In THE PRESENT DAY University Professors Education Essay

In the modern university instructors play an important role in the training process and the range of its internal and pedagogical effect on students is growing. Teacher can't be only helpful information of knowledge and information; he should be an educator, psychologist, and psychotherapist. On this is based the success his pedagogical activity and authority.

Recently, Russia has an increasing number of students who require replacement unit teachers. Students protect their right and complain about the incompetence of instructors avowedly and demand their resignation. Not long ago the students of the Moscow Point out College or university of Printing achieved №№the resignation of the university or college rector [4].

In this interconnection the next thesis was advanced: I illustrate that interaction on the line - instructor and learner» is impossible without of contradiction and issues because of mismatch of value - normative views.

The goal of this work is to review the essence of conflict between two carefully related organizations - professors and students. In such a connection, the following objectives submit

1) To show you the essence of issues between teachers and students and study habits of patterns;

2) To study the sources of conflict between two teams - teachers and students;

3) To study ways of managing discord and ways to solve them.

Features of interpersonal issues in the university

Cross-cultural conflict can be defined as conflict generated, and perhaps exacerbated or perpetuated, by social differences one of the groups involved in the conflict. Someone's culture informs his / her worldview, moral code, judgments, and ideas or perceptions about others [1].

The most common reason for issues between students and educators - the inadequacy of assessing students. Often (during examinations and testing) there are situations when subjective judgment of teacher comes up against subjective expectations of the learner. Many students, for example, unreasonably require to increase the score. And also, there are teachers who are almost never put "excellent", such instructors are convinced that only they have got an excellent knowledge of the topic. Such a educator is always incompatible with the students. Some professors nevertheless understate assessment based on the non-public characteristics of the students. Also students retorts in practical classes and their unacceptable action during lectures cause negative behaviour of the tutor. Sometimes, considering assessment with their knowledge as limited, students come into turmoil with the teacher. But most of the scholar just will not show negative thoughts - hostility, hatred, jealousy, mistrust, revenge, and then offended student says his friends about any of it.

For today, developed many classifications of pedagogical communication between educators and students. I consider that the most accurate is the classification advised by M. Talen. He divided all possible styles of pedagogical communication on 7 models.

Model 1 - "Socrates. " A professor with a reputation as a enthusiast of disputes and conversations in class. He is seen as a individualism and unsystematic in the learning process as a result of constant confrontation. On this model, students strengthen the coverage of their own position, figure out how to protect them.

Model 2 - "The head of the group conversation. " Main part of the educational process is the achievement of contract and the establishment of assistance between students. This teacher is a mediator, for which a democratic consent is more important than the consequence of debate.

Model 3 - "Expert". The instructor acts as a job model. Students try be such as this teacher, mainly not only in education, however in attitude alive generally.

Model 4 - "The General". Avoid any ambiguity, exacting, rigidly achieves compliance because he believes that he's always right. Students, as an army recruits must obey implicitly. According to the author's typology, this style is most common than altogether, in teaching practice.

Model 5 - "Director". Style, was long in a radically focused schools and meticulously related with an atmosphere of effective classroom activities, the advertising of their initiative and independence. Educator tends to consult with each students sense of the trouble, he looks for to a qualitative control and assessment the final final result.

Model 6 - "Mentor. " Students in cases like this act like the players of one team, where each individual aren't important, but mutually they can achieve great things. Professor plays the role of the mastermind, that the main thing - the end result, a brilliant success, triumph.

Model 7 - "Guide". Tutor performs the role of walking encyclopedia. Concise, accurate, low-key. He has learned answers to all questions in advance, as the questions. Such a instructor is technically perfect and that is why often uninteresting. [5]

These models are some sort of extreme. Most often in the coaching practice students are confronted with a mixture of styles in differing proportions. Picture of the shared targets of the students and instructors is really as follows. Students expect that the professor will: respect the students; gives the course program and the requirements for the exam; regularly attend classes; offer modern material; use effective methods of teaching; start and surface finish the lesson on schedule; sufficiently assess pupil knowledge. Teacher expects that the scholar will: respect the professors; regularly enroll in classes; prepare for classes; work positively during the lessons.

Causes of the conflict in discussion of students and teachers

Specificity conflicts "professor - university student" is that the student can be an independent subject matter of the pedagogical process. In fact, he acts as a "customer" of education and can consciously assess "the proposed product. "

The learning process, as well as all development is impossible without contradictions and conflicts. The confrontation with the students is a common occurrence which today cannot be considered favorable. Research suggest that the students with regards to the topic react very negatively to: the frame of mind of some teachers; sudden trials on this issue which is not approved; getting negative assessments credited to personal hostility to the scholar or a personal conflict between professors and students; prepossession of educators without any justification; infringement of the privileges; incompetence of instructors; lessons frustration credited to postpone or absence of the teacher at work [2, 3].

Assessment is a kind of a statement of option of knowledge about the subject. Not only in colleges but also in institutions can be viewed that the examination is not fulfilling its basic functions. There are cases when instructors use assessment to punish the pupil.

According to estimates of the students the causes of conflicts with teachers are: injustice, prejudice, educators in classes and examinations - 39%; arrogance, derogatory attitude toward students -29%; incompetence, negligent attitude to studies, inefficient corporation of educating - 23%.

It's hard not to notice the large numbers of statements relating to the imbalance of instructors. In the explanation of this type of conflict explains that "teachers yell at students, " "humiliate and insult. " Examine of lifestyle of instructors found that they have symptoms of neurosis. The question: "Have you ever had the talk about of irritability, impatience, distraction or any other manifestations of pain?" 77% of instructors have called a regular state. The analysis confirmed the idea of №№the social roots of neurosis: educators with lower position, low pay and opportunities more often notice disturbing symptoms. However, students also are in the same neurotic environment. Professors notice their "rudeness", irresponsibility and unwillingness to complement the status of the learner.

Methods of issue management in the learning process

There are several common ways of handling conflict in the training process, in this paper revealed four of the very most effective ways.

Resolution is a joint activity of its people, aimed at fixing the problems. It takes the activity of both get-togethers to improve the conditions of engagement and eliminate the causes of the turmoil. Ie instructor and scholar must therefore give reasons for its position to all of them to comprehend the thoughts of another.

Settlement is eradication of contradictions through contribution in the issue a third party. If the scholar does not buy into the assessment, he may retake the topic in the existence of the percentage, or even to answer the same questions other educators chosen by the university or college or the college student directly.

Attenuation - temporary cessation of counteraction with preservation the key top features of the conflict. It can occur scheduled to depletion of resources of both factors (lack of arguments, may finish enough time allotted for the lecture); lack of motivation - student accept the assessment, or professor agrees to place the analysis required by the college student; revaluation of motives - the learner can allow the assessment to be able to boost a romance with the teacher.

Elimination - this method based on eradication of the essential structural components of the turmoil - that is, when students are transferred to another group.

CONCLUSION

Learning activity is regulated by the scholar plans and programs. She is a purposeful process of learning, skills and development of a student's personality. Along the way of learning activity scholar become its subject. Professors have a huge role; rely upon them how students will come out of the university and what's the treasure of knowledge in his head. But we can not refuse that not only teachers but also students have an impact on the training process. They know what would be the frame of mind of the instructor to the university student group as a whole and to each one of the students separately.

Thus, we can say that the conflict in the university is a particular form social connection. It is a process of resolving contradictions that happen in the educational process, with a particular form of communal relationship, which is characterized by high degree of mismatch of values №№and normative views.

There are many reasons for discord, both categories have certain requirements. Therefore, the key job of the tutor and the university student to find the optimum middle in which their conversation will be more successful and profitable. The necessity find a bargain to make contact, to be faithful is a required requirement of the well-coordinated relationship, clear vision of possible problems and their solution.

Most negative way conflict could escalate into personal non-perception of individuals. , ie complaints to the rector, dean, which can cause damage to business reputation, or refusal to communicate with each other. Regardless, conflict must be solved, without moral harm and effects on impairment of personality and dignity. The primary criterion for image resolution of the issue should be the result of the satisfaction of the functions. Parameters such as the degree of image resolution of issue and the win of the right opposition are essential.

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