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

2.2 The content and methodology of work on the formation of pedagogical sociability

Corrective work was carried out with the teaching staff to increase the level of pedagogical sociability and the following events were held: a psychological and pedagogical consultation on the topic: "Educational and interpersonal interaction between teachers and students: conflicts, problems and ways to solve them"; psychological training for teachers: "Emotions and feelings"; training "Communication and interpersonal relations"; training of pedagogical communication: 1) mastering the basics of pedagogical communication, 2) teaching the whole process of pedagogical communication; training aimed at developing sociability (see Appendix (1, 3).

To correct the behavior of the students of the experimental group, the following work was done: class hour on the topic: "Conflicts"; training for the development of communication technology; training of communication and interpersonal relations; training aimed at developing sociability (see Appendix (2).
Also, a seminar was held with teachers on the topic "Conflicts", during which teachers were offered a program for resolving conflict situations:
Observation . Sample monitoring program:
1. The mood of the student at the lesson (mostly good, calm, indifferent, depressed, anxious, painful, etc.).
2. Typical situations in which a student experiences self-doubt, anxiety, (survey, participation in debatable and problematic forms of education, tests, etc.).
3. Participation in conflict situations (never conflicts with anyone, is the initiator of substantive conflicts, creates groundless conflict situations, etc.).
4. The object of the conflict in which the student is involved (unfair actions of the teacher: underestimation, unfair demand, etc.; non-pedagogical actions of the teacher: rudeness, cruelty, insult, etc.; lack of pedagogical skills: the teacher explains incomprehensibly, conducts an uninteresting lesson, does not allow one to express one's own point of view, imposes one's own ideas and assessments, etc.; manifestation of dislike for the teacher, etc.).
5. Emotions accompanying conflict behavior (impatience, anger, anger, irritation, resentment, inspiration from the anticipation of the struggle, keen interest in the opponent, hope for success, pleasure from the argument accurately found and accepted by the opponent).
6. Forms of conflict behavior (silence, demonstrative withdrawal, hidden anger, ignoring the offender, caustic remarks, continues to act as if nothing had happened; strive to prove that the other person is wrong; quarrel, use physical violence, call for help from allies for support , yields, seeks a fair outcome, prefers to sort things out face to face, uses different strategies depending on the conditions, etc.).
7. Types of conflict situations in which the student takes part (situations regarding appearance, educational activities, relationships; business or emotional conflicts).
Diagnostic conversation . Sample questions. 1. With what mood do you most often go to school? 2. Do you have many friends among your classmates? 3. Do you have conflicts with teachers? How often? 4. Do you think conflict and quarrel are the same thing? Explain your opinion. 5. If at the time of the dispute you understand that you are wrong, then what will you do? 6. Name "teacher's mistakes", etc.
These questions can also be used in surveys.
In a conflict situation, the teacher often has to make comments. Jokes, irony, and practical jokes work well in the lesson. High school students are sometimes successfully affected by a remark given in the form of an aphorism, statements, sayings. Instead of repeatedly throwing in annoyance: "Stop talking, stop talking," etc., wouldn't it be better to refer to any appropriate saying of their well-known literary works? There are many such sayings. For example, here are some of them that would help the teacher, without getting annoyed, express his disapproval of the student's behavior in the lesson: "Ah, evil tongues are worse than a gun!" Or: "What are you making noise about, folk vitias?". Or: "Am I my brother's keeper?" You can approach students engaged in extraneous conversation with the words: "Chatterbox is like a pendulum: both must be stopped." Or: "Without melancholy, without a fatal thought," we cannot be at the lesson, etc. And for example, in a situation where a student, when answering your question, mumbles something, does not go to the point, talks around the bush, you can say: "Throw your allegory and empty hypotheses. Give us direct answers to damned questions!" As a rule, witty remarks are appreciated, they are remembered, and a teacher who is accurate with a word commands respect.
Of course, the teacher must have a certain, pre-selected stock of such statements, and it is better if they do not repeat themselves. Here we dwell on the means of managing a conflict situation that arises as a real situation in the educational process. By its nature, it is substantive, but is not assessed as significant. As a rule, it is caused by minor violations of discipline (lateness, distraction in class, etc.), educational requirements (lack of school supplies, insufficient preparation of homework, etc.). Further exacerbation by the teacher of such a situation does not make sense. Therefore, it is necessary to undertake the prevention of the incident by resolving the conflict situation. More serious violations of discipline and educational requirements direct the teacher to develop a program of educational actions in relation to the student, who initiates conflict situations, provokes the teacher to incidents. The correctional program includes diagnosing the level of conflict potential, identifying "sinking" in the development of the main areas, organizing the student's self-education.
The formation of motivation for the teaching of schoolchildren is possible by various means. Each tool will have the most productive characteristics if accompanied by well-organized cognitive communication. Activation of educational activity is achieved through the forms of individual and group work specified by the teacher: cooperation, conflict and competition. Let us dwell on the methods of creating a cognitive conflict. They are designed, on the one hand, to actualize the intellectual potential of students, on the other hand, to teach students tolerance for the opposite opinion, to train the skills of a constructive dispute.
The effectiveness of this means of forming a productive conflictogenicity among schoolchildren depends on the quality of the simulated conflict situation. A conflict situation of this kind should be created on the basis of relevant material for schoolchildren, include a forecast of the positions and reactions of opinion leaders, the definition of acute and controversial issues. There should be no more than five such "pain points".