Topic: The principles teaching communication Content Introduction

Topic: The principles teaching communication
Content
Introduction…………………………………………………………….………….2
I.chapter About pedagogical communication…..……………………………….5
1.1 The essence of pedagogical communication and its tasks……….….………5
1.2 Stages of pedagogical communication…………..…………………………..9
1.3 Methods of pedagogical communication..............…………………………12
II.chapter Pedagogical communication technology and its implementation conditions……………………………………………………………………….….17
2.1. Model of pedagogical communication in modern conditions……………...17
2.2. Rules of successful pedagogical communication………………..………...23
2.3 Teacher’s experience in organizing pedagogical communication………….27
Conclusion…………..……………………….…………………………………....31
References......……………………………………………………………………..33
INTRODUCTION
It is time to introduce a new system of foreign language teaching in our country, which will be a solid foundation for the future. Since we have set ourselves the goal of building a competitive state, from now on graduates of schools, high schools, colleges and universities must be fluent in at least 2 foreign languages. This strict requirement should become the main criterion of the activity of the head of each educational institution, - said Shavkat Mirziyoyev.¹
The aim of the course work. Educators have always experimented with the art of teaching, which has evolved over centuries by adopting new approaches, methods, tools, and technologies. We have experienced a rapid growth in science and technology in the last century that resulted in groundbreaking innovations and exciting new technologies. As always, these innovations create opportunities while posing new challenges. Pedagogical practices have been greatly affected by the advancement of science and technology in the last few decades. Overall, technology is central to many sectors of society and its integration into the education process has great promise for student learning. With technology, one can expect increased efficiency and effectiveness on both the part of teachers and students. Technology can also prompt pedagogical change and address issues that affect learning, teaching and social organization. Technology can therefore be seen as both a tool and a catalyst for change. Students should embrace technology for them to benefit and teachers should be open to introducing technology into the classroom to improve and innovate their teaching practice.
The actuality of course work. Work, knowledge, communication ... The most important areas of human life. We talk about them a lot, we analyze them ... But when you think about it, you come across an interesting phenomenon. Man learns the forms and methods of labor activity for many years, we also learn the ways of knowing the world for a long time, but man never learns to communicate purposefully anywhere. We don't have a school that teaches complex communication skills. Of course, the experience of communication a person acquires both in the process of labor and in cognitive activity ... But, unfortunately, this is not enough. Many serious problems of upbringing and education arise because the teacher is not able to organize the communication with the children properly.
Antoine de Saint-Exupery called human communication the greatest luxury in the world. But in one case it is “luxury”, in another it is a professional necessity. After all, there are types of human labor that are simply impossible without communication. This type of work is a teacher’s job.
Communication is very important in teaching. Sometimes it is the complexity of communication that determines our attitude to our pedagogical work and the attitude of children to us - to teachers, to school.
The experience of practical teachers
- and young, beginners, and experienced masters
- allows us to say with confidence: no, pedagogical communication is necessary and necessary to learn.
In communication with children, the creative individuality of the teacher is formed through invisible and hard work, such as self-knowledge, mastering the basics of pedagogical communication.²
Communication is a process that involves an interchange of verbal and/or nonverbal messages within a continuous and dynamic sequence of events (Hargie, 2011). When we refer to communication as a process, we imply that it doesn’t have a distinct beginning and end or follow a predetermined sequence of events. It can be difficult to trace the origin of a communication encounter, since communication doesn’t always follow a neat and discernible format, which makes studying communication interactions or phenomena difficult. Any time we pull one part of the process out for study or closer examination, we artificially “freeze” the process in order to examine it, which is not something that is possible when communicating in real life. But sometimes scholars want to isolate a particular stage in the process in order to gain insight by studying, for example, feedback or eye contact. Doing that changes the very process itself, and by the time you have examined a particular stage or component of the process, the entire process may have changed. These snapshots are useful for scholarly interrogation of the communication process, and they can also help us evaluate our own communication practices, troubleshoot a problematic encounter we had, or slow things down to account for various contexts before we engage in communication (Dance & Larson, 1976).
We have already learned, in the transaction model of communication, that we communicate using multiple channels and send and receive messages simultaneously. There are also messages and other stimuli around us that we never actually perceive because we can only attend to so much information at one time. The dynamic nature of communication allows us to examine some principles of communication that are related to its processual nature. Next, we will learn that communication messages vary in terms of their level of conscious thought and intention, communication is irreversible, and communication is unrepeatable.