Open AccessHOW TO TALK TO STUDENTS SO THEY LISTEN TO YOU
Author(s) -
Ani Manukyan
Publication year - 2014
Publication title -
main issues of pedagogy and psychology/mankavarzhut'yan ev hogebanut'yan himnakhndirner
Language(s) - English
Resource type - Journals
eISSN - 2953-7878
pISSN - 1829-1295
DOI - 10.24234/miopap.v4i1.291
Subject(s) - authoritarianism , psychology , pedagogy , dignity , mathematics education , order (exchange) , style (visual arts) , process (computing) , field (mathematics) , democracy , computer science , political science , mathematics , archaeology , finance , politics , pure mathematics , law , economics , history , operating system
The skill of the teacher is manifested primarily in the field of his communication with students. That is why in recent years the interest of pedagogical and psychological science in the problem of pedagogical communication as a complex multi-faceted process of interaction in the “teacher-student” system has intensified. An important aspect of this problem is the question of the influence of the teacher’s pedagogical communication style on different spheres of students' learning activities, and in particular, on their motivation for learning.
Even 20 years ago, psychological and pedagogical science convincingly proved that in order for upbringing to be effective, it is necessary for a child to provoke a positive attitude towards what we want to educate in him. And this or that relation is always formed in activity, through the most complicated mechanism of relationships, communication. The pedagogical impact, as a rule, corresponds to the goals and objectives that the teacher is focused on. If the teacher’s goal is to establish democratic relations with his students, then his influence should not be authoritarian, should not offend the dignity of students.
The pedagogical impact should help to, firstly, initiate the student’s activity, since only an active person is able to know the world around him and develop his makings; secondly, to help the student to master the ways of organizing activities and interacting with the world, since the student does not always know how to solve educational and especially life tasks; thirdly, to contribute to the understanding of the “I” of the student in his relations with the outside world, to provide him with the opportunity to make decisions independently and bear responsibility for them.