The strategy of self-presentation as an element of a positive...

The strategy of self-presentation as an element of a positive image of a teacher

In any society, there is always an idea of ​​how a person of a certain social status or profession, such as a manager or a teacher, should look and behave. This is, as a rule, a social and professional image. As already noted, one of the components of a teacher's success in business communication, which affects the quality of his activities, is the image that he correctly found. Experts believe that the formation of a professional image follows from the requirements that are imposed on a particular profession in society, and also to focus on one's individuality and on the specifics of participants in the interaction in the educational process.

The process of creating an image of a teacher can be active and focused. It includes analysis procedures (typical in the object) and synthesis (complex characteristic of the individual phenomenon). it is known that this is a set of certain qualities and characteristics that people usually associate with individuality, insofar as the informativeness of the image is that it informs about a certain set of characteristics inherent in this person, i.e. About Me. From this we can draw an important conclusion: the main factors that distinguish a person are, to some extent, apparently manageable. Therefore, the teacher will help to make a career and succeed in the society by mastering specially organized actions to create and promote his professional image: self-presentation and self-promotion, PR technology, positioning, etc.

Image specialists are confident that a person will never have a second chance to make a first impression. The professional success of a teacher in the educational process depends on many factors, including the ability to exercise self-prescription at the first meeting. It is known that many people gain the sympathy due to the art of self-presentation. Natural data should be skillfully disposed of, especially in professional pedagogical activity, since psychologists have repeatedly convinced experimentally that out of ten cases at least eight of our initial impression of other people develops, as noted above, from their appearance and on the first contact.

In connection with the above, the most important component of the teacher's professional competence is the development of his self-presentation skills - a personal statement about himself for the formation of a desired impression. The visual image that a person demonstrates to others must truthfully reflect his essence, personal potential, dignity, professionalism and at the same time be accessible and sincere. Among the properties of personality and skill complexes that contribute to the success of self-presentation in various situations and circumstances, one should mention emotional intelligence (orientation to a person, his emotions and feelings), communicative competence, charm, charisma, innovation and adaptability, manipulative and artistic skills, benevolence and tolerance.

Braking factors of effective self-presentation are inability to self-discovery, self-doubt, shyness, inferiority complexes, verbal and non-verbal aggressiveness, lack of communicative and interactive skills and undeveloped tolerance. There are various approaches to creating a primary image (first acquaintance) and a secondary image that emerges only in the process of competition (when some surface features are acquired in the new environment). According to many experts, the image is equal to the personification and includes the following characteristics:

- appearance (attractiveness, self-confidence, adequacy of the external appearance of the situation, behavioral orientation of the personality, etc.);

- inner content of the personality (intellect, value potential, intentions, goals, internal culture, etc.)

- psychological type (inclination to communication and leadership, focus on reputation, authority, human relations, result, hierarchy of temporal personality).

Psychologists claim, and it has already been written about earlier, that each person has a self-concept, or the concept of "I", based on his opinion of who he is (actual "I") , and on who he would like to be ( ideal ). Self-concept (self- concept) - is a complex of thoughts and feelings of a person about himself. The individual self-concept (private I ) is how a person sees himself in real life or ideally. Social self-conception (social I ) is a representation of a person about how and how other people see him, in reality or in an ideal.

The most known and common method for evaluating self-concept is the semantic differential method. Here is a fragment of an approximate form of self-concept evaluation for determining the real and ideal "I" (Table 11.2).

Table 11.2

Self-concept evaluation form

























The self-image, the so-called image of "I" consists of ideas, attitudes, sensations, thoughts about oneself that affect relationships with others.

For effective interaction with the participants of the educational process, it is important not only how we perceive others or how they perceive us, but also the self-perception, the main source of which is the perception of oneself through correlation, identification (from Latin identificare - identifying) yourself with others. As is known, the importance of this source of self-perception was pointed out by K. Marx, who in particular wrote: "In some respects, a person resembles a commodity. Since he was born without a mirror in his hands and not a Fichtean philosopher: "I am I", then a person looks at first, as in a mirror, into another person. Only by relating to a person Paul as to himself such a person, Peter begins to treat himself as a person. "

A person perceives the world and other people with the help of five sensory channels of the sense organs: sight, hearing, taste, touch and smell. All of them work 24 hours a day. However, the bulk of information (about 90%) falls on the eyesight, and about 10% - on hearing. Considered in terms of specific situations of communication, the process of correlating oneself with others will make it possible in the case of establishing identity in some respects to use the other as some model of itself, convenient for observation and analysis due to its external objectivity.

Psychologists have established that thoughts about oneself serve to correct all incoming information and influence all human actions. Anyone who feels like a loser will most likely find a way to fail. Imagine a teacher who came to believe that he is not able to build reliable and constructive relationships with participants in the educational process. Once such a mental picture or such ideas about oneself are formed, it appears unlikely that this teacher will succeed, since the negative inner image becomes a self-fulfilling prophecy. This is the famous "complex of Epihodova", described by A. P. Chekhov in the play "The Cherry Orchard".

It is proved that the self-image is a powerful thought process that influences the direction of human life. This process can establish the limit of a person's capabilities, his achievements, determining what he can and can not do. Thus, using the power of self-image is an important point in understanding the factors that influence the teacher and his self-presentation. At present, it is almost impossible to succeed, without charismatic abilities or charm (charm). For this, a successful person with a natural predisposition to success and leadership needs to have a model of thinking that psychotherapist Victor Frankl, author of the doctrine of the meaning of life (logotherapy), defined as heuristic optimism. Unlike the inferiority complex, the technology of "heuristic optimism" programs the human subconscious for success. This tool should be used in self-presentation and in professional activities, where you are constantly evaluated. The need for the development of such a potential for the teacher is obvious.

The theory of self-conception is based on two principles:

1) the desire to achieve agreement with itself (self-consistency, consistency);

2) the desire to improve self-esteem, increase self-confidence.

Modern researchers (R. Burns, K. Rogers, etc.) argue that only people with positive self-concept are capable of effective interaction in the educational process, which is a generalized idea of ​​yourself, a system of views, visions, judgments, an assessment of one's own personality existing in the mind of a person. If you have sublime goals, motivation for success, then you can gradually reveal in yourself such abilities and skills, such external characteristics and character traits, through which the personality will come from an attractive force.

Of great importance for success is also adequate self-esteem, ie. personal judgment about one's own value and significance, which, as a rule, is expressed in the attitudes that are peculiar to this person. It also reflects the degree of development of a sense of self-esteem, a sense of one's own worth and a positive attitude to everything related to the sphere of one's own "I" rights. With a negative attitude towards oneself, low (or understated) self-esteem, the person has a "avoidance of failure" motivation, which contributes to the development of an inferiority complex that can develop into a "loser complex". A person with an adequate or somewhat inflated self-esteem, adjusted positively to himself, develops a "motivation for success", which ultimately contributes to the achievement of the latter. A person with an overestimated self-esteem, when the level of claims is above the level of possibilities, develops the "Narcissus complex", which later can develop into a "stellar disease", the symptoms of which cause enmity and even rejection in surrounding people.

For the teacher, it is important not only personal, but also professional self-esteem, as it largely determines his social status and is a regulator of his behavior and activities. In the structure of professional self-esteem, self-evaluation of potential and result is usually distinguished. Self-assessment of potential is connected with the analysis of their professional capabilities, it reflects faith in oneself and confidence in oneself and in achieving intentions. Self-evaluation of the result is connected with an analysis of what is achieved, reflects the degree of satisfaction with the result. At the same time, psychologists believe that the presence of low professional self-esteem does not always indicate professional incompetence. Moreover, for many teachers, on the contrary, it promotes self-development and active work on oneself, moreover, with the acquisition of experience, professional self-esteem usually rises, wisdom and self-confidence develop.

Disclosure of one's own ideas about oneself is the first step towards understanding what the teacher is really, what he can do and what his intentions are. Increasing self-esteem can not happen instantly, it takes time and mastery of confidence technologies.

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