Structure of communication in pedagogy

In human society, communication performs one of the most important functions - communicative. But this view of the subject greatly simplifies the interaction between people, reducing it to the exchange of information. The structure of communication includes, in addition to communicative function, interactive - the interaction of participants, and perceptual - the perception of each other's partners.

Communicating, people share ideas, emotions, knowledge, study each other and help regulate joint activities.

Communication in pedagogy

In pedagogy, a special place is devoted to the art of communication between the teacher and the student. Both participants in the pedagogical process influence each other and on the final results of the training. The structure of pedagogical communication, if viewed from the point of view of its types, makes it possible to distinguish the following:

Informative type - which is reduced to the exchange of information;

Mentor type - edifying, instructive;

Inspired - the highest type of communication, which involves cooperation and active dialogue of participants;

Confrontational type - provoking the beginning of the discussion and the use of words and gestures for a brighter transmission of thought.

A teacher in a modern school must be not only a competent subject teacher, but also a good psychologist. The structure of communication, knowledge of its styles and other characteristics allows you to avoid mistakes in educational and educational practice. For example, a mentoring type is not acceptable for a teacher who seeks to create more trusting, creative relationships with students, because with this approach he will suppress their initiative.

Communication in Psychology

If we consider in the context of psychological science, then the structure of communication in psychology distinguishes the following aspects of communication: interpersonal, cognitive (knowledge of each other interlocutors), communicative-information, emotive (exchange of emotions), and behavioral. The latter is especially necessary in the work of the teacher, because it helps to influence the person, to identify his aspirations and regulate joint activity.

The teacher should act as a social positive example for the pupils, cause respect and treat their wards accordingly. When the structure of communication is mastered, the teacher will be able to find suitable keys and an individual approach to each of his pupils. Here is a small example from practice. In the school library, a girl was in high school and a librarian. The student asked: "Why do you say" you "?" To which the librarian replied: "Because I respect you!" Even in prerevolutionary Russia, a similar appeal between pupils and teachers was circulated.

Communication styles

Sometimes teachers forget about the useful experience of the past. Despite the fact that the structure of communication offers Choice, they resort to an authoritarian leadership class. This is characterized by the suppression of the individuality of the students, the prevalence of the teacher's opinion, which leads to a strong manifestation of rebellion, especially among adolescents. There are also reverse cases, when the teacher is limited only by teaching his profile subject and is alienated from the leadership. He is irresponsible and not attentive to children. This style is called liberal.

The most acceptable is the democratic style of communication between the teacher and students. The teacher encourages the initiative of schoolchildren, attracts them to participate in the life of the class and school, and all decisions are taken collectively. Any question or problem finds a response from a sensitive and attentive teacher. He is strict in justice and supports creative motivations among students.

Conclusion

In practice, however, styles are not found in pure form. Quite often, teachers combine two different directions in communicating with students. But mutual respect and the desire to cooperate is the most correct decision and the real goal of communication in pedagogy.