Дванадцять бар'єрів на шляху ефективного педагогічного спілкування

Abstract

У статті наголошується на проблемі організації конструктивного педагогічного спілкування. Особлива увага приділяється аналізу виокремлених Томасом Гордоном дванадцяти бар'єрів на шляху ефективного спілкування вчителя з учнями. Для досягнення мети використовувалися такі методи дослідження, як контент-аналіз праць вітчизняних та зарубіжних дослідників; системно-функціональний аналіз теоретичних засад досліджуваних явищ; типологічний метод для окреслення шляхів розвитку педагогічної майстерності вчителя. Припускається, що досвід Томаса Гордона буде доречним і повчальним для вчителів і педагогів.

The article deals with the styles of pedagogical communication and analyzes the obstacles on the way to constructive pedagogical interaction. It is emphasized that the initiator and leader of this process is always a teacher. The necessity of creating a favorable psychological climate in systems "teacher-student" and "student-student" is underlined. The constant Ukrainian and foreign scientists' search for effective ways to improve teachers' pedagogical skills is mentioned. Particular attention is drawn to the views of Thomas Gordon, a representative of communicative pedagogy in the United States of America. For the purpose of this study, there were used such methods as the content analysis of the works of Ukrainian and foreign researchers; systemic and functional analysis of the theoretical foundations of the phenomena under study; a typological method for outlining the ways of developing teachers' skills. There were analyzed twelve barriers identified by Thomas Gordon on the way to efficient teacher-student communication, namely: order; warning; moralization; advice; edification; condemnation; mockery; analysis; encouraging evaluation; desire to enter the situation; interrogation; sarcasm. These twelve barriers, in turn, were divided into five directions, such as the traditional reaction of teachers to a particular situation; teachers' reaction, which contains assessment and reasoning; the expression of non-acceptance due to an effort to facilitate the student's situation; the reaction of teachers, which forces students to take a deaf defense; the teacher's addressing to the students in order to divert their attention from the subject of discussion. As a result, a summary of the important role of interpersonal communication for full human development was given. The democratic style of interaction is considered to be the most effective and optimal one due to its characteristic and emotional contact with the students, the manifestation of trust and respect for them. The importance of effective communication in pedagogical activity for solving educational tasks is noted. It is emphasized that the scientific heritage of American scientist Thomas Gordon deserves great interest from Ukrainian and foreign scholars who are in search of effective methods to overcome possible obstacles in constructing effective pedagogical communication between teachers and students. It is assumed that the experience of Thomas Gordon will be appropriate and instructive for teachers and educators.