9.4. Methods of organizing pedagogical interaction

In order for pedagogical interaction to be effective, the basis of the method of its organization should be pedagogical support as a special position hidden from the pupils of the teacher, based on the system of their interconnected and complementary activity communication.

Leading ideas of pedagogical support (the desire to see a child's personality, humane attitude and love for him, consideration of his age features and natural inclinations, reliance on mutual understanding and developmental assistance) are found in the writings of Democritus, Plato, Aristotle and other thinkers of the past.

These ideas were justified by Ya. A. Komensky, who argued in the famous “Great didactic”, that “children will be more pleasant to attend school if teachers are friendly and tender, have self-treatment, paternal disposition, manners, words, joint deeds without superiority if they treat students with love. ”

A truly humane upbringing based on respect for the personality of the child, taking into account his natural inclinations and aspirations, defended in his writings by G. J. Rousseau. He strongly opposed the harsh discipline, corporal punishment and the suppression of the personality in the upbringing, he sought to find favorable forms and means for each step of the child’s development. According to Rousseau, the teacher should not impose his will on the child, but create conditions for his development, organize the upbringing and teaching environment in which the child can accumulate life experience, realize his natural inclinations.

IG Pestalozzi emphasized the special significance of the sincere and mutual love of the educator and children, the arousal of the mind to be active, the development of cognitive abilities. For IG Pestalozzi, the meaning of upbringing is to help a person who is developing, mastering a culture, moving to a perfect state. In essence, this is the promotion of the self-development of the natural forces and abilities inherent in man.

Methods of pedagogical interaction, close to the essence of pedagogical support, were actively developed in the works of 19th-century domestic and foreign teachers, who asserted the idea of ​​the inadmissibility of violence against a child and demanding respect for the personality of pupils. So, K. D. Ushinsky, being a supporter of the principle of freedom in training and education, paid great attention to the personality of the teacher, arguing that “the influence of the personality of the educator on the young soul constitutes that educational force, which cannot be replaced either by textbooks, or moral maxims, or punishments and rewards. Ideas in the pedagogy of freedom and pedagogical support are found in the views of L. N. Tolstoy, who believed that a school should be created for the child in order to help his free development in a timely manner.

The theoretical substantiation of the aspects of the teacher’s professional activities that are close to the ideas of pedagogical support are viewed in the works of N. F. Bunakov, who in a number of works emphasized that the student should be supported only when he needs it. The teacher should keep up with his help only where it is really necessary, and at the same time carry it out so skillfully, tactfully and purposefully, so that in the end it would become completely unnecessary, would destroy itself.

To understand the essence of pedagogical support, the pedagogical concept of J. Korchak is important. In accordance with it, the child is considered as a subject of education, independent of the will of other subjects of the person. A prerequisite for education is to create an atmosphere of goodwill, mutual candor and trust, guaranteeing the child's protection from violence, the stability of his position and freedom, the satisfaction of his interests and needs.

Speaking about the value of any fact of child life, J. Korchak introduces the concept of "intelligent love." He wrote: "Let none of the views of the educator become neither unquestioned conviction, nor persuasion forever." In dealing with the child, according to Korczak, it is necessary to choose the position "not near, not above, but together." But sometimes it happens that the position “above” is taken by the child. In such situations, Korchak advises: “The more inconspicuously you break the resistance, the better, and the sooner and more thoroughly, the more painless you will ensure discipline and you will achieve the necessary minimum order. And woe to you, if too soft, you cannot do it. ”

In developing the problem of pedagogical support, it is necessary to note the concept of humanistic education of V. A. Sukhomlinsky, who, in his views, proceeded from the fact that “every child is a whole world, quite special, unique ... and the true humanity of pedagogy is to save joy, happiness, to which the child has the right ". Considering the essence of pedagogical support as a special sphere of teacher’s professional activity, Sukhomlinsky attached great importance to the teacher’s personality, saying that “a bright human personality should stand next to each pet.” In the pedagogical theory and practice of Sukhomlinsky a whole range of conditions and means for the implementation of pedagogical support has been developed, chief among which are: 1) the wealth of relations between students and teachers, between students, between teachers; 2) a pronounced civil sphere of the spiritual life of pupils and educators; 3) amateur, creativity, initiative as special facets of the manifestation of diverse relationships between team members; 4) the constant multiplication of spiritual wealth, especially ideological and intellectual; 5) the harmony of high, noble interests, needs and desires; 6) the creation and careful preservation of traditions, their transfer from generation to generation as spiritual wealth; 7) the emotional life of the team.

The authors of a number of foreign sources (K. Wahlstrom, K. Mack Laughlin, P. Zwaal, D. Romano, and others) understand pedagogical support to help a student in a difficult situation, so that he learns how to solve his own problems and cope with everyday difficulties which involves helping in the knowledge of oneself and an adequate perception of the environment.

The views of representatives of humanistic psychology (A. Maslow, S. Buhler, C. Rogers, and others) are of fundamental importance for understanding the essence of pedagogical support. According to their views, the main thing in a person is her striving towards the future, free realization of her capabilities, abilities, inclinations. In this regard, the main task of the school humanist psychologists see in the formation of man as a unique, self-developing, self-sufficient personality. To implement this approach, it is necessary to abandon in principle the mechanical principles of education, for which purpose the following obstacles should be removed: a) lack of personal information about yourself; b) lack of understanding of the problems facing her; c) the underestimation by the individual of his own capabilities, intellectual, emotional and volitional potential.

According to the American psychologist A. Maslow, the main task of the teacher is “to help a person discover in himself what is already in it,” therefore the starting point of his concept is the recognition of human subjective freedom. To achieve this, the main task of the teacher should be a conscious and systematically carried out desire to help the child in his individual personal growth.

In modern Russian science, one of the first to talk about pedagogical support was O. S. Gazman, who understood by her the process of jointly defining his interests, goals, opportunities and ways of overcoming obstacles (problems) that prevent him from maintaining human dignity and independently achieving the desired results. in training, self-education, communication, lifestyle. The main theoretical principles and practical recommendations correlated with the concept of pedagogical support were fruitfully developed by innovative teachers (Sh. A. Amonashvili, I. P. Volkov, E. I. Ilin, S. N. Lysenko, V. F. Shatalov) which, within the framework of pedagogy of cooperation, justified the need for humane relations between the participants of the pedagogical process. In the context of their research, the following fundamental principles are the humanistic attitudes underlying pedagogical support: 1) acceptance of the child’s personality as a given; 2) direct, open appeal of the teacher to the pupil, dialogue with him, based on an understanding of his real needs and problems, effective help to the child; 3) empathy in the relationship of the teacher and the student, which gives the teacher the opportunity of full-fledged and inexhaustible interpersonal communication with the student, rendering him effective assistance precisely when it is most needed; 4) open, trusting communication, which requires that the teacher does not play his role, but always remains himself; This enables students to understand, accept and love a teacher as he is, to recognize him as a reference person.

Pedagogical support has many varieties, among which the most common are psychological and pedagogical support and individual assistance.

Psychological and pedagogical support is understood as a movement together with a pupil, next to him, and sometimes slightly ahead (M. R. Bityanova, I. V. Dubrovin, E. I. Rogov, etc.). An adult attentively gazes and listens to his young companion, notes his wishes and needs, fixes achievements and difficulties, helps the council and its own example to orient themselves in the surrounding world, to listen to themselves sensitively. At the same time, the teacher does not try to control the pupil or impose his life ways and value reference points on him. Only in those cases when the child becomes confused or asks for help, the teacher indirectly, unobtrusively, helps him to return to his own way again.

Individual assistance involves consciously undertaken by the educator attempts to create the necessary conditions for the pupil in one or several aspects, in particular in acquiring the knowledge, attitudes and skills necessary to meet their needs and similar needs of other people, awareness of their values, attitudes and skills; development of self-awareness, self-determination, self-realization and self-affirmation, understanding in relation to oneself and others, susceptibility to social problems, feelings of belonging to a group and to society.