The role of the teacher in the modern world

How are the professional roles of teachers changing?

In fact, the thing that has changed the most over the past 100 years is not technology, but children—and they continue to change with each passing decade. The reason for this is the speed of life, the characteristics of the social environment, and the actively ongoing process of globalization. The modern student does not value knowledge so highly - after all, it is accessible and open, you just have to go online. And knowledge is now important only if it can be somehow applied and benefited from. It is very difficult for modern schoolchildren to sit for a long time at a book or think about one problem: they are carriers of clip thinking, perceive information in short fragments, prefer to receive information in the form of a live picture or an understandable diagram.

Sociological studies show that, on average, Russian schoolchildren are now focused on themselves, on obtaining benefits and pleasure from studying - hence greater freedom of behavior and a critical attitude towards the knowledge that school offers. Most modern graduates express confidence that the knowledge acquired at school will not be useful to them in life. In addition, the moral ideals of today's schoolchildren are not at all the same as those of their parents twenty or thirty years ago: now their hero is an independent, successful, self-sufficient person who is capable of ensuring his own well-being. They remember heroism, honor and family comfort less often.

In this regard, the authority of the school and the teacher in the eyes of the student is rapidly falling, and he will not rise unless measures are taken to strengthen it.

“Old” and new pedagogy.

We, today's teachers, have known from our school days the properties of the traditional education system: the teacher's monologue in the educational process and, as a result, the objectification of the student; the requirement from students to accurately assimilate and absorb knowledge, most often within the strict framework of a specific discipline; a strictly vertical relationship between teacher and student, which is built around the idea of control.

Communicate with the child. How?

Yulia Borisovna Gippenreiter is deservedly one of the most popular child psychologists, the author of best-selling books on education. “Communicate with the child. How?" For decades now it has been a reference book for parents seeking mutual understanding and harmony in relationships with their children. Illustrative examples from Yulia Borisovna’s practice, analysis of typical conflict situations and professional advice will allow you to hear your child and be heard by him. A baby who receives adequate nutrition and good medical care, but is deprived of full communication with an adult, develops poorly not only mentally, but also physically: he does not grow, loses weight, and loses interest in life. “Problem”, “difficult”, “disobedient” and “impossible” children, as well as children “with complexes”, “downtrodden” or “unhappy” are always the result of incorrect relationships in the family. The book by Yulia Borisovna Gippenreiter is aimed at harmonizing relationships in the family, because the communication style of parents affects the future of their child!

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Fortunately, not only students, but also many teachers are fed up with this system and are ready to reach a new level of interaction. First of all, conduct a full dialogue with both students and their parents, involving them in the educational process. Then - look at the educational process more broadly, go beyond the boundaries of subject knowledge, value not the accuracy of information reproduction, but the ability to apply knowledge in practice, see various algorithms for solving problem situations. These are the main properties of the new pedagogy. Along with them, the following features can be distinguished:

mandatory use of modern digital tools and resources inside and outside of school;
emphasis on knowledge that is applicable in the real world;
developing learning skills and competencies in students (teaching how to learn), developing the ability to manage their cognition;
a less hierarchical relationship between student and teacher, aimed at joint exploration, discovery, and search for solutions.

New roles for teachers.

According to the Skolkovo Atlas of New Professions, there will soon be no teachers as we understand them. But a “game teacher” will appear - that is, the teacher will not so much have to stand at the blackboard and check notebooks, but rather develop educational routes, gamify the educational process, making it more exciting. There are other roles that a teacher should master now in order to be “on top” in a few years:

A teacher is a navigator in the world of information, capable of helping in choosing the most reliable source, isolating the most valuable information from the raging flow of information and turning it into the student’s personal knowledge.
The teacher is the moderator of educational activities. Choose a form of work, help find project partners, maintain communication between students, parents, and maybe experts, if the educational process requires it.
A teacher is an organizer of learning, a specialist in lesson design, and an effective manager of the educational process.
A teacher is a leader who uses time rationally, realistically evaluates tasks, solves them and is responsible. Such a teacher infects with his charisma and teaches by personal example, without forcing the student to imitate himself, but helping him to reveal his own inner potential and character.

We continue to communicate with the child. So?

This book expands and deepens the themes of the author’s previous book, “Communicate with your child. How?”, which became a top seller thanks to its rare combination of scientific depth and clarity of presentation. The new book discusses numerous questions that concern parents: “How to raise him? How to teach discipline? How to punish? How to make him study well? New important details and techniques of the art of effective communication are analyzed and explained.

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New tasks.

Naturally, with the change in role, the teacher will have a whole range of new professional functions. However, many teachers have long been familiar with the most basic of them - for example, helping a student find his strengths and weaknesses, talking about the unknown, creating an educational environment that will allow students to reveal their potential.

The content of the teacher’s activity also changes: the planning process begins to play a large role in it. Teachers are already well aware of the concept of planned educational outcomes - per lesson, per week, per semester or academic year. The main thing is to ensure that the planned results are measurable and transparent.

Another relevant activity for teachers is design. For example, to design any educational activity, you need to go through three stages: determine the planned educational results, think through the learning objectives, problem situations in which you will be immersed with the students, and finally, select the teaching tools. Their role can be played by any resources - chalk and board, or a digital laboratory, or a feeder outside the window, or a website of a scientific organization, etc.

Finally, all teachers have one more task for growth: to find an opportunity to actively participate in the activities of professional learning communities - just do not confuse them with methodological associations! The task of professional communities is to organize the exchange of experience in an interdisciplinary environment. In China, one of the leading countries in the development of education, the level of inclusion in such communities is very high. We have a lot to learn from them: according to an OECD study, Russia is in last place in this indicator.

Perhaps now is the time to establish contacts and cooperate in order to jointly solve the problem of mastering the new role of a teacher in a changing world.

The most important book for parents

This edition includes the bestsellers of Professor Yu. B. Gippenreiter “Communicate with a child. How?”, “We continue to communicate with the child. So?" and the anthology “For Parents: How to Be a Child” - books that have revolutionized the field of education and continue to inspire parents. The author examines in detail the educational norms that have existed in our culture for many decades - and shows why they have lost their effectiveness. Yulia Borisovna proves that relationships can always be improved not only with kids, but also with difficult teenagers - by learning to communicate differently. And gives step-by-step instructions on how to do it. This edition includes the bestsellers of Professor Yu. B. Gippenreiter “Communicate with a child. How?”, “We continue to communicate with the child. So?" and the anthology “For Parents: How to Be a Child” - books that have revolutionized the field of education and continue to inspire parents. The author examines in detail the educational norms that have existed in our culture for many decades - and shows why they have lost their effectiveness. Yulia Borisovna proves that relationships can always be improved not only with kids, but also with difficult teenagers - by learning to communicate differently. And gives step-by-step instructions on how to do it.

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October 5. Lesson at school All-Russian crowdsourcing Internet project aimed at supporting teachers

Every teacher knows: any lesson is like a complex construction set made of many parts.
And it takes a lot of time to fold it. With the help of the “assemble” project, the lesson is now much easier and more fun, and both teachers and students will like the result. Recipe: creativity + technology. The project works in the mode of a library of pedagogical practices, where you can upload your lesson developments and where you can freely choose works proposed by other specialists. The framework of the designer is a textbook paragraph - to each of them you can add the necessary description or recommendation. Our goal is to collect developments for all paragraphs of our textbooks. Webinar about the project

The role of a teacher in a person's life

Tyulmenkova Anastasia Alexandrovna,

applicant of the Krasnoyarsk State Pedagogical University named after. V. P. Astafieva.

The role of the teacher in the life of man

Tyul'menkova AA

This article will focus on teachers, lecturers, educators, mentors and trainers, i.e. those who rightfully deserve to bear the noble title of teacher. The article is devoted to describing and revealing the role of a teacher in a person’s life, in the formation of his personal qualities, which introduce the student to science, satisfy basic needs, the joys of discovery, his own successes and achievements.

Keywords:

teacher, profession teacher, role of teacher.

In this article, we will focus on teachers, teachers, educators, mentors and trainers, ie those who rightfully deserve to wear the noble title of teachers. The article is devoted to the description and the disclosure of the teacher's role in human life, in the formation of his personal qualities, which educate the student to science, meet basic needs, joy of discoveries own fortunes and achievements.

Keywords:

teacher, teacher profession, role of the teacher.

The teaching profession cannot be written off in time. From time immemorial and until the end of time, teachers are in demand in any society, because they are the ones who shape the social environment, they prepare the forge of personnel, they adapt our future generation to life, century after century.

Any person feels the need to search for knowledge, to understand the world, and, as a result, the need to follow a mentor and teacher, an adult and wise one, who helps to understand the difficult issues of life. People say: “Whoever enters the world of knowledge alone will leave it alone.” It is known that from birth a person perceives the surrounding reality not on the basis of his own experience, which he does not actually possess in infancy, but under the influence of adults who have prestige and competence. And the teacher is actually called upon to satisfy a person’s desire for knowledge, as well as to motivate him as much as possible on this path.

In everyday life, a teacher is considered to be not only the one who taught literacy, numeracy, writing and reading; in fact, any person who has taught another any kind of skill is rightfully sublimely called a teacher. But if we are talking about professional teachers, teachers, educators, mentors and coaches, then we can say with confidence that a gifted and talented person rightfully deserves to bear the noble title of teacher.

The teacher’s task is to be able to introduce the student to science, to satisfy basic needs, that is, to organize common joint experiences with him of the beauty of thought, surprise, the joy of discovery, his own successes and achievements. Only one can achieve this who was able to preserve the living energy of a child within himself and carry it through the routine of official education and the difficulties of adult survival. Dmitry Ivanovich Pisarev said: “In education, the whole point is who the teacher is.”

Each of us had our first teacher, one who in one way or another influenced the formation of our personality, our process of improvement. And it is important to remember that in addition to the general educational development of the individual, the teacher takes responsibility for his spiritual and moral education.

The main function of the teacher, most likely, is precisely this - in shaping the spiritual world of young people, in determining the rules and beliefs of the community of humanity as a whole. From an early age, a teacher instills the concepts of universal human values, rights, aesthetics and culture, develops correct ideas about the world, teaches them to regulate their behavior in accordance with these ideas, teaches them to live according to the principles of kindness and mercy, tolerance, respect and humanity towards others.

A German educator who lived in the mid-1800s, Adolf Diesterweg, argued from personal experience that “the most important phenomenon in school, the most instructive subject, the most living example for the student is the teacher himself. He is the personification of the teaching method, the very embodiment of the principle of education.”

Particular attention should be paid to the role of the teacher in the formation of attitudes towards oneself, in the formation of personal self-esteem. And despite the fact that human development occurs throughout life, the foundations of human socialization occur precisely in preschool and primary school age. The teacher must skillfully demonstrate rationalization and empathy, and be able to equalize the cultural and educational capabilities of each child individually. But this is colossal work.

The period of elementary school is a period of intensive growth, strengthening of the body, and the development of all its basic functions. It is at school that children first find themselves in various conflict situations, and here the authority of the teacher and his personal example and positive influence help the child to timely correct and overcome difficulties in communicating with peers, thereby increasing the child’s status.

Adolescence for educational processes can be more difficult for a teacher. At this age, young people develop an early sense of adulthood, causing a desire to get rid of the guardianship of elders (both parents and teachers), and hence a certain negativism in behavior, resistance to educational influences, a tendency to contradict, defending one’s rights and the desire to do things one’s own way. And here it is very important for a teacher to be able to gain trust and respect from high school students in order to truly become their spiritual mentor, help them understand the issues that concern them, and determine their place in life.

It is impossible to ignore the student’s relationship with the teacher, because if we take into account the enormous role that a teacher plays in a person’s life, then the student should remain grateful to the teacher for the rest of his life.

A teacher performs a huge function in a person’s life, in his formation. This is the one who contributes to the transformation of the child into a full-fledged harmonious personality. The profession of a teacher is, of course, difficult, because it can be very difficult to awaken in children the desire to work on themselves and cultivate a responsive heart.

Parents, entrusting their child, as a rule, to an unfamiliar teacher at school, should approach the choice of the first teacher as responsibly as possible. This is a key, fundamentally important point. Apparently, it is even better to introduce the child to the future teacher in advance, so that, if possible, it is possible to determine whether contact will be established between them, whether an internal connection will be established, whether the temperament matches, because the first impression is the most important, it shapes the subsequent perception of the entire learning process .

A child’s first teacher must be impeccable in everything, as according to Chekhov: “...and soul, and clothes, and thoughts...”. To form an aesthetic perception, a classy lady should be pleasing to the eye, not like a gray biscuit, in boring brown and black, and not like a clown at a masquerade! Everything in clothing should be in moderation: modest and beautiful. Her voice should pleasantly please the ear, the intonation should not lull, but interest. Believe me, listening to a squeaky voice, reminiscent of a mosquito squeak, is not only useless for assimilating the material, but also harmful for the development of hearing.

A teacher must have such qualities as understanding, unconditional support, love for students, the ability to wisely take risks in piquant moments, timely equanimity and, of course, a creative approach in everything! No less important is the self-confidence and professionalism of the teacher, that is, his ability to convey knowledge, convey it in an understandable and easily digestible form, for this you need to love your subject, at a minimum. Probably, a teacher should constantly learn himself, otherwise how can a person who does not know how to do this himself teach children?

We are talking about a Teacher with a capital T, not so much as a person who teaches a subject, but specifically about the Teacher who is the leading guide for children. A harmonious and lively, self-improving teacher who does not treat children as an annoying duty is a reliable foundation for our future generation. As young people say today, open – minded: free, unprejudiced, open.

Lev Nikolaevich Tolstoy wrote in one of his works: “If a teacher has only love for his work, he will be a good teacher. If a teacher has only love for the student, like a father or mother, he will be better than the teacher who has read all the books, but has no love for either the work or the students. If a teacher combines love for his work and for his students, he is a perfect teacher.”

Literature

1. Ageeva I. A. Successful teacher: training and correctional programs [text] / I. A. Ageeva. – St. Petersburg: Rech, 2007. – 208 p.

2. Klimov E. A. Psychology of professional self-determination [text] / E. A. Klimov. – M., 1996. – 420 p.

3. Mitina L. M. Psychology of labor and professional development of teachers [text]. M.: Academy, 2004.

4. Novikov A. M. Foundations of pedagogy. A manual for textbook authors and teachers [text] / A. M. Novikov - M.: Egves, 2010.

5. Pryazhnikov N.S. Psychology of labor and human dignity [text]: textbook. manual / N. S. Pryazhnikov, E. Yu. Pryazhnikova. – M.: Academy, 2003. – 480 p.

6. Rezapkina G.V. Psychological portrait of a teacher: experience of self-diagnosis [text] // Practice of administrative work at school. – 2006.

7. Robotova A. S., Shapashnikova I. G. Profession teacher [text]: A textbook for specialized and professional guidance and specialized training for schoolchildren. – M.: Academy, 2005. – 365 p.

8. Teacher and student: the possibility of dialogue and understanding [text]. – Volume 1 / Comp. E. A. Genike, E. A. Trifonova // Ed. Ed. L. I. Semina. - M.: Publishing house "Bonfi", 2002.

9. Shingaev S. Psychological portrait of a teacher: a view from the point of view of social health [text] // Psychology of education. – 2009. – No. 10.

Received by the editor on June 25, 2013.

The role of the teacher in shaping the child’s personality

Yulia Chigarkova

The role of the teacher in shaping the child’s personality

There are many professions on earth, but the most important (in my opinion)

is a profession -
teacher .
Only she solves many troubling issues in a child’s life. It's not even a profession, but a way of life. This is an awareness of enormous responsibility to the state, society, parents and, above all, to students. The teacher’s personality is a powerful factor in shaping the child’s personality . The social functions of the teacher are to introduce the younger generation to the cultural heritage and social experience of older generations.

Communication with adults helps the child establish social contacts, get to know himself and others, and it has a direct impact on the characteristics and development of his communication with peers. An adult appears to a child as a role model, a standard, and in communication with peers, the child tries out the methods of activity assigned to him in communication with an adult, special forms of interaction (M. I. Lisina, 1974)

. Thus, in communication with peers until the end of preschool age, the leading figure remains the adult.

In the development of a child’s personality, an important role is played by the transition from the sphere of spontaneous children’s and family groups to the sphere of pedagogically organized teams. Such a team occupies a special place in the development of personality , since it is in it that the social attitudes and patterns of behavior necessary for society are most purposefully and intensively formed , and knowledge, skills and habits of social life are acquired.

In the domestic literature, the role of the teacher in the intellectual development of a preschooler, in nurturing in him certain qualities, abilities, skills, as well as the problem of the influence of the personal qualities of education on the development of the child’s personality . Due to the specifics of childhood (impressionability, emotionality, easy suggestibility),
a pedagogical influence not only with his intellectual and pedagogical abilities , but also with his personal qualities .
A teacher is not only a bearer of various types of service (role)

duties, designed to correct, teach, accustom
a child . In this regard, we recall the statement of K. D. Ushinsky (1948)
that in education everything should be based on
the personality of the teacher , because “educational power flows only from the living source of the human personality .” The same idea is cited in his work by the prominent Soviet teacher E.
A. Arkin: “Not a single development factor is able to penetrate so deeply into a child’s being, to find the individual values hidden there, to give them an outlet and application, to strengthen them and improve them, like the influence of a teacher.” The teacher’s ability to “be a person ”

largely determines the process of education.
The nature of the teacher’s influence on the personality of a preschooler is complex , deep and multifaceted. The works of A. A Bodalev (1982)
emphasize the importance of such components of the influence of the teacher’s external appearance as facial expressions, voice, and gestures.
AT. Repina (1980, who also studied external features that are significant for children, found that preschoolers most easily perceive the emotional coloring of actions from the facial expressions of the character. For example, the emotional content of a picture is perceived by children through the facial expressions of the characters depicted. Along with the external characteristics of the teacher’s behavior, the most significant for children is emotional and evaluative influence of the teacher on them. Children clearly record and relay in communication with peers the individual and personal characteristics of this aspect of the teacher’s behavior.
The kindergarten teacher forms the child’s personality next to and together with the parents . The well-being of the preschooler, his position in the peer group, mental and social comfort largely depends on the emotions and assessments that the teacher shows when communicating with him.

One of the priority tasks of preschool education at the present stage of development of society is the organization of the educational process aimed at maximum realization of the child’s . As you know, the basis of any activity of a preschool child is his own activity, including cognitive activity.

It is known that the cognitive activity of preschool children develops from the need for new experiences, which is inherent in every person from birth. In older preschool age, based on this need, in the process of developing indicative and research activities, the child develops a desire to learn and discover as much new things as possible.

Cognitive activity – the desire for the most complete knowledge of objects and phenomena of the surrounding world; complex personal formation , which develops under the influence of a wide variety of factors, both subjective and objective. Senior preschool age is considered a sensitive period for the development of cognitive activity of the individual . But this does not mean that cognitive activity is formed independently . It is known that a child is a social being. The environment for him is a condition and source of development.

The level of cognitive activity in early childhood is determined by the influence of the environment by the child the child’s with the people around him, especially with significant adults, relationships with whom determine the child’s with the rest of the world.

The child’s relationship with the outside world is carried out through an adult, as an intermediary. Under the guidance of an adult, a preschooler masters new activities, skills, and abilities. And here the children’s own activity is directly related to the activity coming from the adult.

Therefore, pedagogical activity requires from a modern teacher , striving to shape the cognitive activity of a child , the presence of the following personal parameters : the ability for active and versatile professional and socio-cultural activities; tactfulness, a sense of empathy, patience and tolerance in relationships with children and adults, readiness to accept and support them, and, if necessary, protect them; ability to provide intra-group and inter-group communication; knowledge of the characteristics of mental development of children; abilities for one’s own self-development and self-education.

The formation of cognitive activity of preschoolers requires the teacher to demonstrate a creative approach to organizing the educational process. The creative potential of a teacher is characterized by a number of personality , which are called signs of a creative personality : the ability to notice and formulate alternatives , to question the obvious at first glance, to avoid superficial formulations ; the ability to delve into a problem and at the same time break away from reality and see the future; the ability to abandon the orientation towards authorities; the ability to present a familiar object from a completely new perspective, in a new context; the ability to associate (quick and free switching of thoughts, the ability to evoke images in the mind and create new combinations from them); memory readiness (mastery of a sufficiently large amount of systematized knowledge, orderliness and dynamism of knowledge) and the ability to generalize; creativity, that is, the ability to transform the activity being performed into a creative process. A child in preschool age is very dependent on the attitude of adults (parents, educators), which largely determines the child’s and creates a sense of self-confidence. Therefore, the support, participation, interest and attention of an adult in his affairs and problems is so important for children.

Adults must be able to see and understand the child’s , his characteristics and capabilities, and consider him as a unique person with his inherent individual inclinations and creative potential. It is necessary to take into account the individual pace of development of each child , observe his growth and development, compare the results of work with his own progress, and not with the successes of other children or the group level, never allow yourself to evaluate the child’s personality , but speak only about the results of his work.

A child should not be scolded or punished for failure in a particular activity, as this can lead to the emergence of a persistent negative attitude towards the process of learning new things, the teacher , and the educational system as a whole.

It is necessary to create a positive microclimate in the group that supports the cognitive interest and activity of children. If it is difficult for a child , and he does not succeed in everything, it is often difficult for him to build relationships with other children, and here he needs the help of a tactful teacher who can, while leveling out shortcomings, highlight the positive.

For the effective development of cognitive activity, it is important to be able to see and appreciate in each child a unique , unique, valuable and free personality , with individual traits and characteristics inherent only to her. All this will help preserve the child’s and will help maintain and maintain a positive attitude towards the cognitive process.

A child , like an adult, is in a constant process of learning about the world; he thinks, analyzes, speaks, listens, understands, feels, and communicates with other people. In the process of communication with adults and peers, cognitive activity, intensive development of the child’s personality and cognitive activity occurs. One of the main motivators of children’s cognitive activity is the teacher . Reactions to incentive actions are different: those motivated for cognitive activity and those not motivated. Those who are motivated react to any stimulating actions by engaging in cognitive activity and do not need any special incentives. Such children have developed a cognitive interest and a focus on cognitive activity. However, there are many children with an unmotivated reaction to incentive actions on the part of the teacher .

The development of cognitive activity in such children begins with an impact on their sensory organs. In such a situation, vivid demonstrations and an interesting short story are useful, which first attract attention, interest, and create a problematic situation. Unstable low-level cognitive activity arises—curiosity in the form of the question: “What was that?”

The skill of the teacher in this case, by posing skillful questions, influencing the child’s , should lead the emerging curiosity to inquisitiveness. Connecting thinking to solving the problem raised can lead to the development of cognitive activity. This entire process takes place under the guidance of a teacher

In the conditions of modern society, specific requirements are necessary for preschool teacher pedagogical functions : informational , which involves the ability to use verbal expressiveness, accurately, concisely, logically present the material and achieve understanding, use various methods of presentation , activate children in the process of mastering the material; incentive, providing the ability to arouse interest, attention, encourage activity, translate knowledge into practical actions, evaluate activities, actions, consolidate the knowledge and skills of children in accordance with age; constructive and organizational, which includes a number of skills: planning the pedagogical process , selecting material, methods, techniques, tools for content (educational, gaming, labor, etc.)

activities, organize the implementation of the regime in different age groups, create a developmental environment and use it as a means of educating
the child’s personality ; diagnostic, containing the ability to determine the characteristics of the physical and mental state of children and take this into account in one’s own activities, to record and monitor the effectiveness of educational work in general, to establish the compliance of knowledge, skills and behavior with the requirements of the program, to see the connections between the child’s development using various educational methods - educational work; coordinating, which presupposes the following skills: establishing business contacts with parents and colleagues, participating in the pedagogical education of parents, revealing to them the methods of public education, encouraging parents to actively participate in the work of a preschool educational institution; communicative, requiring from the teacher high moral qualities and character traits, manifested in the ability to always be friendly, tactful, friendly, and polite when communicating with children.
The development of cognitive activity of children of senior preschool age will largely depend on the methods with which the teacher will organize the process of cognition of pupils: the method of unexpected solutions ( the teacher offers a new non-stereotypical solution to a particular problem that contradicts the child’s ); a method of presenting tasks with an indefinite ending, which forces children to ask questions aimed at obtaining additional information ; a method that stimulates the manifestation of creative independence in composing similar tasks with new content, searching for analogues in everyday life; method of "intentional errors"

when
the teacher chooses the wrong path to achieve the goal, and the children discover this and begin to offer their own ways and means of solving the problem.
. Thus, the teacher must master all the pedagogical tools in order to captivate, interest and develop the cognitive activity of older preschoolers. Also significant are the personal qualities of the teacher, such as the desire for self-development, knowledge of the characteristics of the mental development of children, creativity, tact and tolerance in relationships with children and parents. a professional teacher who knows and loves children cognitive activity in older preschoolers

The influence of adults on the formation of a preschooler's self-esteem is great. The teacher must strive to ensure that his behavior is an example for his students. Educator and child , how to measure the responsibility of an adult to this little defenseless man? How to instill in his soul the confidence that he is loved and will never offend or injure his nascent personality ? It is in the context of interaction between teachers and children the child’s personality develops . Yes, the family is the first social institution for a child, and the role of parents in how their child is undoubtedly decisive. But, of course, a lot depends on the teacher , because children spend a significant part of their lives within the walls of a preschool institution.

In a kindergarten group, the teacher is the most important person for a preschooler. The child recklessly trusts the teacher, endows him with indisputable authority and all conceivable virtues: intelligence, beauty, kindness. In the eyes of the child, it is the teacher who determines when it is possible to play or go for a walk, draw or run, and when, together with all the children, you need to sit quietly and listen. The teacher knows how to read wonderful books and knows many fascinating stories. He acts as the final authority in resolving children's conflicts, he sets the rules, he knows everything and can help and hold. Since the teacher is such a significant figure for the child , it is he who bears the enormous responsibility for creating conditions for personal development .

One of the most important such conditions is building the right type of communication. It is the form and style of communication that initially shapes a child’s ability to trust himself and the world. The basis of this trust is the further emotional, personal and social development of the child , its direction and quality. It is a well-known fact that distortions in the relationship between an adult and a child lead to the formation of negative behavior - disobedience, defiance, stubbornness and whims.

The teacher’s competence in interacting with the child is one of the main components of the teacher’s . A person who is competent in communication, first of all, establishes a certain atmosphere of communication that helps his partner feel free and comfortable. A certain atmosphere is present in the communication of two or three people, but characterizes the general atmosphere in a permanent group of people. The kindergarten group is no exception, and as soon as you cross the threshold, you can feel the atmosphere reigning in it. The psychological climate plays a significant role in the development of a child . The climate in a kindergarten group is determined both by the relationship between the teacher and the children, and by the relationship between the children themselves. A good group climate occurs when all its members feel free, but at the same time respect the right of others to be themselves.

One of the priority indicators of a prosperous atmosphere in a team is communication between an adult and a child in the form of cooperation , which presupposes equal interest of both the teacher and the child in their common activities and joint participation in it. The position of the teacher in this case is to understand and respect the child’s in a certain activity, to support and develop this interest with his active participation, and to delicately help the child when help is really needed. Cooperation eliminates any form of pressure from the teacher , and at the same time supports the child's desire for independence . Communication between the teacher and the child in the form of cooperation ensures the most complete development of the child.

When interacting with children, the teacher’s to this or that child’s action or event . By sincerely rejoicing at the baby's success, sympathizing with his misfortune, taking his problems and failures seriously and with interest, you provide the child with the support that the little person so needs. Focusing on the teacher’s reactions, the child builds an idea of his own successes and failures, mistakes or achievements, and he develops an idea of himself as an individual . Therefore, under no circumstances should you allow a bad mood, fatigue or irritation to be present when interacting with your child .

All appeals to the child must certainly have a positive connotation, even if it is necessary to correct behavior or evaluate the performance of an action with a negative result. For example, if a child was unable to do something during a lesson, under no circumstances should you say to him: “Oh, you couldn’t do such a simple thing!”

You should also not get off with the following phrase:
“Okay, no big deal
,” since the significance of the action and the focus on a positive result are lost. A positive message in this case would be something like:
“Thank you, you tried very hard
.
Messages such as: “This is much better!”
,
"Try again!"
,
“I don’t think this should be difficult for you
,
“Everyone has failures,”
etc. will not cause resentment and resistance, and therefore will encourage further action. In this regard, the well-known Dale Carnegie gives good recommendations. The following advice will be effective: Spare a person’s pride, try, as often as possible, to praise him in front of everyone, and criticize him in private.

Before you criticize a person, praise him, and he will try to justify your trust. Do not ignore the slightest achievements and successes. Even in situations involving danger for the child himself or other children , according to the rules of constructive communication, it is necessary to respond not with prohibition and criticism, but with a positive message designed to change the child’s behavior. Such a message should include the following components: a description of the action performed (When you )

;
a description of the possible result of this action (It may happen that)
;
offering an alternative behavior (It would be better if you)
. Moreover, it is especially important not to limit yourself to explaining why this should not be done or not, but to offer another option for behavior in this situation.

Naturally, any unseemly act of a child should result in some kind of enforcement action. But it should be remembered that if negative reinforcement is used more often than positive reinforcement, then gradually a stable negative stereotype is formed in the child’s The dominant feelings towards adults are anxiety and fear. And this, as you know, does not contribute to personal growth .

One of the important tasks of a teacher in the position of developmental education is to achieve good contact with the child . In order to establish good contact, you must be sincerely interested in the child as a person , and therefore, in his thoughts, experiences, and mood.

A necessary condition for good contact is sincere respect for the communication partner. For a child, respect is a particularly important condition for interaction, since it represents a signal that he is loved, that he is good and that everything works out for him. Even in every naughty person you can find something valuable that distinguishes him from others, which means setting this quality as an example for other children. For a child , especially starting from preschool age, being an example for the children around him is most valuable. It must be remembered that preschool children are very suggestible. Therefore, if a child is not praised , not set as an example, but constantly told that he is bad, spoiled, etc., he gradually begins to perceive himself from a negative position, and bad behavior is reinforced and becomes habitual.

" A child learns what life teaches him"

.
Under this heading, the famous doctor Barbara L. Wolf gives a list of statements that look, for example, like this: “When
a child is criticized , he learns to blame .

So, the development of all his basic mental processes, abilities and personal qualities between the teacher and the child . It is during preschool childhood that the basis of personal culture . Whether the child successful in later life, proactive, independent, responsible, open to the world and people, depends to a large extent on you, dear teachers .

There is no more humane, creative, serious, necessary profession than that of a teacher . It is the foundation of all professions in the world. Only the teacher remains in the hearts of every student and accompanies them throughout their lives. This profession is according to the state of the soul, according to the call of the heart!

Only a teacher “guides a child through life”

: teaches, educates, guides spiritual and physical development.
Teacher only

Teacher as father

What exactly should a teacher teach? In the “school of life”, obviously, no one here can teach us better than life itself. But we want a teacher in the body so that we can accept his lessons that are humanly “understandable” to us. But life as a teacher is even more than a teacher in the person of a specific person. And perhaps the whole point is that life in general is much more than we are able to accept. Life's lessons can be difficult to understand. And then life sometimes really chooses a suitable embodiment of itself in the body of a “teacher” who speaks to us in our language in words we understand. Under what conditions is this feasible?

As they say, the teacher comes when the student is ready. That is, in theory, the teacher must choose the student himself, based on his deep understanding of the situation, or the force “points out” the student to him. But nowadays with teachers it’s like in the market. Nowadays, there are many different “schools” where seekers themselves choose their personal Guru who will be “to their liking”. We ourselves choose what to believe, what to be disappointed in, what to learn, etc.

It turns out that we know better than the teachers themselves what and from whom we should learn? And then, are market relations appropriate in such matters? In most cases, the option with a teacher from the “school” is just another offer on the market of goods and services. There is demand - there is supply. And the option with a “real” teacher in a body like Don Juan is a great rarity, which cannot be counted on.

What do we expect from a teacher? Sometimes it is simply compensation for one’s own helplessness, insolvency and replacing the role of our father. In the role of a teacher in this case, we expect to see a wise, strong, all-knowing patron on whom we can shift all responsibility for our life. That is, often in search of a teacher, a person simply wants to rid himself of the burden of worries, choices, doubts and make his life easier “for free.” The topic of such illusions on progressman.ru is one of the main ones.

And without such a teacher in the role of an all-powerful father, we are forced to “plow” and grow up on our own. Growing up in general is associated with a certain kind of independence. Apparently, self-reliance is one of the most important lessons we learn in the human body. And next to a “living” teacher, the lesson of independence is often even more difficult to learn than on your own, that is, without the teacher’s personal crutch.

So it turns out that almost everyone is left with the option of a teacher, whose role is life itself. She teaches through people, through situations, states, events, through everything that happens to us. It just doesn’t teach what our ego wants. Life does not teach us beautiful mystical tricks that would amuse us, but it teaches us exactly what we should learn. Even if these lessons come down to tedious, long, gray everyday life, in which we do not burn like stars in the night sky, but live a simple, quiet life.

Essay on the topic

Teachers are not only teachers from school. In a broad sense , every person who appears in life teaches us something, and we teach him something . But still, it is school teachers who leave the greatest imprint. And we are talking not so much about basic knowledge from the school curriculum, but about the wisdom that teachers pass on to students, about developing better qualities and about help outside of school.

The question is often raised about what a teacher should be like, what he can do and what he cannot do. If earlier it was obvious to everyone that a teacher is a calling, a way of life, now some people compare it with working in a factory in shifts: he taught his lessons and is free, the rest does not concern the teacher. And yet, many believe that education, care, and attentive attitude towards all children and people both at school and outside it is the unspoken but direct responsibility of the teacher.

In V. Rasputin’s work “French Lessons,” the teacher learned that one of her students was starving and, in order to feed himself, played cards for money. Other children beat him for this. Against this background, the teacher decides to play cards with the boy instead of French lessons, giving in to him . One day the director finds out about this and fires the teacher.

Who is right and who is wrong in this situation? Complex issue

. On the one hand, gambling is condemned in society and goes beyond the scope of pedagogical interaction and violates subordination. On the other hand, there is one argument that certainly speaks in favor of the teacher: she gave in, and the boy needed the money for food.

She could not give this money just like that (the boy did not accept), but she also could not allow the child to play with who knows who and risk himself, so she chose such a specific way of raising and helping. During the game, she talked with him about great things, about life. What would a boy talk about with other players, for whom passion and winning are important? Hardly anything as useful. It is those teachers who are remembered who taught something vital, and did not just explain their subject in an interesting way.

Every teacher must love people, be able to sacrifice and take risks, and not be indifferent to the life and health of students. Teachers do not just teach: they participate in the development of individuals and are responsible for the future of society and the country. This is the main role of a teacher in a person’s life: teaching life itself. The significance and role of a teacher in a child’s life is difficult to convey in words. The teacher's contribution is invaluable. It cannot be measured in numbers or expressed through concepts because, first of all, it happens on a spiritual level.