A person-centered approach in teaching

A person-centered approach in teaching implies concentrating the teacher's attention and efforts on preserving, as well as forming the complete personality of the student. The specialist who relies on him will take care not only of developing the intellect, citizenship and sense of responsibility of the student, but also, to a greater extent, his spirituality, emotional, aesthetic, creative inclinations and opportunities for their maturation.

The personality-oriented approach has the following goal: to create conditions for the full-fledged establishment of the psychic functions of the individual. This is about:

• A person's ability to consciously choose;
• The ability to reflect and evaluate life;
• The formation of the image of the "I";
• Search for the meaning of your life and work;
• Responsibility for actions and actions;
• Autonomy of the individual from external influence.

The personality-oriented approach has a special relationship in the "student-teacher" system. In this system the schoolboy is the main character in the whole educational process.

The teacher is now transformed from a "source of information" and "controller" into a diagnostician and assistant, which ensures the development of the personality and psyche of the student. The organization of this educational process assumes that he should guide the student. That is why this method is also known as personal-developmental training.

Let's consider in more details principles and methods of such organization of educational process.

First, the personality-oriented approach implies that there should be an orientation not so much on education and upbringing as on the development of students.

Secondly, the teacher must take into account the individual characteristics of schoolchildren (age, physiological, psychological, intellectual).

Third, when building a teaching material, the teacher needs to keep in mind the educational needs of the class, focusing on a different level of complexity in the program material, so that it is accessible and understandable to everyone.

Fourth, schoolchildren should be distributed according to special homogeneous groups, taking into account their knowledge, abilities and professional orientation.

Fifth, each child must be treated as a unique and unique personality.

Consider, for example, how a person-oriented approach is implemented in teaching a foreign language. It is necessary to create a special educational environment in the classrooms, which will include:

• Organization and use of material of different types, content and form;
• Use of technical equipment (projector and tape recorder) in the lessons;
• Providing the student with freedom in choosing the way they perform tasks in order to relieve emotional stress due to fear of making mistakes in the actions taken;
• The use of non-traditional forms of individual and group activities in order to activate the creativity of each child;
• Creation of conditions for self-expression in collective and independent activity;
• Attention to the evaluation and analysis of individual ways of working that motivate the student to create not only a result, but also a work process (it is necessary for the student to tell how he organized the work, what means he used, what he liked and what did not);
• Special training of the teacher for the constant implementation of such work in the classroom, as well as in the process of organizing a system of extracurricular lessons;
• Development and application of an individual training program that will model research (research) thinking;
• The organization of lessons in small groups on the basis of dialogue, imitative role play and training.