Topic : teacher's roles as facilitator, supervisor, trainer, moderator plan

TOPIC : TEACHER'S ROLES AS FACILITATOR, SUPERVISOR, TRAINER, MODERATOR
PLAN:

Introduction 3
1. Psychological and theoretical foundations of pedagogical communication 8
1.1 The concept of "communication", the structure and functions of communication. The concept of "pedagogical communication" 8
1.2 Pedagogical communication as a form of interaction between the subjects of the educational process. Features of styles of pedagogical communication 11
2. Experimental work on the formation of pedagogical communication in the educational process of the school 17
2.1 Diagnostics of the initial level of sociability in the system of relations "teacher - student" 17
2.2 The content and methodology of work on the formation of pedagogical sociability 21
Conclusion 25
List of used literature 26

Introduction

The productivity of pedagogical activity is largely determined by the level of mastery of the technology of pedagogical communication by the teacher. An analysis of pedagogical practice shows that many serious difficulties in solving the problems of teaching and upbringing arise due to the teacher's inability to properly organize communication with children. Whatever classifications of teaching and upbringing methods are proposed, the influence of the teacher on the personality of the student is carried out only through live and direct communication with the pupils.

Communication is not just a series of successive individual actions (activities) of communicating subjects. Any act of direct communication is the impact of a person on a person, namely, their interaction. The process of communication is built as a system of conjugated acts of interaction (BF Lomov 48, 49 ).
The most common and developed is the approach to communication as one of the activities. Some researchers at the same time emphasize the specificity of the activity of communication as a form of providing other types of activity, consider it as a special activity. So, L.P. Bueva 20 notes that activity and communication are two interrelated, relatively independent, but not equivalent aspects of a single life process.
Communication is characterized as a social process carried out within a certain social community (in a group, in a class, in society as a whole). The social nature of communication is explained not only by the fact that it serves collective activity, but above all by the fact that it expresses or implements social relations.
The essential characteristics of communication noted above also take place in pedagogical activity, but the specificity of pedagogical communication is determined by the purpose of this activity, aimed at realizing the goals of personality development. V.N. Sokovnin notes that only a pedagogy that is aware of the patterns of communication can be socially mature enough.
In the process of pedagogical communication, training is carried out in the methods and techniques of mental activity, the formation of thought processes, the management of learning processes, training in work methods, the constant maintenance of students' interest in the lesson itself, motivational support for the educational process, normative relationships with the team and with the teacher, and the removal of emotional tension.
Thus, pedagogical communication is a multifaceted process of organizing, establishing and developing communication, mutual understanding and interaction between teachers and students, generated by the goals and content of their joint activities.
The problem of pedagogical communication is devoted to a significant number of studies, the analysis of which reveals several aspects in its study. First of all, this is the definition of the structure and conditions for the formation of the teacher's communicative skills (V.A. Kan-Kalik, Yu.N. Emelyanov, G.A. Kovalev, A.N. Leontiev and others 33; 25; 36; 46 ). In this aspect, methods of active social learning (ASL) have been developed: role-playing games, socio-psychological trainings, discussions, etc. With their help, teachers master ways of interaction, develop sociability.
Another direction is the study of the problem of mutual understanding between teachers and students (A.A. Bodalev 11; 12; 13 , S.V. Kondratieva and others). They are significant due to the fact that contact is possible only under conditions of a fairly complete mutual understanding between the communicants, the achievement of which requires the search for certain conditions and methods.
A special group of studies are those that study the norms implemented in pedagogical communication. First of all, these are studies on the problem of pedagogical ethics and tact (E.A. Grishin, I.V. Strakhov, etc.). The pedagogical system "teacher-student" in this case is considered as a certain cultural community, in which a large role is given to the implementation of socially approved norms of behavior: respect for a person, goodwill, sociability, etc.
Also, the problem of pedagogical communication was studied by such Kazakh authors: N.D. Khmel, E.P. Nechitailova, L.V. Nikitenkova, G.A. Umanov, R.D. Irzhanova, K.S. Uspanov and others.
Based on the relevance, we chose the topic of our study: "The role of pedagogical communication in the structure of the activity of the teacher-educator."