2.8. SYSTEM OF EDUCATIONAL WORK WITH STUDENTS IN THE PEDAGOGICAL COLLEGE (SCHOOL)

Purposeful management of the process of personal development provides a scientifically-organized education or specially organized educational work. Where there is education, the moving forces of development, age and individual characteristics of pupils are taken into account; the positive effects of the social and natural environment are used; negative and unfavorable environmental effects are reduced; achieved unity and coherence of all social institutions.

Vocational education today is developing on completely new methodological foundations, which in pedagogical science are defined as a humanistic paradigm. Therefore, in the educational space of the college, it is important to create for each student such conditions so that he becomes a full-fledged subject of his life, his activity, so that he has a need, readiness and ability for a productive dialogue with nature and society.

Modern education has as its goal the harmonious development of the individual and presupposes a humane character of relations between the participants in the pedagogical process. In the humanistic tradition (E. V. Bondarevskaya and others), personality development is considered as a process of interrelated changes in rational and emotional spheres, which characterize the level of harmony of her self and sociality. It is the achievement of this harmony that is the strategic direction of humanistic education. Self and sociality are spheres of personal manifestation, deeply interconnected poles of the orientation of the personality towards itself (life in itself) and towards society (life in society) and, accordingly, two sides of self-consciousness.

Self as a reflection of the inner plan of personal development characterizes the depth of its individuality. Sociality reflects the social plan of its development. It has such parameters as the breadth and height of an individual’s ascent to social values, norms, customs, the degree of orientation in them and the level of personal qualities acquired on their basis. Socialism is achieved through adaptation, self-affirmation, correction and rehabilitation, and is manifested in acts of self-realization of the individual. The harmony of self and socium characterizes a person from the position of integrity and comprehensiveness. Humanistic education is carried out in the acts of socialization, the actual education and self-development of the individual.

The generally accepted goal in world theory and practice of humanistic education was and remains the ideal of a comprehensively and harmoniously developed personality. This ideal goal gives a static characterization of personality. Its dynamic characteristic is connected with the concepts of self-development and self-realization. Therefore, it is these processes that determine the specificity of the goal of humanistic education: the creation of conditions for self-development and self-realization of the individual in harmony with oneself and society. This goal of upbringing allows one to understand a person as a unique phenomenon of nature, to recognize the priority of his subjectivity, the development of which is the goal of life. Realization of the goal of education requires reflection and construction of all educational work in an educational institution in the context of the following principles of humanistic education:

- the principle of the activity approach - culture realizes its function of personal development only when it activates, encourages it to work; the more varied and productive a person’s significant activity is, the more effective the mastery of human and professional culture takes place;

- the principle of a personal approach - involves treating a student as a unique phenomenon, regardless of his individual characteristics; this approach requires that the pupil himself perceived himself as such a person, this is the personalization of pedagogical interaction;

- the principle of the polysubject approach - the teacher does not educate, does not teach, but actualizes, stimulates the student’s aspiration for self-development, studies his activity, creates conditions for self-movement;

- the principle of an individual and creative approach - the creation of conditions for self-realization of the individual, the identification and development of its creative possibilities;

- professional and ethical mutual responsibility - the willingness of participants in the pedagogical process to take care of the future society, compliance with the norms of pedagogical ethics.

All principles are subordinate, represent a hierarchical system.

Pedagogical literature presents a variety of classifications of educational methods for various reasons. So, N. I. Boldyrev, N. K. Goncharov, and others. By their nature, such methods of upbringing as persuasion, exercise, encouragement, and punishment are distinguished. I. S. Marienko named such groups of educational methods as explanatory-reproductive, problem-situational, methods of training and exercise, stimulation, inhibition, guidance, self-education.

Forms of educational work are associated with the parties of education and their content. Conducting competitions, scientific conferences, the organization of student scientific societies, the publication of newspapers, professional competitions and clubs are aimed at intellectual education and development of students. Moral education involves holding hours of communication, meetings with creative people, holding events, volunteering, etc. The physical development of students is carried out in the process of visiting sections, participating in competitions. Aesthetic education involves the preparation and holding of concerts, participation in theatrical performances and visits to the theater, work in circles and studios. Thus, an integral system of education of the student’s personality is created in the educational institution.