Nonviolent interaction of teachers with students...

Chapter 4. Non-violent interaction of teachers with students

You will achieve politeness more than violence.

Frederic Chopin

Person-centered approach & quot ;, personality-oriented education - concepts that have recently appeared in the national psycho-pedagogical science. The introduction of a personality-oriented approach to the theory and practice of pedagogy was stimulated in the late 80's and 90's. XX century, the activities of teachers and innovators. Speaking against authoritarian pedagogy and school, they proposed their approach, which was later called the pedagogy of cooperation. In recent years, humanistic ideas have become widespread, moreover, they stimulated the development of new approaches that affirm humanistic principles in pedagogical domestic science and practice and were reflected in the developments of EV Bondarevskaya, VV Serikova, VA Petrovsky, AND S. Yakimanskaya, V. V. Zaitsev, A. G. Kozlova and many others.

The personal-oriented approach was formed in contrast to authoritarian pedagogy, which focuses on the role aspect of interaction: the teacher is obliged to perform those functions that are assigned to him by society, and the child, in turn, must meet certain requirements, that ideal model , which is also programmed by the society. The personal approach, on the contrary, is based on recognizing the right of each participant of the educational process to be a person capable of self-determination, a free choice of one's life path, able to use the right to realize one's own motives and values, the right to form one's own unique attitude to oneself and other people. The personality-oriented approach is based on the recognition of each of the parties involved in the educational process to be the subject of their own activities: if you are the administrator of the activity of management, if you are a teacher of the activity of training, if you are a student of the activity of the teaching.

In the personality-oriented approach, it is possible to distinguish two interrelated parties. The first - the orientation of the teacher on the personal model of building interaction with children of preschool age and students. The second is the construction of the process of education and upbringing with the maximum actualization of the mechanisms of the learner's personality functioning: motivation, values, "I-concepts", subject experience, etc. Although these two aspects of the personality-oriented approach are closely related, they do not overlap completely with each other. A teacher can have a strong orientation toward a personal model of interaction, striving to build relationships with children and students on this basis, but at the same time he may not be able to include the personal mechanisms of students in the pedagogical process. The reverse option, although it exists theoretically, but to realize this skill in practice without a clear, thoughtful, conscious orientation to the personal model of interaction is problematic enough.

Orientation to the personal model of pedagogical interaction with preschool children, students of various educational institutions means that the teacher, educator has an appropriate system of views, attitudes, positions, implemented in communication and interaction with pupils. The orientation toward the personal model of interaction, excluding pedagogical stereotypes in the subjectivity of the teacher and objectivity of the student, is based on the subject-subject relationship system, while the orientation to the disciplinary interaction model is on the subject-object relationship system.

How important is the ability of the teacher to involve the learner in the educational process to the maximum extent possible in the realization of the personality-oriented approach? A large number of works published in recent years testify to some of which we have already learned in the previous chapter. These are the studies of IS Yakimanskaya, VA Petrovsky, VV Serikov, and others. Here we focus on problems of teachers' orientation to the personal model of interaction with children as a basis for building relations on a non-violent basis.

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