Topic: The principles teaching communication Content Introduction i-chapter About pedagogical communication

1.2 Stages of pedagogical communication
Kan-Kalik V.A. In his book “On pedagogical communication to the teacher” he identifies several stages of pedagogical communication, which define its structure:
1. Modeling of future communication with the class in the process of preparation for direct activities by the teacher (prognostic stage);
2. Organize direct communication with the class in the initial communication with students (initial period of communication);
3. Management of communication in the developing pedagogical process;
4.Analysis of the existing communication system and modeling of the communication system for future activities.
Consider these steps in the sequence provided.
At the modeling stage, not only the content of the future activity, but also the possible methods and tone of communication should be taken into account. You can try to create for yourself a communicative conclusion of the lesson, in which each pedagogical task corresponds to the communicative task and a certain way of solving it. An analysis of teachers ’experience shows that modeling future communication is very important because it largely determines the didactic aspects of the lesson, organizes the teacher, and shapes certain attitudes toward specific forms and interactions. The teacher can demonstrate his or her communicative and emotional behaviors in class.
The initial interaction on the stage shows the conditions and structure of the future communication, a pre-planned communication model is being implemented. In the first minutes of interaction with the class, the teacher should determine the possibility of applying the selected teaching methods, feel the general mood of the children, their mood for work. However, it should be borne in mind that the communication initiative belongs to the teacher.
The teacher’s initiative is provided by the following aspects:
● accuracy of initial communication with the class;
● Rapid transition from organizational procedures to business-personal communication;
● Lack of intermediate zones between the organizational and meaningful aspects of the beginning of communication;
● rapid achievement of socio-psychological unity with the class;
● introduction of personal aspects in interaction with children;
● Overcoming stereotypical and negative attitudes towards individual students;
establish an integrated relationship with the whole class;
● Assign tasks and questions that can move the class in the first few minutes of the interaction;
● Ensuring the external communicative image of the teacher (freedom, ingenuity, calmness, attractiveness, kindness);
● implementation of speech and non-verbal communication (facial expressions, gestures);
● Ability to “make” their attitude towards children in the classroom;
● setting bright, attractive goals for the activity;
● Demonstration of understanding of the situational inner mood of students, transfer of this understanding to students.
In the third stage of communication (communication management in developing pedagogical protest) pedagogical communication is multifunctional: during the lesson the teacher solves many pedagogical and correct communicative tasks. Different parts of the course require their own communication system.
The nature of communication is closely related to a particular pedagogical situation.
Here is what a literature teacher at one of Mazir’s schools said: “When you are preparing to talk to children about an artist, it is important not only what you say, but also how you say it. This seems like an old reality, but it matters a lot. After all, if the topic of today’s lesson is Lermontov, angry, accusing and at the same time lyrical, then when I come to class with my behavior, my way of talking to children, I have to prepare them for the tone. About a future conversation about the poet and if today’s conversation about Yesenin is already a different communication environment. It needs to be captured and created, otherwise the lesson will not work.
Communication may not work if the teacher offers the class a task that will remain indifferent to the class. Pedagogical communication involves the teacher’s ability to act quickly and correctly in a changing communication environment. The teacher must quickly and accurately find means of communication that correspond to the content of communication, at the same time to the creative individuality and state of communication of the teacher, as well as to the individual characteristics of the student, always feel feedback in communication. In this case, the teacher is assisted by general knowledge and culture, professional thinking, speech development, inclination.
The final stage (analysis of the communication system performed) involves the ability to determine and evaluate its level of communication and the quality of communication.
Knowledge of the stages of pedagogical communication allows the teacher to take a more competent approach to the development of its technological basis. In the process of modeling the technology of pedagogical communication, it is necessary to analyze and consider ways to implement the following components:
● teacher’s initial information about students and vice versa;
● ways to create a communicative community;
● ways to draw class attention to oneself (teacher), verbal communication, non-verbal communication;
● Possible speech images that allow the spiritualization of scientific facts with personal, worldview relationships;
● Feedback methods.³