Types of modern teachers. Types of teachers Teacher typology

One of the most important qualities of a teacher that contributes to the successful performance of his functions is pedagogical communication. Many difficulties and failures in pedagogical activity is due precisely to the shortcomings in the sphere of professional and pedagogical communication. Pedagogical communication is a set of methods and means, the use of which ensures the achievement of the goals of teaching and education, and determines the nature of the interaction between the two main subjects of the pedagogical process. Famous Russian psychologist V.A. Kan-Kalik identifies such styles of pedagogical communication.

1.Communication based on high professional standards of the teacher, his attitude to teaching activity in general. They say about such people: “Children (students) literally follow on his heels.” IN higher school interest in communication is also stimulated by common professional interests, especially in specialized departments.

2.Communication based on friendship. This type of communication involves passion for a common cause. The teacher plays the role of a mentor, a senior friend, and a participant in joint educational activities (but familiarity should be avoided). This is especially true for young teachers if they do not want to get into a conflict situation.

3.Communication-distance. This is the most common type of pedagogical communication, for which distance is constantly observed in all areas: education - with reference to authority and professionalism; education - on life experience and age. This style forms the teacher-student relationship. But this does not mean that students should perceive the teacher as a peer.

4.Communication-flirting. It is typical of young teachers who are overly striving for popularity. Such communication provides only false, cheap authority.

As a rule, in teaching practice there is a combination of styles in a certain proportion with dominance of one of them.

The classification of pedagogical communication styles proposed by M. Talen deserves attention: “Socrates” - A teacher with a reputation as a lover of disputes and discussions, which he deliberately provokes in the classroom. He is characterized by individualism, unsystematic educational process through constant confrontation: students strengthen the defense of their own positions, learn to defend them; “Leader of group discussion” - The teacher considers the achievement of agreement and cooperation between students to be the main thing in the educational process, taking on the role of a mediator for whom the search for democratic consensus is more important than the result of the discussion; “Master” - The teacher acts as a role model who must certainly be copied, and above all not so much in the educational process, but in relation to life in general; “General” - Does not allow any ambiguous meaning, is emphatically demanding, strictly seeks obedience, because he believes that he is always right in everything, and the student, like a recruit soldier, must unquestioningly obey orders. According to G. Talen, this style is more common in teaching practice than all others together; “Manager” - Common in radically oriented schools and is associated with an atmosphere of effective class activity, encouraging initiative and independence of students. The teacher strives to discuss with each student the meaning of the task, quality control and evaluation of the final result; "Coach" - The atmosphere of communication in the classroom is permeated with the spirit of corporate spirit. In this case, students act as players of one team, where each in particular is not important as an individual, but all together form a force. The teacher is assigned the role of inspirer of group efforts, for whom the main thing is the final result, brilliant success, victory; "Guide" - The embodied image of a "walking encyclopedia". Laconic, precise, discreet. He knows the answers to all questions in advance, as well as the questions themselves. Technically impeccable, and that is why it is often downright boring.

Depending on the quality of mastery of pedagogical communication, students place the teacher in the appropriate category: Teachers - “eternal students” - Understand students, see them as individuals, willingly communicate on various topics, have high intelligence and professionalism; Teachers - "former sailors" - are trying to establish military discipline. They require complete and unconditional acceptance of their thoughts. They value “slavery” rather than intelligence and the ability to think logically. They try to suppress the student’s “I” through administrative measures; Formalist teachers - “serve” their hours at work. They are indifferent to students: do what you want so as not to interfere with me; “Indifferent”, “envious”, “limited”, “gentlemen”, “work” - Teachers whose human and professional qualities do not correspond to the ideal acceptable for a student; “Hard workers”, “gourmets”, “friends” - Teachers who enjoy authority among students due to certain attractive personality traits; “Standard teacher” - Knows his subject, lives his work. Difficult to communicate. Ambitious. Stubborn, not interesting either to himself or to students.

An important place in the educational process of higher education belongs to the personality of the teacher, his communication skills, the ability to establish a dialogue with the student, to understand and adequately perceive the other world - not a subordinate, but an equal partner, a colleague in the complex art of teaching.

MINISTRY OF EDUCATION OF THE REPUBLIC OF MORDOVIA

GBPOU RM "Alekseevsky Industrial College"

Typology of teachers

Report

DEVELOPED

teacher

N.M. Yavorskaya

Content

Pedagogical activity

Typology of teachers

Teachers' communication styles

Styles of learning activities

Conclusion

Pedagogical activity

Every person during his life will play many times both in the role of a student, pupil, and in the role of a teacher, educator (teacher, mentor, instructor, etc.). Therefore, the teaching profession is one of the oldest in the world. Teachers are people who have appropriate training and are professionally engaged in teaching activities, i.e. issues of upbringing, education and training. Here you should pay attention to the word “professionally”. Teachers are engaged in teaching activities professionally, and almost all people are engaged in this activity non-professionally. Meanwhile, it is difficult to imagine another activity that is as diverse and equally demanding of the qualities and capabilities of the performer. The requirements for a teacher are determined not only by the great importance, but also by the rare originality of pedagogical activity.

“Pedagogical activity can be defined as a special type of social activity aimed at transferring from older generations to younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and preparing them to fulfill certain social roles in society.”

With regard to pedagogical activity, the prevailing approach is to identify its components as relatively independent functional roles, the successful implementation of which requires appropriate abilities. They have received sufficient attention in the scientific literature. In relation to pedagogical activity, the most in-depth study of abilities was carried out by N.V. Kuzmina. She identified the main components of a teacher’s activity, which correspond to certain abilities: constructive (the ability to design personality, content, and means of achieving pedagogical goals), organizational and communicative (the ability to establish relationships with students), gnostic (the ability to acquire and use knowledge).

IN professional activity The teacher distinguishes four groups of functions:

· teaching, educating, developing, motivating;

· constructive and research;

· organizational and communicative;

· self improvement.

To master teaching skills, a teacher needs not only to know his subject well, but also to master ethics interpersonal communication, culture of pedagogical work.

The most significant features of professional pedagogical culture as a complex quality of a teacher’s personality include the following:

– clearly expressed, stable pedagogical orientation of interests and needs;

– harmonious mental, moral and aesthetic development;

– pedagogical skill;

– friendly character, sociability, passion for work;

– installation for constant self-improvement;

– temperament culture;

– broad scientific, artistic and aesthetic outlook;

– the ability to easily and naturally enter a creative state, to be able to actualize one’s emotional, intellectual and volitional processes.

Of course, pedagogical culture is not reduced either to the individual named qualities or to their sum. It is based on the worldview, moral, aesthetic, intellectual and other components of the teacher’s general culture. Without a teacher’s constant work on developing his or her personality, it is impossible to achieve a high pedagogical culture.

The culture of pedagogical work has a direct connection with general, special, individual (individually unique) personality traits. The natural characteristics of a person, the peculiarities of mental processes, are also an essential factor, without which the culture of pedagogical work is unthinkable.

Typology of teachers

In the pedagogical literature there are several typological classifications of teachers. The first belongs to the famous teacher V.N. Soroka-Rosinsky. He divided teachers into several groups depending on their style of behavior, attitude to work, and character.

1. Teachers-theorists. Their theory, the idea, always prevails “to the detriment of the real world of things and practice.” The strength of such teachers is their good knowledge of the subject of teaching and its methods, and conscientious preparation for classes. These teachers are often looking for new ways and methods of work, but are weak in practice and inattentive to a specific student. They are proactive, but, easily disconnected from the real world, they can fall into projectism.

2. Realist teachers. In contrast to theorists, they are well versed in the world of things and people, and they subtly sense the moods of the students. Their weak point is their inability to theoretically substantiate their experience and highlight the main thing in it. Sometimes close relationships with students lead to some familiarity and a weakening of discipline.

3. Utilitarian teachers. They are similar to realists in their ability to navigate well both in things and in people. But for them, students are only objects of influence. Their “strong point” in work is not explanation, not demand, but training in consolidating and repeating what has been learned. They are masters of all kinds of decoration.

4. Teachers are “artists”, intuitionists. Their distinguishing feature– the ability to act by inspiration, by intuition. This is their strength, this is their weakness. They conduct classes in an engaging and emotional way, but they are dependent on their mood. Sometimes they are poorly prepared for classes. They have some great classes and some downright sloppy ones.

The identified four groups are rarely found in their pure form. V.N. Soroka-Rosinsky pointed out that there are also teachers who cannot be classified into one group or another. They may be conscientious teachers, sensitive educators, but as individuals they do not have a strong personality, do not attract students, and are little remembered.

The second classification was given by the doctor pedagogical sciences E.G. Kostyashkin. The basis of his typology is extracurricular work. At the same time, he takes into account not only the teacher’s attitude to extracurricular pedagogical work, but also the organic make-up of his personality, the dominant mental trait of character, the level of professional pedagogical ethics, etc.

E.G. Kostyashkin identified four types: intellectual, emotional, strong-willed and organizational. The names themselves show that this classification reflects, first of all, the general mental make-up of the teacher’s personality. The above types of teachers are characterized by the following characteristics.

Intellectual type is characterized by a tendency to scientific work, a creative approach to business, to analyzing one’s experience, making observations, etc. More effective in working with students, especially in small groups, as well as in individual work.

strong-willed The type of teacher is characterized by clarity and organization in work, increased authority, and high demands on both himself and students. A teacher of this type is more of a leader than an adviser. His confidence captivates his students. They are captivated by his character, strength and authority. However, when working with students, such a teacher may not be tactful enough, which often leads to conflict situations.

Emotional The type is distinguished by special moral sensitivity and a subtle understanding of the internal state of the student. A teacher of this type successfully works with difficult students, achieving success where a commanding tone and appeal to consciousness are ineffective or meaningless. The high and subtle emotionality of teachers of the latter type E.G. Kostyashkin calls it a natural gift.

Fourth,organizational , the type combines individual properties of other types and is therefore the most universal. A feature of teachers of this type is professional responsibility for the activities of all students.

The above typologies have different bases. V.N. Soroka-Rosinsky took the values ​​of teachers as a basis. For teacher-theorists, mainly theoretical knowledge is important, for realists and utilitarians - practical skills, practical moods and deeds of students, for “artists” - their own inspiration, their own mood.

In the classification of E.G. Kostyashkin, the basis for assigning teachers to one type or another was the prevalence of intellectual, emotional or volitional personality traits or a combination of them. It should also be taken into account that the latest typology does not pretend to be global; it is compiled based on materials only from the extracurricular work of teachers.

Talen M. proposed a typology of teachers based on their professional position and role. The typology reflects the various needs of teachers without focusing them on the needs of students.

" Socrates "
This is a teacher with a reputation as a lover of discussions, deliberately provoking disputes study group. He often takes on the role of "devil's advocate", defending unpopular views. He is characterized by individualism and unsystematicism in the educational process. Because of the confrontation, which is reminiscent of cross-examination, students as a result strengthen their defense of their own positions and learn to defend them.

" Group Discussion Leader "

For such a teacher, the main thing is to achieve agreement and establish cooperation between students; he assigns himself the role of a mediator, for whom the search for agreement more important than the result discussions.

" Master "
The teacher acts as a role model, subject to unconditional copying by students, not so much in the educational process, but in attitude to life.
" General "
The teacher is emphatically demanding, harshly seeks obedience, since he believes that he is always right in everything, and the student, like an army recruit, must unquestioningly obey the orders given. This style is most common among teachers.
" Manager "
The teacher preaches an individual approach to students, encourages their independence and initiative. Strives to discuss with each student the meaning of the problem being solved, quality control and evaluation of the final result.
" Trainer "
The teacher plays the role of inspirer of group efforts, for him the main thing is the final result, brilliant success, and students are only members of a single team, not individuals.
" Guide "
This type of teacher is a walking encyclopedia. He knows the answers to all questions in advance, as well as the possible questions themselves. He is laconic, precise, restrained, and therefore boring.

Types of teachers depending on the development of teachers’ professional qualities.
There are (Rogov E.I., 1998) several types of teachers:

" Organizer "
He is characterized by such qualities as exactingness, organization, strong will, and energy. He is often a leader among students and teachers and is inclined to carry out extracurricular activities. Of the pedagogical functions, he better performs executive, mobilization, and organizational ones.

" subject "
The “subject specialist” has observation skills, a desire for creativity, professional competence. He is a rationalist, confident in the need for knowledge and its importance in life. When carrying out teaching activities, the “subject student” better implements constructive, methodological, constructive, methodological, teaching, and orientation functions.

" Communicator "
His main features are sociability, kindness, visual attractiveness, high morality, emotionality and plasticity of behavior. He is extroverted, characterized by low conflict, empathy, love for children, and in the process of his activities he better performs the communicative function.

" Intellectual "(enlightener)

This type is characterized by high intelligence, common culture and unconditional morality. He is principled, observes moral standards, and can easily ensure in his professional activities the fulfillment of gnostic, educational, informational, developmental, research functions, as well as the function of self-improvement.
Teachers operating in the knowledge paradigm are characterized by the motto (or principle): “Knowledge is power.” They act according to the commandment that came from ancient times: “The student is not a vessel that needs to be filled, but a torch that needs to be lit. And only the one who burns himself can light the torch.”

Teachers' communication styles

The division of teachers can be based on communication styles.
There are many communication styles these days, but let’s focus on the main ones.

With an authoritarian style, a characteristic tendency towards strict management and comprehensive control is expressed in the fact that the teacher much more often than his colleagues resorts to an orderly tone and makes harsh remarks. What is striking is the abundance of tactless attacks against some members of the group and unreasoned praise of others. An authoritarian teacher not only determines the general goals of the work, but also indicates the methods for completing the task, strictly determines who will work with whom, etc. The tasks and methods for completing them are given by the teacher in stages. It is typical that this approach reduces activity motivation, since a person does not know what the purpose of the work he performs as a whole is, what is the function this stage and what lies ahead. It should also be noted that in social-perceptual terms, as well as in terms of interpersonal attitudes, the stage-by-stage regulation of activity and its strict control indicate the teacher’s lack of faith in the positive capabilities of students. In any case, in his eyes, students are characterized by a low level of responsibility and deserve the harshest treatment. Moreover, any initiative is considered by an authoritarian teacher as a manifestation of unwanted self-will. Research has shown that this behavior of a manager is explained by his fears of losing authority by revealing his lack of competence: “If someone suggests improving something by organizing the work differently, then he is indirectly indicating that I did not foresee this.” In addition, an authoritarian leader, as a rule, subjectively evaluates the success of his charges, making comments not so much about the work itself, but about the personality of the performer. With an autocratic leadership style, the teacher exercises sole control over the leadership of the team, without relying on assets. Students are not allowed to express their views, criticize, take initiative, much less claim to resolve issues that concern them. The teacher consistently makes demands on students and exercises strict control over their implementation. The authoritarian leadership style has the main features of an autocratic one. But students are allowed to participate in discussions on issues that affect them. However, the decision is ultimately always made by the teacher in accordance with his own guidelines.

Conniving

The main feature of the permissive leadership style is essentially the self-removal of the leader from the educational and production process, the abdication of responsibility for what is happening. The permissive style turns out to be the least preferable among those listed. The results of its testing are the smallest amount of work performed and its worst quality. It is important to note that students are not satisfied with working in such a group, although they do not have any responsibility, and the work is more like an irresponsible game. With a permissive leadership style, the teacher strives to interfere as little as possible in the life activities of students, practically eliminates himself from guiding them, limiting himself to the formal fulfillment of duties and instructions from the administration. An inconsistent style is characterized by the fact that the teacher, depending on external circumstances or his own emotional state, implements any of the leadership styles described above.

Democratic

As for the democratic style, facts, not personality, are primarily assessed here. At the same time, the main feature of the democratic style is that the group takes an active part in discussing the entire course of the upcoming work and its organization. As a result, students develop self-confidence and self-government is stimulated. In parallel with the increase in initiative, sociability and trust in personal relationships increase. If in an authoritarian style there was enmity between group members, especially noticeable against the backdrop of obedience to the leader and even ingratiation to him, then in democratic management students not only show interest in work, revealing positive internal motivation, but become closer to each other personally. With a democratic leadership style, the teacher relies on the team and stimulates student independence. In organizing the activities of the team, the teacher tries to take the position of “first among equals.” The teacher shows a certain tolerance to students’ critical comments and delves into their personal affairs and problems. The students discuss the problems of collective life and make choices, but final decision the teacher formulates.

4. Communication based on passion for joint creative activities.

This style is based on the unity of the teacher’s high professionalism and his ethical principles. After all, passion for creative research together with students is the result not only communicative activities teachers, but to a greater extent its relationship to pedagogical activity in general. Theater teacher M.O. Knebel noted that the pedagogical feeling “drives you towards the youth, forces you to find ways to reach them...”
This style of communication distinguished the activities of V.A. Sukhomlinsky. On this basis, V.F. Shatalov forms his own system of relationships with children. This style of communication can be considered as a prerequisite for successful joint educational activities.

Passion for a common cause is a source of friendliness, and at the same time, friendliness, multiplied by interest in work, gives rise to a joint, enthusiastic search. Speaking about the system of relationships between a teacher and students, A.S. Makarenko argued that a teacher, on the one hand, should be a senior comrade and mentor, and on the other, an accomplice in joint activities. It is necessary to form friendliness as a certain tone in the relationship between the teacher and the team.

Reflecting on the options for the relationship between a teacher and children, A.S. Makarenko noted: “In any case, teachers and management should never allow a frivolous tone on their part: scoffing, telling jokes, any liberties in language, mimicking, antics, etc. On the other hand, it is completely unacceptable for teachers and management to be gloomy, irritable, and noisy in the presence of students.”

Emphasizing the fruitfulness of this style of relationship between teacher and students and its stimulating nature, calling to life higher form pedagogical communication - based on passion for joint creative activity, it should be noted that friendliness, like any emotional mood and pedagogical attitude in the communication process, must have a measure. Often, young teachers turn friendliness into familiar relations with students, and this negatively affects the entire course of the teaching and educational process (often a novice teacher is driven to this path by the fear of conflict with children, complicating relationships). Friendliness should be pedagogically appropriate and not contradict the general system of relationships between the teacher and children.

5. Communication-distance

This style of communication is used by both experienced teachers and beginners. Its essence lies in the fact that in the system of relationships between the teacher and students, distance acts as a limiter. But here, too, moderation must be observed. Exaggeration of distance leads to the formalization of the entire system of socio-psychological interaction between teacher and students and does not contribute to the creation of a truly creative atmosphere. Distance must exist in the system of relationships between teachers and children; it is necessary. But it should follow from the general logic of the relationship between the student and the teacher, and not be dictated by the teacher as the basis of the relationship. Distance acts as an indicator of the leading role of the teacher and is built on his authority.

The transformation of the “distance indicator” into the dominant feature of pedagogical communication sharply reduces the overall creative level collaboration teacher and students. This leads to the establishment of an authoritarian principle in the system of relationships between the teacher and children, which ultimately negatively affects the results of activities. A.V. Petrovsky and V.V. Shpalinsky note that “in classes taught by teachers with a predominance of authoritarian leadership methods, there is usually good discipline and academic performance, but external well-being may hide significant flaws in the teacher’s work on the moral formation of the student’s personality.”

Why is this communication style popular? The fact is that novice teachers often believe that distance communication helps them immediately establish themselves as a teacher, and therefore use this style to a certain extent as a means of self-affirmation in the student and even in the teaching environment. But in most cases, using this style of communication in its pure form leads to pedagogical failures.

Authority should be gained not through a mechanical establishment of distance, but through mutual understanding, in the process of joint creative activity. And here it is extremely important to find both a general style of communication and a situational approach to a person.

Communication-distance is to a certain extent a transitional stage to such a negative form of communication as communication-intimidation.

6. Communication - intimidation

This style of communication, which novice teachers also sometimes resort to, is mainly associated with the inability to organize productive communication based on passion for joint activities. After all, such communication is difficult to form, and a young teacher often follows the line least resistance, choosing intimidating communication or distance in its extreme manifestation.

In terms of creativity, communication-intimidation is generally futile. In essence, it not only does not create a communicative atmosphere that ensures creative activity, but, on the contrary, regulates it, since it orients children not on what should be done, but on what cannot be done, depriving pedagogical communication of the friendliness on which mutual understanding is based, so necessary for joint creative activity.

7. Flirting

again, characteristic mainly of young teachers and associated with the inability to organize productive pedagogical communication. Essentially, this type of communication corresponds to the desire to gain false, cheap authority among children, which contradicts the requirements of pedagogical ethics. The emergence of this style of communication is caused, on the one hand, by the desire young teacher quickly establish contact with children, the desire to please the class, and on the other hand, the lack of the necessary general pedagogical and communicative culture, pedagogical communication skills, and experience in professional communicative activities.

A.S. Makarenko sharply condemned this “pursuit of love.” He said: “I respected my assistants, and I was simply a genius in educational work, but I convinced them that the last thing they needed was to be a beloved teacher. I personally have never achieved children’s love and I believe that this love, organized by a teacher for his own pleasure, is a crime

This flirting, this pursuit of love, this boasting of love brings great harm to the teacher and education. I convinced myself and my comrades that this pendant... should not exist in our lives

Let love come unnoticed, without your efforts. But if a person sees the goal in love, then this is only harm...”

Communication-flirting, as observations show, arises as a result of: a) the teacher’s misunderstanding of the responsible pedagogical tasks facing him; b) lack of communication skills; c) fear of communicating with the class and at the same time the desire to establish contact with students.

Styles do not exist in their pure form. And the options listed do not exhaust the wealth of communication styles spontaneously developed over long-term practice. In its spectrum, a wide variety of nuances are possible, giving unexpected effects that establish or destroy the interaction of partners. As a rule, they are found empirically. At the same time, the found and acceptable communication style of one teacher turns out to be completely unsuitable for another. The style of communication clearly reveals the individual’s individuality.

The psychological atmosphere and emotional well-being depend on the style. Ignorance of communication technology and the teacher’s lack of necessary communication techniques also play a certain role. Such communication styles as intimidation, flirtation and extreme forms of communication-distance are also dangerous because, if the teacher lacks professional communication skills, they can take root and “eat into” the teacher’s creative individuality, and sometimes become cliches that complicate pedagogical process and reducing its effectiveness.
The most fruitful process of education and training is ensured by a securely built system of relationships. Such a system should be characterized by:

the interaction of factors of accountability and cooperation in organizing the educational process;

the presence in students of a sense of psychological community with teachers;

targeting an adult with high self-awareness and self-esteem;

using student interest as a factor in managing education and training;

unity of business and personal communication;

inclusion of students in a purposefully organized system of pedagogical communication, including through various forms of activity: clubs, conferences, debates, etc.

Types of teachers based on an empathic way of interacting with students.
R. Atakhanov and M.G. Bobkova (2007) identified five types of teachers:
* with an actively positive professional attitude ;
* functional professional installation ;
* with a neutral-indifferent professional attitude ;
* situational professional attitude ;
* hidden negative professional attitude .

Teachers with an active and positive attitude toward empathic communication provide an emotional response to students’ experiences. They are able to anticipate the actions of students, based on an understanding of their emotions and thoughts based on non-verbal manifestations - facial expressions, gestures, posture. These teachers understand speech expression well and easily find the appropriate tone of communication with different students. different situations. Show kindness in class using praise and encouragement. This stimulates student activity: children give feedback from their seats, make suggestions for solving problem problems, and freely express their own opinions without special instructions from the teacher. The teacher’s acceptance of the ideas expressed by the students creates conditions for cooperation not only with the teacher, but also with other students.
Teachers with a functional orientation towards empathic communication have the following characteristics: they give an insufficient emotional response to the student’s experiences, because they do not always correctly assess the emotional states of students based on verbal signs. This significantly reduces the ability of teachers to understand students. They cannot always find the right tone of communication with different students in different situations; they rarely use praise and encouragement, depending on the degree of success of the task educational assignments and on your individual preferences. The creation of favorable conditions for “good” students in the classroom by such a teacher excludes any cooperation between students, and spontaneous speech is perceived as a violation of discipline. The lack of opportunity for students to freely express their opinions during the lesson is compensated by the instructions and orders of the teacher. Thus, these teachers are characterized by selectivity in their relationships with students.
Teachers with a neutral-indifferent attitude give an emotional response to the student’s state, while experiencing opposite experiences, since they poorly understand the connection between behavior and its consequences, and are more focused on the content verbal communication, because they are not sufficiently proficient in recognizing emotions based on non-verbal signs. They cannot always find the appropriate tone of communication, since they do not have a sufficient repertoire of role behavior. Praise and encouragement are used very little in the classroom. The teacher’s focus only on business, official communication provokes spontaneous speech from students.

Teachers with a situational professional attitude give an emotional response to the student’s condition, while experiencing painfully developed empathy. At the same time, they cannot always predict events, since high level emotionality does not give them the opportunity to correctly recognize difficult situations interactions, understand the logic of their development. These teachers, with their inherent mood swings, are characterized by variable relationships with students. Teachers with a hidden negative attitude do not give an emotional response to the student’s state, they poorly understand the connection between behavior and its consequences, since they are not sufficiently able to decipher non-verbal manifestations of emotions. This leads to the fact that teachers often make mistakes in understanding the meaning of students’ words. They are biased towards students and have formal relations with them. As a result of all this, they do not adapt well to various situations interaction with students (as well as with colleagues). Praise and encouragement, acceptance of students' ideas are not used at all in the lesson.

Styles of learning activities

There are different typologies of stages of a teacher’s individual activity depending on the grounds on which they are differentiated. According to domestic scientists, styles of activity differ, first of all, in the ratio of the requirements for teaching work and human capabilities. The most optimal style is one that is chosen in accordance with the teacher’s inclinations and at the same time does not contradict the requirements of the profession. The modern classification of styles of teaching activity is based on the following principles: content characteristics of the style (the teacher’s predominant orientation towards the process or result of his work); dynamic (flexibility, stability, switchability, etc.); effectiveness (the level of knowledge and skills of the teacher and students, as well as their interest in the subject).

Based on this, four styles are distinguished:

Emotional-improvisational (EIS),

Emotionally Methodical (EMS),

Reasoning-improvisation (RIS)

Reasoning-methodical (RMS)

The emotional-improvisational style is characterized by high efficiency, the use by the teacher of a large arsenal of various teaching methods, stimulation of active creative, spontaneous activity of students, in which the teacher does not strive for clear planning of the lesson, allows improvisation, selects the most interesting material for processing, leaving less interesting material for processing. self-study students.

The reasoning-methodical style is focused on learning outcomes, characterized by high methodologicalness, combination with a narrow, standard set of teaching methods used, and a preference for reproductive (reproductive) activities of students.

The other two styles - emotional-methodical and reasoning-improvisational - are intermediate, to varying degrees combining the features of the emotional-improvisational and reasoning-methodical styles.

Differences in the teaching activities of male and female teachers

Modern education performs the function of broadcasting and relaying science and culture, i.e. the role of a conservator of social experience.

Female teachers, due to their more pronounced desire for orderliness, concrete and pragmatic thinking, are focused on obtaining the necessary result and they cope better with educational tasks than male teachers. And why?

There are gender differences in the activities and personalities of teachers.
The concept of gender (eng.hender - social sex) is often considered as the discovery of differences between the psychological characteristics of men and women. It would probably be most important to consider the personal problems of men and women, generated by the differentiation of their mental characteristics and the hierarchy of their social roles, statuses, positions in micro- and macro-society, which complicate their self-realization in professional spheres (in this case, pedagogical, training spheres).
The male contingent, more prone to introspection and reflection, was gradually forced out of school.

One cannot help but see the natural predisposition of women to the teaching profession; sympathy and patience, friendliness and cheerfulness, caring and hard work of women contributed many of the noblest traits of a teacher (G. Munstenberg).
S.A. Garanin (1993) revealed that female teachers, to a greater extent than male teachers, strive to expand their knowledge, while male teachers are more eager to scientifically comprehend their teaching activities, to experiment in their work and to study the dynamics of the development of their students.
Bulgarian psychologist S.V. Ivanov (1990) revealed that female teachers have a greater desire to demonstrate and explain educational material than male teachers, they give students both positive and negative emotional assessments, and they use them more often in the classroom. jokes.

Instructions, demands, ultimatum recommendations, and direct orders are more often used by male teachers. They show a greater desire for specific instructions on how to organize work. In educational work, they pay more attention to the external and formal aspects, delving less into the motives of students’ behavior. They use disciplinary remarks more often. Thus, the activities of male teachers bear the imprint of authoritarianism, which is obviously connected with their personal characteristics such as aggressiveness, assertiveness, intransigence, vindictiveness, intolerance to the opinions of others and increased demands. Male teachers, compared to female teachers, are more likely to engage in direct verbal aggression rather than indirect verbal aggression.

V.G. Kazanskaya (2003) distinguishes three stages in the development of a teacher as a professional.
The initial stage (the first 5 years) is characterized by the teacher’s mastery of the necessary knowledge and skills. At this stage, he is able to work efficiently if he makes notes for lessons or extracurricular activities, or sketches the content of parent-teacher meetings. Can prepare an open lesson and analyze it, highlight what was done well and what was done poorly.

The main stage (the next 10 years) is characterized by the teacher’s ability to perform a variety of activities. He develops his own style of activity. The teacher is fluent in the material and knows how to use information to solve pedagogical problems. He can compare his activities with the work of his colleagues, adopt the best experience, share his work with colleagues, regularly improve his skills, and quickly become familiar with teaching methods. At this stage, progress in student learning appears. However, at this stage, the teacher experiences a professional crisis - using ineffective coping strategies (methods of psychological defense).
The final stage (after 15 years of work) is characterized by reaching the pinnacle of professionalism. However, at this stage, cliches appear in working with students, which limits the creative possibilities of the teacher. There are often cases when a teacher prefers to act on the principle of “less is more”, “a little bit of good”. His signs of development begin to intensify. steady state mental burnout. With age, memory, attention, speed of thought processes, work activity, job satisfaction decrease, and conservatism of views appears, which prevents the use of new methods of teaching and educating students. Many people lose the meaning of life, become alienated and have inadequate self-esteem.

Conclusion

"Even the most best program in the hands of a bad teacher can turn into a dead letter, and a mediocre program in the hands good teacher can provide an opportunity to achieve significant success,” wrote M.I. Demkov (1917).

When choosing certain means of pedagogical influence and forms of behavior, the teacher takes into account his individual inclinations. Teachers with different personalities can choose the same ones from a variety of educational and educational tasks, but implement them in different ways.

In this regard, one remark should be made regarding the perception and dissemination of advanced pedagogical experience. When analyzing it, the teacher must remember that such experience is almost always inseparable from the personality of its author and represents a unique combination of generally significant pedagogical findings and the individuality of the teacher. Therefore, attempts to directly copy the pedagogical experience of some teachers or educators by others, as a rule, are futile, and often give worse results, since it is difficult to reproduce the psychological individuality of the teacher.

In other words, any pedagogical experience should not be literally copied; perceiving the main thing in it, the teacher must strive for the opportunity to remain himself, that is, a bright pedagogical individuality, with his own style of pedagogical activity.

Literature

Kostyashkin E.G. Four types of teachers.

Gadaev A.V. Types of teachers.

Professional and value orientations of a teacher.prepodi. ru/ news/1182- news? showall=1

They are so different, and yet in one place: university teachers. Do you want to pass the exam without difficulty and problems? Then you should quite accurately determine the type of teacher you have in order to skillfully find an approach to him and successfully pass even the most difficult exam.

So, let's get started: here are the most common types of teachers and classification of teachers. And if you don’t yet know what teachers and teachers there are, this information will help you get into university and will significantly facilitate the learning process.

Teacher - fighter for justice

This is a fairly common class, what categories of teachers are there. In addition, it is from this type of teacher that all others most often mutate.

• They sincerely believe that their subject is the most important in a student’s life, so they read every lecture with expression, even if they do it for the 100,500th time.
• Despite the fact that during classes they can make a couple of jokes and gags, they are often quite harsh. However, their reign of terror does not last long.
• They know their subject inside and out.
• They raise their voices infrequently - usually one of their murderous looks is enough for a student to become despondent, especially if the student is a freshman.
• The exam assesses not only subject knowledge, but also resourcefulness and creativity.
• Leave any attempts to cheat on them in the exam - they studied everything many years ago possible ways, and even came up with a few of our own.

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Teacher - leech

This classification of teachers at school is definitely suitable for teachers at university. Read, find out, look for yours:

• Most of the representatives of this type are female. Actually, this is precisely what is dangerous. As soon as the slightest trouble happens in their lives, they immediately try to take out their dissatisfaction on the unlucky students.
• Their notes are idols that students must pray to and read every night before going to bed.
• They require meticulous knowledge of the material, down to quotations, quotation marks and commas.
• They hate any kind of creativity, creativity and ingenuity.

Teacher - phlegm

• It's rare, but it does occur. And the lucky student is the one who will have the honor of taking the exam with such a teacher!
• He leads his subject quietly, modestly, according to practice.
• Failure for him is the usual outcome of the situation, even if you were absent from 99% of his lectures, called him a “sucker” and slipped a button on the seat of his chair.
• It’s not just easy to cheat with such a teacher, but it’s even easy to pass, absolutely without cheat sheets and bombs.

Principled teacher

This type is the most difficult. Such a teacher is a punishment for every student, and here’s why:

• He knows his subject impeccably well. And it requires the same knowledge from students.
• During the exam he asks not only the question, but also everything that is similar to its topic. And God forbid I don’t answer you. And why? Yes, because it’s a matter of principle! How can you know economics if you are not familiar with the mechanisms of market trade in Uganda?
• Such a teacher is smart and infectious. Ingenuity works on the fly, and therefore only those who are equally savvy can resist him. However, they also have no chance, because if the teacher doesn’t want to, he won’t give it, but because it’s a matter of principle!
• The only way to pass his exam is to convince him that you are nothing of yourself, not an upstart and not a softie, not a truant and not a nerd. An ordinary average student who just came to just pass what he learned.

Teacher - youngster

"Green"

Yesterday's students have already come to work or practice today. And it won’t be easy with them either, and here’s why:

• Creativity is rushing from all directions. Of course: they studied this subject for so many years and did not have the opportunity to put all their “brilliant” ideas into practice! Well, hold on - now they will use them on you.
• Nice, kind, most often female. They always try to please everyone, they are afraid of offending someone.
• It’s easy to encourage such a teacher to get an automatic or quickly pass an exam by making eyes at him or inviting him for a cup of coffee at a local canteen. She went - incriminating evidence. If she didn’t go, she’ll have the rest of the year feeling guilty that she broke your sensitive heart.

Patient Westlist

• Zapadlist - because he is meticulous and mean.
• Patient - because he has the patience to send 90% of students to retake 7-8 times. Others would have run out of patience seeing the same faces so many times. But this one doesn’t, this one endures, even if his summer vacation is already ending. He will patiently continue to bully the poor students.
• The exam is taken from the moment the university opens until it closes. He sees nothing wrong with setting the exam (or better yet, a retake) at 8:00 p.m. on December 31st.

Unfortunately, nothing can be done about it. He will stop tormenting you only when he gets bored of doing it. So relax and have fun.

Of course, you cannot be saved from all troubles. But if you need significant safety net and assistance, the student service is at your disposal!

Schoolchildren and their parents have to deal with a variety of teachers. What types of teachers are there in any school and what can you expect from them?

1. Friend

This teacher strives to be a friend to his students. He arranges informal get-togethers, meets halfway if homework is not done, and spends a long time explaining what someone did not understand. He will always listen, support, and give friendly advice. All students have his number, and the “friend” encourages them to call him at any time of the day or night if something happens. Such teachers never kick them out of class, never scold them for absenteeism, and defend students in front of the head teacher and principal. Students are happy if they have such a teacher. There is only one BUT: academic performance and discipline with such teachers are seriously lacking. And if your child is not able to pull himself together and learn his lessons on his own, a teacher-friend will not help him here.

2. Tyrant

Did you lack discipline with your teacher friend? The tyrant will fix everything in one go. And if not with a ruler on the hands or a slap on the head, then with intimidating screams, being thrown out the door and going to the director. In the tyrant’s lesson there is always deathly silence, the class is filled to capacity, and at the words “he’ll go to the blackboard” everyone turns pale, shakes and slides under the tables. It must be said that even some parents at meetings slide under the table when a tyrant teacher enters the classroom. And if the tyrant is also the director, everyone in the school’s eyes twitch. Is it good to learn from a tyrant? Yes, if you have a self-confident child with a stable nervous system, easily mastering the program. Perhaps, if your child is used to achieving his goals, even if he has to suffer for it. And definitely not if you are the parent of a doubtful, anxious, shy, taking everything to heart and fearful schoolchildren. The phrase “individual approach” is unknown to the tyrant.

3. A student's dream

But who knows everything about individual approach, so this is a “student’s dream”. This is an intelligent and moderately strict teacher who will praise and tactfully scold when necessary, and gently point out mistakes. With such a teacher it is interesting and easy: he knows how to explain the material in such a way that everyone without exception understands. He is aware of new teaching methods and is happy to implement them, complementing the outdated program of the last century. And, what is especially good, he still keeps his distance from his students, not striving for friendly and informal relationships. This means that his authority is unshakable.

4. Rebel

A rebel teacher is not just aware of new techniques. His goal is to destroy everything that was and build a new one in this place. He argues with students, textbooks and administration. He is interested in politics and will not miss the opportunity to think about the future of the country in any lesson, be it chemistry, physics or labor. Some rebels advocate the abandonment of schools and propose teaching in a new format. The rebel publicly dismisses all those who disagree and are unsuccessful with sarcastic remarks, so it is not recommended for particularly vulnerable students to enter into arguments with him. Learning from a rebel is interesting, but not very pleasant. Fortunately, you won’t have to endure it for long: sooner or later, any rebel teacher either expresses his complaints to the administration, or decides to leave a school that restricts individual freedom.

5. Adventurer

While the rebel theorizes and philosophizes, the adventurer teacher moves on to practice. Such individuals most often teach natural Sciences. They do not enter into open confrontation with the director and do not throw textbooks into the oven, but simply pack their backpack with a smile on their face and, together with the whole class, go on excursions, hikes, or just for a walk. The adventurer is sure: it is impossible to learn something without experiencing it. This means that the best place to read Pushkin’s poems is in the apartment museum on the Moika, and to study the structural features of the mycelium is under a Christmas tree in the forest. With such a teacher, students will definitely have fun and interesting, but you can’t expect strictness from him. Therefore, some students choose to skip adventurer classes and are completely ignorant of the subject.

6. Grandma

Probably, such types will soon disappear from schools, but for now they exist. Despite more and more influxes of young specialists into school teams, pensioners of the old school hold on tightly to their chairs, promising to work until their last day. Their main goal is to teach foolish youth using methods and textbooks from 50 years ago, to instill Soviet values and love for communism, and also do not forget to pull up your pants and wipe your noses. Needless to say, the students don’t give a damn about their grandmothers, they mock them in every possible way and make them faint? And only the most notorious excellent students and nerds listen to them in class.

7. Whiner

Typically, whining teachers belong to the weaker sex, but there are exceptions. They whine everywhere and always. Bad grades, unlearned lessons, students’ pranks, falling behind the teaching schedule - all this causes them to cry out like “Oh-oh-oh, again because of you the director will call me on the carpet!”, “Well, what will I tell your parents?? ?”, “Why did I get your terrible class?” Nobody likes whiners: neither students, nor colleagues, nor parents who come to the meeting in the hope of hearing something about their child, but in the end receive a half-hour confession about how difficult it is to live without a husband, how little you can buy with a penny salary and how much valerian you have to drink every day so as not to go crazy. Few people can stand whiners, so even excellent students often ignore everything that such a teacher says. And this cannot but affect academic performance.

Typology of teachers

Krasovskaya N.A. Educator. MBOU Boarding School No. 13. G. Irkutsk

Scientific and pedagogical literature contains many attempts to outline the types of teachers. Overcoming the complexity of the issue, authors often choose a metaphorical way to designate the types they have identified. It is known that science often resorts to metaphors before finding the exact concept of an open phenomenon. For example, the classification of the witty Vladimir Mikhailovich Lizinsky: “Temporary responsibilities”: do not maintain relationships with colleagues, are not interested in what the school is doing. They carry out their duties fairly conscientiously, submit the necessary documentation on time, do not enter into trusting relationships with students and parents, carry out the necessary extracurricular work “without trepidation or pleasure”, do not want to work class teachers, are rather indifferent to praise and blame. “Riders with saber drawn”: Always in conflict, in search of an enemy, problems and shortcomings, aggressive, know exactly the truth, call people to the barricades, embarrassed, quickly shake off traces of past failures and immediately get into a new fight, have no inclination to analysis, they turn school into an arena of political battles, sometimes forever forgetting that it would be nice to do their direct job - teaching children. “Support group”: they change their views and principles under the influence of bright personalities, are ready to follow whoever they want, do not remember evil, do not remember defeats, support the most rabid right or left leaders, invest their ideas in mythical offices and, of course, lose them. “Lovers of rustling”: strict adherents of norms and rules, showing eternal dissatisfaction, are ready to casually mention something about each person, telling other people's secrets, weaving intrigues and conspiracies. " Enchanted romantics": they love school, are excited about every success of the school and students, are ready to live in school, inventors, involve their relatives in work at school, their interests extend far beyond the boundaries of the subject taught. “Discoverers”: they love their subject and bring it to children with reverence and devotion, follow all the new products, come up with thousands of ways to captivate children, report subject information with such pride, as if they themselves invented and came up with everything they talk about. The most clear and thorough typology produced by V.N. Soroka-Rosinsky, is also focused on the activities of the teacher and its external characteristics: “how” work with children is structured. He identified the following types of teachers: theoretical teachers (the main thing is theory, not real world things, the way he looks at the class - he doesn’t look at the students, he’s angular); realist teachers (they are well versed in the world of things and people, they have a keen sense of mood, they know how to empathize, they are friendly, cheerful, they work easily and freely); utilitarian teachers (they are well versed in the world of things and people, the main thing is training in exercises); and teachers-artists or intuitionists (they have the ability to act by inspiration, on intuition, empathically and creatively). N.E. Shchurkova identifies four types of school teachers. The first type is the most common. She calls it conventionally “pragmatic” (utilitarian-oriented). 56% of school teachers belong to this type. In his academic subject he is knowledgeable and his educational competence is quite high. The pragmatist teacher directs the main professional attention to the student as an object, saturated with knowledge and skills useful for school and everyday life. - he is highly valued at school for his “percentage of progress.” This allows him to cross ethical boundaries in relation to children: he can use imperative forms when organizing group work, shouts at children, gives them nicknames, makes fun of them when they fail, his jokes are most often offensive and belittle the child’s dignity. If we neglect the personal development of the child, then the essential qualities of this type have some attractiveness: - it ensures that the student is well prepared for exams and admission to university; - he is businesslike, collected, demanding, methodical, fluent educational material within school curriculum; - he is a good organizer, knows how to manage the activities of the group, and therefore has high authority - most often, indisputable. ^ The second type is historically stable, but noticeably decreasing in number. It was designated as a “functionalist” (normative-oriented) type. 20% of school teachers belong to this type. This type is characterized by straightforward execution of functions, which are elevated to the rank of the goal of their own work. Pedagogical tactics boil down to constant correction of behavioral deviations. These deviations are strictly controlled, recorded, and suppressed. He likes to give orders, give orders, and gets angry when they are not followed. He enthusiastically gives out grades, telling them who is successful, who is not very successful, and who is the “weak link in the class.” The method of such a teacher consists of moralizing, criticism, evaluation, labeling, coercion and intimidation. The essential features of this type are obvious: - reduction professional work to control the child: completing tasks, memorizing texts and obedient behavior; - a set of attitudes towards the child such as formalism, callousness, cold control, position “from above”, intimidation and intimidation; - the role played by the teacher is that of an administrative person, and therefore he reproduces authoritarian pressure in his interaction with children (he gives orders, the children obey), and when the leadership changes, he immediately changes his beliefs. ^ The third type is “humanistic” (Human-oriented). Despite the many years of declaration of the principle of humanism and the proclamation of humanistic education, in modern school only 20% of school teachers take a humanistic position. This type was not born today; it has been developing in society since the time of Socrates, who was the first to proclaim the value of Man. And further - through the Middle Ages and during the Renaissance, this type preserved and passed on the baton of humanistic education in modern and contemporary times. We can say that it has always been in the history of mankind. Let us note the professional traits of a humanist teacher: - unconditionally respectful attitude towards the child as a person; - care for the personal development of each child, taking into account his individual differences; - ethical-philosophical and socio-psychological basis in solving any pedagogical problems and tasks; - social role, played by the teacher, is the role of a person, and the professional position in relation to the student as another person is “next to”, “together”, “on an equal footing”. ^ The fourth - weakly designated, but nevertheless really existing - “hedonic” (“comfort-oriented”) type. This includes 4% of school teachers. A representative of this type believes that the purpose of his work is to create all kinds of pleasures and pleasures for students in the name of his own pleasures and pleasures. Most often, he works sluggishly, lazily, without intellectual thought, neglecting a professional analysis of what he has done. He loves it very much when his activities with children are interrupted; he gladly leaves the children alone, citing circumstances. Here, everything is dominated by a focus on personal comfort and a belief in the “criminality” of students, endowing students with the natural quality of “stupidity,” which removes responsibility for the children from the teacher. The main characteristics of this type: - disdainful attitude towards one’s profession, vulgarization of teaching work, speculative benefit from the title of “teacher”; - a “simple” attitude towards the child as some kind of funny object, over which it is still permissible to dominate; - reduction of labor effort to the imitation of professional activity; - maintaining the external attributes of the socio-professional role of “teacher” and performing this role with pleasure and complacency; - indifference to the fate of students, completely leaving them to the spontaneous influence of circumstances. Thank you for your attention!