9.1. The concept of pedagogical interaction

Education is a two-way process. This means that the success of its implementation directly depends on the nature of the ties between the two subjects of the educational process: the teacher and the pupil. Their connection in the process of education is carried out in the form of pedagogical interaction, by which is meant the direct or indirect influence of subjects (teachers and pupils) on each other and the result of which are real transformations in the cognitive, emotional-volitional and personal spheres.

Pedagogical interaction is defined as an interrelated process of exchanging influences between its participants, leading to the formation and development of cognitive activity and other socially significant personal qualities. Considering the essence of pedagogical interaction, D. A. Belukhin identifies the following components in it: 1) communication as a complex, multi-faceted process of establishing and developing contacts between people, generated by the needs for joint activities, which include the exchange of information, the development of a unified strategy of interaction, perception and understanding another person, knowing oneself; 2) joint activity as an organized system of activity of interacting individuals, aimed at the expedient production of objects of material and spiritual culture.

In the case of pedagogical interaction, a multi-aspect activity-based communication between a teacher and a pupil has the character of a kind of contractual relationship. This makes it possible to act adequately to the real situation, developing it in the right direction, identifying and taking into account the true interests of the individual, relating them to the requirements that arise unplanned in the process of training and education.

In a number of psychological and pedagogical studies, a list of essential requirements for the professional activity of a teacher who organizes and carries out pedagogical interaction is given: 1) dialogue in the relations between students and the teacher;

2) the activity-creative nature of the interaction;

3) focus on supporting individual personal development; 4) providing it with the necessary space for making independent decisions, creative choice of content and methods of study and behavior.

Thus, in order to achieve the goals of upbringing, the teacher, in the course of pedagogical interaction, must observe a number of conditions: a) constantly support the pupil's desire to join the world of human culture, strengthen and expand its capabilities; b) provide each person with the conditions for independent discoveries, the acquisition of new experiences of creative life activity; c) create communicative conditions to support self-worthy activity of the pupils; d) to stimulate the right relationships in various communication systems: “society - group - person”, “state - institutions of education - person”, “team - microgroup - person”, “teacher - group of pupils”, “teacher - pupil”, “person - group of personalities "," personality - personality "; e) contribute to the formation of the “I-concept” of the student’s personality; e) to stimulate productive communication with the student in different areas of his active life.

Pedagogical interaction has two sides: functional role-playing and personal. Functional role-playing interaction of the teacher with the student due to the objective conditions of the pedagogical process, in which the teacher performs a certain role: organizes and directs the activities of students, controls its results. In this case, students perceive the teacher not as a person, but only as an official, controlling person. The personal side of the pedagogical interaction is connected with the fact that the teacher, interacting with the students, transfers them their individuality, realizing their own need and ability to be a person and in turn forming the corresponding need and ability of the students. Because of this, the personal aspect of pedagogical interaction most affects the motivational and value sphere of students. However, practice shows that only teachers who have a high level of development of a motivational value attitude to pedagogical activity work with such an attitude.

The best option is pedagogical interaction, in which the functional-role and personal interaction is carried out in a complex. Such a combination ensures the transfer of not only the general social, but also the personal, individual experience of the teacher to students, thereby stimulating the process of the formation of the pupil’s personality.

The nature and level of pedagogical interaction is largely determined by the attitude of the teacher to the pupils, which is due to their reference ideas, values ​​and needs and causes them to have an appropriate emotional attitude. It is customary to single out the following basic styles of pedagogical relations.

1. Actively positive. This style is characterized by the fact that the teacher shows an emotionally positive direction towards children, which is adequately implemented in the manner of behavior and speech statements. Such teachers most highly appreciate the positive qualities of students, because they are convinced that each student has advantages that can be opened and developed under appropriate conditions. Giving individual characteristics to their students, they note positive growth and qualitative changes.

2. Situational. The teacher who adheres to this style is characterized by emotional instability. He is subject to the influence of specific situations that affect his behavior, may be quick-tempered, inconsistent. It is characterized by alternation of friendliness and hostility towards students. Such a teacher does not have solid objective views on the personality of the pupil and the possibilities of its development. The grades given to them by the students are contradictory or uncertain.

3. Passive positive. The teacher is characterized by a general positive direction in the manner of behavior and speech statements, but he also has a certain isolation, dryness, categoricalness and pedantry. He speaks with students primarily in an official tone and consciously seeks to create and emphasize the distance between them and himself.

4. Actively negative. The relationship of the teacher with the students is characterized by a pronounced emotional-negative orientation, which is manifested in the sharpness, irritability. Such a teacher gives a low score to his students, emphasizes their shortcomings. Praise as a method of education is not peculiar to him, in case of any child’s failure, he is indignant, punishes the student; often makes remarks.

5. Passively negative. The teacher is not so clearly shows a negative attitude towards children, more often he is emotionally lethargic, indifferent, alienated in communicating with students. Perturbation of their behavior, as a rule, does not show, however, it is stressed indifferent to both the successes and failures of the students.