, nor choose the means of achieving it. Incredible communication with the diagnosis is carried out forecasting.

It is expressed in the teacher's ability to anticipate the results of their activities in the available specific. Having received a diagnosis and relying on a favorable forecast, a professional teacher starts compiling project educational activities. Projective (projectroven) The teacher's function is Designing the model of the upcoming activities, the choice of methods and means allowing for the specified conditions and at the set time to achieve the goal, allocating specific stages of achieving the goal, formation for each of them private tasks, determining species and forms of assessment of the results obtained, and so on.

Diagnosis, forecast, the project becomes grounds for development planeducational activities Compilation of which the preparatory stage of the pedagogical process is completed.

Diagnostics, forecasting, design and planning - pedagogical functions performed by teachers at the preparatory stage of each project (cycle) of educational activities.

At the next stage of the implementation of intentions, the teacher performs an information, organizational, evaluative, control and corrective function.

Organizational (organnizator's) teacher's activities It is mainly due to the involvement of students in the planned work, cooperation with them in achieving the intended goal. Cooperation that has already been discussed is the normal solution of the organizational task in modern conditions.

The essence of the information function is clear , as mathematics say, from the definition. Teacher is the main source of information for the student. He knows everything about everything, and his subject, pedagogy, techniques and psychology owns perfectly.

Control, valuedand correctional functions Sometimes united in one, teacher is needed primarily to create effective incentives, thanks to which the process will develop, and changes will occur in it. On the final stage analytic function, the main content of which is the analysis of a completed case: what is the effectiveness, why it is below the intended, where and why it appeared, etc. The variety of functions performed by the teacher, introduces into its work the components of many specialties - from the actor, director and manager before analyst, researcher and breeder. In addition to their immediate professional functions, the teacher performs the functions of public, civil, family. Any pedagogical project teacher performs

Requirements to teacher - This is an imperative system of professional qualities that determine the success of pedagogical activities. First of all, it should be borne in mind that practical pedagogical activities are only half built on rational technology. Another half of it is art. Therefore, the first requirement for professional teacher is the presence of pedagogical abilities.

Pedagogical abilities - Personality quality, integration expressed in the tendencies to work with children, love for children, getting pleasure from communicating with them. Often, pedagogical abilities are narrowed up to the ability to perform concrete actions - to speak beautifully, sing, draw, organize children, etc.

Allocatedmain groups of abilities:

1) Organizational. They manifest themselves in the ability of the teacher to rall the students, take them, divide the responsibilities, plan work, sum up the result done.

2) Didactic. Specific ability to choose and prepare educational material, clarity, equipment, available, clearly, expressively, convincingly and consistently statement of training material, stimulate the development of cognitive interests and spiritual needs, etc.

3) PerceptiveManifested in the ability to penetrate the spiritual world of educated, objectively assess their emotional state, identify the features of psyche.

4) Communicative The abilities manifest themselves in the ability of the teacher to establish pedagogically appropriate relationships with students, their parents, colleagues, heads of educational institutions.

5) Suggestive The abilities are in the emotional-volitional influence on the trainees.

6) Research The abilities that manifest themselves in the ability to know and objectively evaluate pedagogical situations and processes.

7) Scientific and educational, reduced to the ability to assimage scientific knowledge in the selected industry.

We must recognize the most important professional qualities of the teacher, the disciplined, responsibility, the ability to put a goal, choose ways to achieve it, organization, perseverance, systematic and systematic increase in its professional level, the desire to constantly improve the quality of their work, etc. The most important qualities To be inherent in the teacher, humanity, kindness, patience, decency, honesty, responsibility, justice, commitment, objectivity, generosity, respect for people, high morality, optimism and many others.

Mandatory quality teacher - humanism, i.e. attitude to a growing person as a higher value on earth, the expression of this relationship in specific affairs and actions. Humane relationships are made of interest in the personality of the student, from sympathizing with a student, help him, respect for his opinion, the state of the features of development, from high demanding to his study activities and concern about the development of his personality.

Teacher -it is always active, creative personality. Pedagogical guide to such a complex organism as a class, a children's team, obliges an educator to be inventive, intelligent, persistent, always ready to independently resolve any situations. The professionally necessary qualities of the teacher are excerpt and composure. A professional always, even with the most unexpected circumstances, is obliged to retain the leading position in the educational process. Neutralize the strong stress present in the pedagogical process, helps the educator sense of humor. Separately, it should be said about the professional tact of a teacher as a special kind of ability to build its relationship with pupils. Pedagogical tact is observing sense of measure in communication with students.

Tact - This is the concentrated expression of the mind, feelings and general culture of the educator. The core pedagogical clock is respect for the personality of the pupil. Personal qualities in the teacher profession are inseparable from professional. The latter is usually rated purchased in the process of training related to obtaining special knowledge, skills, ways of thinking, activity methods. Among them: possession of the subject of teaching, methods of teaching subject, psychological training, general erudition and other qualities. Scientific passion – mandatory teacher quality. Scientific interest helps the teacher to form respect for their subject, not to lose scientific culture, see and teach to see students in the connection of their science with common human development processes. The identity of the modern teacher, the educator is largely determined by its erudition, high level of culture.

Outstanding teachers of the past about the teacher

Jan Amos Komensky: Speaking about the teacher, he said that the teacher should not be a walking encyclopedia, but should help the student orient to the literature, to systematize it, allocate the main points.

The teacher must stand above all the prejudices, for him the student is the main thing before he bows.

The ideal is an image of perfection, the personification of the greatest and possibly absolute life values. I.Komensky said that the human is in man.

4 virtues of the teacher highlighted Y. Komensky:

1) Wisdom

2) Courage

3) Justice

4) Intentionality

I.Komensky believed that the perfect teacher should be:

1) modest;

2) hardworking;

3) benevolent.

Adolf Dysterverg: (1790-1866) was one of the wonderful teachers-democrats of the first half of the XIX., "Teacher of German teachers." Speaking about the teacher, he said that "a bad teacher presents the truth, a good teacher to extract it." In his opinion, "Multivissal Mind does not teach." You can throw a child with an abundance of information, but the main task of the teacher to teach a child to think, analyze, be able to allocate the main thing, to generalize, "the word" for the teacher means much.

Adolf Dierverg i believed that the perfect teacher should be:humanist; intellectually educated and enlightened; man with the highest level of speech culture; selfless service of truth, good, beauty.

Konstantin Dmitrievich Ushinsky: (1824-1870) in his opinion XIX. "This is a century of democracy," the teacher is a person who carries light and enlightenment. " Training and education processes should be based on folk roots. The teacher retains the main ideas of nationality, nationality, he must know not only his subject, but also logic, psychology, philosophy, i.e. What will allow him to make his work more efficiently.

Ushinsky believed that Perfect teachermust be: proximity to the interests of the people; The ability to educate the student with his subject; Deep knowledge in the field of psychology; knowledge of the spiritual side of man; The teacher should know the purpose of its activities and calling; Permanent self-improvement and self-education.

V.Sushelinsky: He headed the middle school and held all his professional life at school - the Handwheld High School, the Kirovograd region. In his opinion, the school in the countryside is a kind of focus of culture, which is not only kids for knowledge, but also adults. School interaction - society - families. The teacher should know the family of each child. The teacher must behave in the likeness of the priest.

Vsheomylinsky believed that the perfect teacher should be: 1) spiritually rich; 2) generous; 3) decent; 4) hardworking; 5) must love and respect the child; 6) The teacher must be an erudite; 7) the teacher is a modest person; 8) Human; 9) The teacher must be ahead of his time. One of the most important ideas in the pedagogical heritage of Komensky is the idea developing learning .

The development of them is understood as the realization of natural deposits and tissues, in accordance with the principle of nature. Komensky in his writings a lot of attention paid to the disclosure of the nature of the child and his abilities. In this regard, along with the "Great Didacto", it should be particularly highlighted by his work "On the culture of natural tissues". A question about the child and its abilities Komensky decides at the level of advanced science of their time.

What is a child and with what abilities and qualities it is born. Speaking of development in the pedagogical heritage of Komensky, the main attention should be paid to the problem of the development of natural tissues. A person is born not with knowledge, but with the ability to know that need to be developed in accordance with the principle of nature. And this is the main point of view of Komensky in the theory of educational training.

1. Forms of training - the external expression of the joint activity of the teacher and students occurring in a certain order and mode ....
2. We see that speech etiquette is part of the language function. The purpose of the language is to be a means of communication, a means of forming and reporting thoughts, as well as a means of accumulating and storing thoughts and knowledge. Speech...
3. Check, ready your child to school or not, easy. He must confidently hold the handle in his hands. Consider how it writes or draws - lines must be clear, not intermittent. Check out ...
4. Modern education shows a great interest in the problem of the risenness of children. On the one hand, this is explained by the logic of development of pedagogy and psychology, since the potential is sufficient to study such a complex phenomenon, and ...
5. September 1 is inexorably approaching, and will soon have to you, dear parents, take care of a new form, portfolio, stationery and sneakers for Chad. But in these troubles, do not forget to take care of the main thing ...
6. The rejection of the child means choosing a parent not to take any participation in his life. This includes: the inability to maintain a child financially, inability to communicate with the child and ...
7. Issues of choosing the most adequate method of learning methods that are optimal for these conditions of its application make up the most important side of the teacher's activities. Therefore, pedagogy ...
8. Family is a socio-pedagogical group of people intended for optimal satisfaction of self-save needs (continuing) and self-affirmation (self-esteem) of each of its member ....
9. A person becomes a person in the development process, in a social system, by thoughtful education. The personality is determined by the measure of the assignment of experience and the measure of the return of the settlement of the settlement ...
10. Gaming activity is leading in school and younger school age. It is useful to use informative, role-playing and business games in middle and older classes. Of particular importance - games with the company ....
11. The development of the personality is the process of accumulating quantitative and qualitative changes in the human body, social, anatomy-physiological, psychological plan Factors: biological - heredity (uncontrollable) ...
12. Education is the result of learning. Training the main way of education. A branch of scientific knowledge that explores and examines the problems of education and training - didactics ....
13. Development of education in Ukraine at the end of the XIX - beginning. XX century It was a contrasting phenomenon: while a few interlayer of society used the benefits of higher education, a significant part of the population remained illiterate ...
14. Pedagogical communication is the interaction of 2 or more people, which consists in the exchange of cognitive and emotional-valued information. Structure of communication: subject, object (to the cat. Address, information), the purpose of communication, meaningful and understandable and subject ...
15. Under the culture is understood - a set of material and spiritual values \u200b\u200bcreated and created by humanity in the process of social and historical practices and characterizing the historically achieved step in the development of society. Pedagogical culture - a totality of high ...
16. Ministry of Education and Science of Ukraine, Academy of Pedagogical Sciences of Ukraine. Order of September 10, 2009 "On the introduction of a 12-point system for assessing educational achievements of students in the general secondary education system." Dynamics of changes that ...
Education is a focused, organized formation in people of sustainable views on the surrounding reality, scientific worldview, moral ideals, rules and standards of relations, habits of behavior corresponding to the requirements of society ....
17. The main problems of upbringing and learning Ukr. Frails and democrats-enlighteners 2nd half of the XIX - beginning. XX Art. The following were considered: the creation of a system of public public schools ...

If we consider the basic functions of pedagogical activities, they can be grouped into three stages. The first function of the teacher arising already at the stage of the design lesson, - goaling. The goal is a key pedagogical activity factor, it perfectly anticipates and directs the movement of the general labor of the teacher and his students to their overall result. The management of the learning process is based primarily on the knowledge of the student level of their preparedness, opportunities, educational, development, development. This is achieved by diagnosing. Without the knowledge of the peculiarities of the physical and mental development of schoolchildren, the level of their mental and moral liction, the conditions of classroom and family upbringing, etc. It is impossible to carry out the correct placement of the goal, nor choose funds for its achievement.

Increquently, the diagnosis is carried out forecasting. Having obtained a diagnosis and relying on a favorable forecast, a professional teacher starts drafting a draft educational activity. Diagnosis, prognosis, the project is becoming a basis for developing a plan for educational activities, which completes the preparatory stage of the pedagogical process.

Diagnostics, Forecasting, Design and Planning - Pedagogical functions performed by teachers at the preparatory stage of each project of educational activities.

At the next stage Implementation of intentions The teacher performs an informational, organizing, estimated, control, corrective, stimulating and facilitating functions.

Informativethe function intends to familiarize themselves with the new and more information and contains actions on the problemation of educational material and the organization of stimulating informative influences.

Organizing function It is one of the main in pedagogical activities and is to organize the cognitive activity of students. From how the teacher knows how to organize students' communication, to ensure perception, understanding, memorization and other processes, depends on the productivity of children's activities, and, consequently, the effectiveness of the learning process itself.

Controlling functioni include actions such as monitoring understanding, awareness, application, execution, expansion of knowledge, skills, students' skills; Organization of self-confonse.

Evaluation-corrective The function is represented by the actions of the teacher to assess and correction of educational activities of students. Through estimated speech actions, it is able to influence the emotional scope of students, to create a certain psychological climate in the lesson, regulate the educational process. The estimated impact subgroup is also represented by the estimated judgments (reinforcement of the desire, the interest of students, the approval of their actions and actions), the mark, the organization of self-esteem. Another subgroup of corrective actions (producing the correction of speech activities of students) includes the correction of the actions of students and the organization of self-and intercourse.

Stimulating function It is revealed by the actions of the teacher to encourage students to read the problems, the question-response form of interaction, stimulating internal motivation and cognitive interest.

Facilitative function It is to provide meaningful teachings, aimed at coordinating actions with students, preventing errors, assistance, the provision of psychological attitudes, stimulating the desire to learn and providing the choice and freedom of action in solving educational tasks.

At the final stage Any pedagogical project teacher performs analytical function, the main content of which is the analysis of the completed case: what is the effectiveness, why it is below the outlined, where and why arose how to avoid this in the future, etc ..

In addition to the educational function, a special place in the pedagogical system K.D. Shushinsky is given educational.

Man is a matter of upbringing. His educators are family, school, people, nature, life in general. Among these factors of education, the leadership role, according to Ushinsky, belongs to the school. At school, in this "the body of public education, all sorts of appointed his work; But the most important member in this body, no doubt, teacher. " "Much, of course," wrote Ushinsky, means the spirit of the institution; But this spirit does not live in the walls, not on paper: but in the nature of most educators and from there it is already moving into the character of pupils "(11, p. 28-29). In the upbringing, he emphasized, everything should be based on the personality of the mentor, because the educational force is poured only from the living source of the human person. No statutes, programs, no organizational forms, as if slyly, they are invented, cannot replace the influence of the teacher's personality in the case of education.

The task of the school consists not only in the transfer of knowledge and development of thinking, it should cause a student "thirst for serious labor, without which his life cannot be decent, nor happy." A person has an innate ability - the need for labor. But in childhood, due to different circumstances, this need can either develop or go out. Caring for school and is that it is designed to open his pupil the opportunity to find useful work in the future life. "The most upbringing, if it wishes happiness to a person, should raise him not for happiness, but to prepare for the labor of life ... should develop a habit and love of work in man; It should give him the opportunity to find labor in life for himself. " And so that a person sincerely loved serious work, you need to inspire a serious look at him. For a person in children's and youthful age, the main interest in life should be a doctrine.

What is the case in this regard in school? Often the teacher teaches his pupils to kill time in the class, interpreting them without inspiring that they will then find in the book; After all, the teacher does not know other methods capable of exciting and support the attention of students. The next day the teacher asks the lesson of one, two, three students, and the rest consider themselves free from any affairs. So the student is taught to Nurelnia, to a thoughtlest time. It is not worth the teacher to hope that the student himself enthizes the subject that only an entertaining presentation will cause interest in him. The mentor must be remembered that his duty is to teach pupils mental labor, the development of the eye habits. Serious, good work is always heavy, asserts Ushinsky in the article "Labor in his mental and educational meaning" and offers funds that can develop the habit of work.

• 1. Do not learn the student, but only help him learn. The student needs to leave so much work how much he is able to defeat, and the mentor should help with the development of the educational subject, to give the opportunity to experience pleasure from his work.
• 2. Do not oversee the child's forces in mental work. But not to give them to fall asleep. Mental work is difficult, dreaming is easy and pleasant, it is difficult to think. The student is ready to sit for hours without thought over the same page or to drive her, than to think seriously at least a few minutes. So, it is necessary to teach it to mental work.
• 3. To accustom to work gradually. In order for the student to be able to easily and without harm to health, it is necessary to act carefully, gradually increase the burden, catching it to mental efforts. Together with the habit of work, love for it will appear, and thirst for labor.
• 4. Change the types of work. Rest from mental labor consists not at all to do nothing, but to change the case. Physical work is a pleasant mental after labor; Therefore, cleaning of classrooms, classes in the garden and garden, turning skill, binding of books and that. Bring both material benefits and serve as a rest. In childhood, such a change is the game.

"Man as a subject of education" - so called K. D. Ushinsky capital pedagogical treatise, the main work of his life. In this title, as in the mirror, it was reflected in the main direction of its scientific searches: the desire to disclose the patterns of human development, to explain the patterns of the most educated as a conscious management of this development. Clearly determined the Ushinsky in the title of his book of the creature of pedagogical activity, the central object of pedagogical science.

Under the pedagogy K. D. Ushinsky understood the theory of upbringing. Education he defined as a targeted process of forming a "man in man", the formation of a person under the guidance of the educator. K. D. Ushinsky believed that the upbringing had its objective laws, the knowledge of which is necessary to the teacher in order for it to rationally exercise its activities. But to learn these laws and communicate with them, it is necessary first of all to explore the very subject of education: "If the pedagogy wants to bring up a person in all respects, then she must first learn him in all respects" (17, p.23).

Pedagogical science, noticed K. D. Ushinsky, can not exist and develop isolated from other sciences, "of which it lens knowledge of the funds necessary for it to achieve its goals" (17, p.22). "We keep a firm conviction," he wrote, - that the great art of education barely just starts ... reading the physiology, on each page we are convinced of an extensive opportunity to act on the physical development of the individual, and even more on the consistent development of the human race. From this source, just opening, education almost also did not scream. Revising mental facts ... We are striking hardly not more extensive opportunity to have a huge influence on the development of mind, feelings and will in a person and in the same way amazing the insignificance of the share of this opportunity, who has already benefited "(17, p.36 ).

K. D. Ushinsky demanded that the teaching from the very beginning was marked from the game and is aimed at performing a specific serious task. "I advise," he wrote, "to start learning better somewhat later and to prescribe for him first as little time as possible; But from the first time to separate from the game and make a serious responsibility for the child. Of course, you can learn the child to read and write playing, but I think it is harmful because the more you will protect the child from serious classes, the harder for him will be the transition to them. Make a serious occupation for a child entertaining - this is the task of the initial learning "(15, C.251). At the same time, Ushinsky emphasized that only such training would benefit and reaches its goal, which is based on the interests and capabilities of children.

One of fixed means of pedagogical impact K. D. Ushinsky considered conviction. But this means, he wrote, it turns out to be effective only when the teacher enjoys in children by authority, when close, trusting relationships were established between him and students. If the educator is in "official relations to children", it is not surprising that all his educational influence "is expressed only in limitations, constraints, prohibitions and foreign discipline facilitating his work" (11, C.529--530). K. D. Ushinsky has repeatedly stressed that the method of belief cannot be reduced only to "moral instructions." It is convinced not only the word, convinces a personal example of a teacher and the moral experience that is acquired by a child. "We would have expected in vain," he noted, "to destroy the judgments and moral instructions to destroy bad inclination." It is necessary to create "first the material of morality, and then sow its rules" (19, C.593). "As for the moral centlence, they are hardly even worse than punishments ... Inciting children to listen to high alcoholics, the meaning of which they do not understand, and most importantly, not feeling it, you are preparing hypocrites ..." - wrote Ushinsky (15, C .260).

A kind of decision received from the Ushinsky system of promotions and punishments. The teacher believed that if the school and the family wisely organize the whole process of learning and raising children, then before them would never sharpen the question of punishment and other "healing" measures. "Encouragement and punishment, he wrote," no harmless hygienic agents, warning disease or treating it correctly with normal life and activities, but medicines that displace diseases from the body with another disease. The less a school or family needs in these, sometimes necessary, but always medicinal and therefore poisonous means, the better "(15, C.259).

K. D. Ushinsky opposed all kinds of measures, adversely affecting the pride of students. He emphasized the harmful consequences of artificial excitement of rivalry among children, considering this by an anti-idiotagogical measure. "The tutor should never praise the child in comparison with others, but only in comparison with his own former imperfection or, even better, in comparison with the norm of the perfection, which is achieved," he wrote (19, p.321).

Of all the punishment of K. D. Ushinsky, the most acceptable was considered a warning, a remark, a low assessment of behavior. At the same time, he emphasized that the observance of the pedagogical tact is especially important and such an attitude towards a child who would not insult his personality in the eyes of the whole team.

Very carefully approached Ushinsky also to the measures of encouragement. Recognizing material awards of students with anti-pedagogical, he attached great importance to the moral education of moral incentive. "Children," he wrote, "the teachers hate, from whom will never wait for approval or recognizing what is done well ... It kills the desire for perfection." Ushinsky demanded from every teacher attentive attitude to the activities of students, recognizing their success in order to develop a tireless thirst for going forward, make this thirst for the natural need of every child, the quality of his personality.