Types of activities implemented in the pedagogical process. Characteristics of types of teaching activities

Types of pedagogical systems

In the pedagogical vocabulary of theorists and practitioners of pedagogy, the concept of “system” is quite often used in different contexts (system of training, education, system of methods, means, etc.). However, when this term is used, it often does not have its original true meaning. A system is an ordered set of interconnected elements, identified on the basis of certain characteristics, united by a common goal of functioning and unity of control, and acting in interaction with the environment as an integral phenomenon.

According to L.F. Spirina, any association of people where pedagogical goals are set and educational tasks are solved should be considered as a pedagogical system.

N.V. Kuzmina believes that “the pedagogical system is a set of interconnected structural and functional components subordinated to the goals of upbringing, education and training of younger generations and adults.”

As an artificial, specially, due to the objective laws of the development of society, the organized pedagogical system is under the constant “control” of society, i.e. the social system of which it is a part. But since interaction does not occur in a continuous stream, but selectively (individual facets, properties), then changes in the pedagogical system, its restructuring and adaptation depend on which or which elements society’s influence is currently directed at: strengthening the material base, improving the content of education, caring for financial situation teachers, etc.

Scheme 1 - Types of pedagogical systems

A consideration of the essence of the pedagogical system will be incomplete without an analysis of its species diversity: the same essence has different forms of manifestation (Scheme 1).

Society, forming a social order, builds a system of education corresponding to it as the most general pedagogical system. It, in turn, has its subsystems all social institutions that perform educational functions and are united into the education system. The leading subsystem in the education system is the secondary school. For the effective functioning of pedagogical systems aimed at educating the younger generation, society creates a system for training educators - secondary specialized and higher pedagogical educational institutions as pedagogical systems.

The types of pedagogical systems differ not in their essential characteristics (they are the same), but solely in their purpose and, as a consequence, in the features of organization and functioning. Thus, in the preschool education system, the main one is the “kindergarten” pedagogical system, and its variants are the pedagogical system of 24-hour kindergartens, kindergartens for children with poor health, etc.

In the general education training system, the basis is the “school” pedagogical system with options depending on operating modes: traditional, semi-boarding (extended day schools), boarding (boarding school, Orphanage, Suvorov and Nakhimov schools, etc.). Variants of the “school” pedagogical system are alternative educational institutions: gymnasiums, lyceums, colleges, etc.

Similarly, variants of pedagogical systems can be traced in the general system of vocational education. There is every reason to include additional education institutions as special pedagogical systems (music schools, sports schools, stations for young naturalists, young technicians, tourists, etc.).

In the specialized literature, the term “pedagogical system” is used quite ambiguously. In many cases, it includes individual components of the pedagogical process, a set of organizational forms, etc. For example, circles, sections, clubs, labor associations of schoolchildren, children's and youth public organizations. Wide circulation and also with ambiguous meaning along with the concept of “pedagogical system” in pedagogical literature (especially in last years with the advent of the so-called author’s schools) have the concepts of “educational system” and “didactic system”. At the same time, the traditional concepts of “education system” and “training system” are not identical to them, although quite often one can see a mixture of these concepts that differ in meaning. If the “upbringing system” and “training system” are relatively independent, conditionally distinguished parts of the pedagogical system, which in their dialectical relationship form it, then the educational and didactic systems are means effective solution school of their tasks. The educational and didactic systems are nothing more than a pedagogical system in dynamics, as a pedagogical process. The terms “educational system” and “didactic system” express the dominant tasks for which they are created; this, however, does not mean that in the first case elements of training are not provided, and in the second case education in the learning process is not assumed.

Any educational institution whose activities are based on non-traditional approaches and ideas can be classified as original pedagogical systems and called an original school. The pedagogical systems of Ya.A. can rightfully be considered among them. Komensky, K.D. Ushinsky, L.N. Tolstoy, A.S. Makarenko, V.A. Sukhomlinsky, V.A. Karakovsky and many other systems of classical teachers, modern innovative teachers and heads of educational institutions.

Structure of the pedagogical system

There is no unity of views among researchers on the complex issue of the component composition of the pedagogical system. This is because the choice of components, i.e. subsystems, may have different bases, is to a certain extent an intuitive creative act. On the other hand, the pedagogical system can be studied statically and dynamically as a pedagogical process. To get an idea of ​​the pedagogical system, it is enough to identify four interrelated components: teachers and students (subjects), educational content and material base (funds) (Diagram 2).

The interaction of the components of the pedagogical system gives rise to the pedagogical process. In other words, it is created and functions with the aim of ensuring the optimal flow of the pedagogical process. The function of the pedagogical system is the implementation of the goals that are set for it by society.

Scheme 2 - Structure of the pedagogical system

pedagogical system activities

Let's consider the structure of the pedagogical system developed by Professor V.P. Simonov and supplemented by Professor L.F. Spirin.

Each pedagogical system always has nine main components: the goal of the activity, the subject of the pedagogical activity (the one who controls the system), the subject-object of the activity (the one who is controlled: child, pupil, student), the relationship “subject - subject-object”, content of activity, methods of activity, pedagogical means, organizational forms and result of activity. All these components are interconnected and interact.

Each of the pedagogical systems arises with certain goals and performs certain functions. Let us consider, for example, the goals of creating a small pedagogical system - a sports section: to strengthen the health of students, develop their physical qualities - and a large pedagogical system - a pedagogical institute: to professionally train a person so that he masters the pedagogical specialty.

This means that pedagogical systems differ, first of all, in their goals. In the system there are control pedagogical systems (teachers, educators) and controlled pedagogical systems (educated). Each student’s personality is not only an object of pedagogical activity, but also a subject of his own activity, self-development, and self-education. In the educational process, schoolchildren participate in specific types of activities (educational, aesthetic, labor, sports, etc.). It is in them that self-development and personality formation really take place.

Concept pedagogical activity

Pedagogical activities according to B.T. Likhachev - a special type of socially useful activity of adults, consciously aimed at preparing the younger generation for life in accordance with the economic, political, moral, aesthetic and other goals of society.

L.F. gives a unique interpretation of the concept of pedagogical activity. Spirin, professor at Kostroma State Pedagogical University, sharing views on the activities of such prominent scientists as S.L. Rubinstein, A.N. Leontyev, N.V. Kuzmina, P.S. Grave, O.A. Konopkina, I.S. Ladenko, G.L. Pavlichkova, V.P. Simonov. Their views allow us to consider the activity of a teacher both in the aspect of a methodological understanding of human activity in general, and in its narrow professional understanding.

Pedagogical activity is the conscious intervention of adults in the objectively natural socio-historical process of raising children. The purpose of this intervention is the transformation of human nature into a “developed specific labor force”, the preparation of a member of society.

Pedagogical activity organizes the objective process of education, accelerates and improves the preparation of children for life, because she is armed:

pedagogical theory (theoretical knowledge);

pedagogical experience (practical experience);

system of special institutions.

Pedagogical activities are based on scientific pedagogical theory, which studies: the laws of education; educational influence of living conditions; their requirements for a person. Thus, scientific pedagogical theory equips pedagogical activity with reliable knowledge, helps it become deeply conscious, effective, and capable of resolving emerging contradictions.

The initial component of pedagogical activity is the teacher’s knowledge of the needs, trends in social development, and the basic requirements for a person (i.e., the teacher must know what kind of person needs to be raised for society).

The second component of pedagogical activity is the diverse scientific knowledge, skills, and abilities accumulated by a person in the field of production, culture, and social relations, which in a generalized form are passed on to younger generations. As a result of mastering these fundamentals, a person develops a conscious attitude towards life - a worldview.

The third component of pedagogical activity is pedagogical knowledge itself, educational experience, skill, and intuition.

The fourth component of pedagogical activity is the highest civil, moral, aesthetic, environmental and other culture of its bearer.

Professor N.V. Kuzmina includes the following components in the structure of pedagogical activity, considering pedagogical activity as a cycle of stages of pedagogical management:

gnostic;

design-target;

constructive;

organizational;

communicative.

The functions of pedagogical activity are:

Transfer of knowledge, skills and abilities, formation on this basis of a worldview among students.

Development of intellectual strength and abilities of the younger generation, emotional-volitional and effective-practical spheres.

Formation of moral behavior of students based on the conscious assimilation of moral principles and skills of behavior in society.

Formation of an aesthetic attitude to reality (learn to recognize the beautiful and the ugly, defend the beautiful).

Strengthening children's health, developing their physical strength and abilities.

All these functions of pedagogical activity are interconnected. Transferring knowledge, skills, and abilities to a child and organizing his diverse activities naturally entails the development of his essential strengths, needs, abilities, and talents. The functions of pedagogical activity are aimed at developing a diversified developed personality students.

The central link of any pedagogical activity is the goals of educating the child’s personality. A goal is a prediction of the desired, possible final result of an activity. The pedagogical goal reflects the philosophical, economic, moral, legal, aesthetic, biological ideas of society about the perfect person and his purpose in the life of society. This means that the goals of a teacher’s work are determined by society, i.e. the teacher is not free to choose the final results of his work.

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The main types of pedagogical activities traditionally include educational work, teaching, scientific, methodological, cultural, educational and management activities.
Educational work is pedagogical activity aimed at organizing the educational environment, and the organized, purposeful management of the education of schoolchildren in accordance with the goals set by society.
Educational work is carried out within the framework of any organizational form and does not pursue a direct goal, because its results are not so clearly tangible and do not reveal themselves as quickly as, for example, in the learning process. But since pedagogical activity has certain chronological boundaries at which the levels and qualities of personality formation are recorded, we can also talk about the relatively final results of education, manifested in positive changes in the minds of pupils - emotional reactions, behavior and activities.
Teaching - Management cognitive activity in the learning process, carried out within the framework of any organizational form (lesson, excursion, individual training, elective, etc.), has strict time limits, a strictly defined goal and options for achieving it. The most important criterion for teaching effectiveness is the achievement of the educational goal.
Modern Russian pedagogical theory considers teaching and upbringing as a unity. This does not imply a denial of the specifics of training and education, but a deep knowledge of the essence of the functions of the organization, means, forms and methods of training and education. In the didactic aspect, the unity of teaching and upbringing is manifested in the common goal of personal development, in the real relationship of teaching, development and educational functions.
Scientific and methodological activities. The teacher combines a scientist and a practitioner: a scientist in the sense that he must be a competent researcher and contribute to the acquisition of new knowledge about the child, pedagogical process, and practice - in the sense that he applies this knowledge. The teacher is often faced with what he does not find in scientific literature explanations and ways to solve specific cases from their practice, with the need to generalize the results of their work. The scientific approach to work is thus. is the basis of the teacher’s own methodological activity.
Scientific work teacher is expressed in the study of children and children's groups, the formation of their own “bank” various methods, generalization of the results of their work, and methodological - in the selection and development methodological topic, leading to the improvement of skills in a particular area, in recording the results of teaching activities, and in the actual development and improvement of skills.
Cultural and educational activities - component activities of the teacher. It introduces parents to various branches of pedagogy and psychology, and students to the basics of self-education, popularizes and explains the results of the latest psychological and pedagogical research, and creates the need for psychological and pedagogical knowledge and the desire to use it in both parents and children.
Any specialist dealing with a group of people (students) is more or less involved in organizing its activities, setting and achieving goals collaboration, i.e. performs management functions in relation to this group. It is the setting of a goal, the use of certain methods of achieving it and measures of influence on the team that are the main signs of the presence of management in the activities of a teacher-educator.
When managing a group of children, the teacher performs several functions: planning, organization - ensuring the implementation of the plan, motivation or stimulation - this is the teacher encouraging himself and others to work to achieve the goal, control.

Teaching and educational work as types of pedagogical activity

In pedagogy, two types of pedagogical activity are traditionally distinguished: education (formation and development of the spiritual sphere of the student’s personality) and teaching (organization of the educational process by the teacher).

In school practice, it is customary to distinguish between teaching activities (teaching) and educational work. Teaching is mainly focused on organizing the cognitive activity of students, and the meaning of educational work is the organization of a special educational environment in the classroom and school community, in the pedagogical management of students, necessary to solve the problems of harmonious personal development.

The differences between education and teaching lie, first of all, in the goals set for them. If the goal of education is to change the consciousness of students for the better for society, then the quality of teaching depends on the depth of changes in their intellectual sphere and the number of practical skills acquired.

Teaching and education differ from each other and in some characteristic features. Teaching is carried out within strict time limits (time limits are set by the class schedule, lesson time, deadlines school year, half-year, quarter) and standardization educational material to be mastered (in teaching, goals are strictly set and their implementation is planned, there are clear standards for monitoring results). Educational work also involves setting goals and having a plan, and is carried out within the framework of specific organizational forms, but the results of education are much more difficult to measure and evaluate; they cannot always be expressed in quantitative terms.

Teaching and education are inextricably linked with each other and are aimed at the formation of a harmoniously developed personality with a broad outlook and prepared for life in society. In real pedagogical activity they are carried out in unity and interconnection; their “painless” separation is possible only in theory.

Traditionally, the main types of pedagogical activities carried out in the holistic pedagogical process are teaching and educational work.

Educational work is a pedagogical activity aimed at organizing the educational environment and managing various activities of students in order to solve the problems of harmonious personal development. And teaching is a type of educational activity that is aimed at managing primarily the cognitive activity of schoolchildren. By by and large, pedagogical and educational activities are identical concepts. This understanding of the relationship between educational work and teaching reveals the meaning of the thesis about the unity of teaching and upbringing.

Education, to reveal the essence and content of which many studies are devoted, is considered only conditionally, for convenience and deeper knowledge, in isolation from education. It is no coincidence that teachers involved in developing the problem of the content of education (V.V. Kraevsky, I.Ya. Lerner, M.N. Skatkin, etc.) consider experience to be its integral components, along with the knowledge and skills that a person acquires in the learning process creative activity and the experience of an emotional and value-based attitude towards the world around us. Without unity of teaching and educational work, it is not possible to implement the mentioned elements of education. Figuratively speaking, the holistic pedagogical process in its content aspect is a process in which “educational teaching” and “educational education” are merged (A. Disterweg).

Let us compare in general terms the teaching activities that take place both during the learning process and outside of class time, and the educational work that is carried out in the holistic pedagogical process.

Teaching, carried out within the framework of any organizational form, and not just a lesson, usually has strict time limits, a strictly defined goal and options for achieving it. The most important criterion for teaching effectiveness is the achievement of the educational goal. Educational work, also carried out within the framework of any organizational form, does not pursue the direct achievement of a goal, because it is unattainable within the time frame limited by the organizational form. In educational work, it is possible to provide only for the consistent solution of specific goal-oriented tasks. The most important criterion for effectively solving educational problems is positive changes in the consciousness of students, manifested in emotional reactions, behavior and activities.

The content of training, and therefore the logic of teaching, can be rigidly programmed, which the content of educational work does not allow. The formation of knowledge, skills and abilities in the field of ethics, aesthetics and other sciences and arts, the study of which is not provided for in the curriculum, is essentially nothing more than training. In educational work, planning is acceptable only in the most general terms: attitude towards society, towards work, towards people, towards science (teaching), towards nature, towards things, objects and phenomena of the surrounding world, towards oneself. The logic of a teacher’s educational work in each individual class cannot be predetermined by regulatory documents.

The teacher deals with approximately homogeneous “source material”. The results of the teaching are almost unambiguously determined by its activities, i.e. the ability to evoke and direct the student’s cognitive activity. The teacher is forced to reckon with the fact that he pedagogical influences may intersect with unorganized and organized negative influences on the student. Teaching as an activity has a discrete nature. It usually does not involve interaction with students during the preparatory period, which may be more or less long. The peculiarity of educational work is that even in the absence of direct contact with the teacher, the student is under his indirect influence. Usually the preparatory part in educational work is longer, and often more significant, than the main part.

The criterion for the effectiveness of students’ activities in the learning process is the level of assimilation of knowledge and skills, mastery of methods for solving cognitive and practical problems, and the intensity of progress in development. The results of students' activities are easily identified and can be recorded in qualitative and quantitative indicators. In educational work, it is difficult to correlate the results of the teacher’s activities with the developed criteria of education. It is very difficult to identify in a developing personality the result of the activity of the educator. In the educational process, it is difficult to predict the results of certain educational actions and their receipt is much delayed in time. In educational work, it is impossible to provide feedback in a timely manner.

The noted differences in the organization of teaching and educational work show that teaching is much easier in the ways of its organization and implementation, and in the structure of the holistic pedagogical process it occupies a subordinate position. If in the learning process almost everything can be proven or deduced logically, then it is much more difficult to evoke and consolidate certain personal relationships, since freedom of choice plays a decisive role here. That is why the success of learning largely depends on the formed cognitive interest and attitude towards educational activities in general, i.e. from the results of not only teaching, but also educational work.

Identification of the specifics of the main types of pedagogical activity shows that teaching and educational work in their dialectical unity take place in the activities of a teacher of any specialty. For example, a master of industrial training in the system of vocational education in the process of his activities solves two main tasks: to equip students with the knowledge, skills and abilities to rationally perform various operations and work in compliance with all the requirements of modern production technology and labor organization; to prepare such a qualified worker who would consciously strive to increase labor productivity, the quality of the work performed, would be organized, and value the honor of his workshop and enterprise. A good master not only passes on his knowledge to his students, but also guides their civic and professional development. This, in fact, is the essence of the professional education of young people. Only a master who knows and loves his job and people will be able to instill in students a sense of professional honor and create the need for perfect mastery of their specialty.

In the same way, if we consider the responsibilities of an after-school teacher, we can see both teaching and educational work in his activities. The regulations on extended day groups define the tasks of the teacher: to instill in students a love of work, high moral qualities, cultural behavior habits and personal hygiene skills; regulate the daily routine of pupils, monitoring the timely preparation of homework, provide them with assistance in studying, in the reasonable organization of leisure time; carry out activities together with the school doctor to promote health and physical development children; keep in touch with the teacher, class teacher, with parents of pupils or persons replacing them. However, as can be seen from the tasks, instilling habits of cultural behavior and personal hygiene skills, for example, is already the sphere of not only education, but also training, which requires systematic exercises.

So, of the many types of activities of schoolchildren, cognitive activity is not limited only to the framework of learning, which, in turn, is “burdened down” by educational functions. Experience shows that success in teaching is achieved primarily by those teachers who have the pedagogical ability to develop and support children’s cognitive interests and create an atmosphere in the classroom general creativity, group responsibility and interest in the success of classmates. This suggests that it is not teaching skills, but the skills of educational work that are primary in the content of a teacher’s professional readiness. In this regard, the professional training of future teachers is aimed at developing their readiness to manage the holistic pedagogical process.

To successfully carry out teaching activities, a teacher needs to imagine its structure in detail, correlate with it the system of accumulated theoretical knowledge and gradually formed practical skills and skills.

Psychological and pedagogical research (F.M. Gonobolina, N.V. Kuzmina, V.A. Slastenina, A.I. Shcherbakova, etc.) made it possible to establish that pedagogical activity is a multi-level system, to identify its components as relatively independent functional types of activities of a teacher [a system is something integral, consisting of interconnected parts]. Based on research data from I.F. Kharlamov identified and described in detail the following interrelated types of pedagogical activity:

Diagnostic;

Orientation-prognostic;

Structural and design;

Organizational;

Information and explanatory;

Communicative and stimulating;

Analytical and evaluation;

Research and creative.

Let us consider in more detail the above types of pedagogical activities and the requirements for the teacher, arising from the need for their effective implementation in the pedagogical process.

It is logical that the first in the nomenclature of components considered in the system of teacher activity is the structure diagnostic[Greek diagnosis - recognition, determination] of the teacher’s actions. Diagnostic activities teacher is associated with the study of individual psychological characteristics of students, their levels of development, training and learning ability, good manners and manners, etc. This knowledge is necessary for the teacher to take it into account in the process of teaching and educational work in order to carry it out effectively.

In order for the psychological-pedagogical diagnostics, with which pedagogical activity begins, to be effective and allow one to correctly build relationships and work with schoolchildren, the teacher needs to be observant, attentive, and master a variety of methods of psychological-pedagogical diagnostics. The most common among them are scientific pedagogical observation, pedagogical experiment, analytical study of the results of students’ educational activities, school documentation; all kinds of surveys, psychological tests etc.

Orientation and forecasting activities is expressed in the teacher’s ability to determine, based on the results of psychological and pedagogical diagnostics, the goals and objectives of educational work, and to predict its results. Pedagogical forecasting is based on reliable knowledge of the essence and logic of the pedagogical process, its patterns and principles, as well as the characteristics of the age-related and individual psychological development of children. It determines the correct management of the educational process.

In terms of the formation of professionally significant personal qualities, this type of activity requires the teacher to developed imagination, abstract type of thinking and high level intellectual development, which largely determines the ability to foresee the results of the implementation pedagogical work with students.

The teacher needs to develop special predictive skills, which include:

Formulation of diagnosable educational, developmental and educational goals and objectives;

Selection of methods to achieve them;

Foresight possible deviations upon achieving the result, adverse events and the choice of ways to prevent or overcome them;

Mental (in the abstract, perfect shape) development of the structure, individual components organized pedagogical process;

Preliminary assessment of the costs of funds, labor and time of participants in the educational process.

In order to correctly predict goals and objectives, the content of the upcoming work, the teacher must master such methods of pedagogical research as modeling, hypothesizing, thought experiment, etc.

Orientation-prognostic activity entails the activity constructive and design. For example, if a teacher diagnosed insufficiently developed collectivist relationships between students and predicted the strengthening of these relationships as one of the means to achieve high results in educational work with children, he needs, on this basis construct and design the content of educational activities in this direction.

Constructive and design skills are implemented by the teacher in the course of specific preparation for organizing and conducting educational educational activities. These are, first of all, skills plan the upcoming work and, based on planning, build its specific content. We are talking about planning the content and types of activities of participants in the pedagogical process (including their own activities) taking into account their needs, capabilities, interests, personality traits, means, experience (both their own and their students). The teacher plans lessons (lesson plans, calendar plans), educational activities (educational plans), his working day, etc.

Design skills include the ability to correctly identify and develop specific forms of educational activities, individual stages of the pedagogical process, which require careful selection of certain methods and techniques of work.

It is equally important to be able to plan individual work with students to provide them with differentiated assistance if necessary, to stimulate student activity and contain negative manifestations in their behavior.

Careful planning based on diagnostics and forecasting of performance results is required by the work of teachers with parents of schoolchildren and with the public.

In the process of studying psychological and pedagogical theory and methods of teaching and upbringing, you will become familiar with various types of teacher work planning (learn to draw up lesson plans, calendar plans for teaching schoolchildren, plans for educational work, plans for working with parents, with difficult-to-educate students, etc.).

Organizational activities teacher is associated with the involvement of students in the intended educational work. It is expressed in the teacher’s ability to consult with students, to involve them in developing plans for the upcoming joint activities, set goals and objectives for them, distribute them to complete certain practical tasks, and manage the process of carrying out assignments.

Plays an extremely important role in teaching activities information and explanatory activities teachers. After all, all training and education in one form or another is based on information processes. The teacher acts as most important source scientific, ideological and moral-aesthetic information. Therefore, the quality of his teaching activity as a whole depends on how the teacher masters educational material, psychological and pedagogical theory, and general cultural knowledge.

A high level of professional erudition of a teacher determines his good command of the practical side of teaching, which has a positive effect on the training and education of schoolchildren. Unfortunately, we have to admit the fact that there are many teachers who do not have a high level of professional knowledge, good information training, or high erudition.

The effective implementation of a teacher’s informative and explanatory activities is largely determined by the maturity of his pedagogical speech. Pedagogical speech is the teacher’s oral speech in and outside the lesson, to which, in addition to general cultural requirements, professional requirements are imposed, aimed at solving pedagogical problems. In accordance with general cultural requirements, the teacher’s speech must meet the norms of the literary language, be erfoepically correct, literate, and lexically rich. From the point of view of professional requirements, a teacher is obliged to express his thoughts and educational information in a logical and accessible way for students, and must be able to talk about complex things simply, emotionally and figuratively. The depth and strength of students’ assimilation of the communicated information, their intellectual development, and the formation of consciousness largely depend on how developed the teacher’s speech skills are.

Communicative and stimulating activities of the teacher involves influencing students, as a result of which they have a desire and need to actively participate in the pedagogical process. It is aimed at establishing pedagogically appropriate relations between the teacher and students, pedagogical communication between participants in the educational process.

This type pedagogical activity places high demands on those aspects of the teacher’s personality that are associated with his personal charm, the ability to establish favorable relationships with participants in the pedagogical process, without lowering the requirements. An important role here is played by the ability to show one’s love for children, emotional attitude, sensitivity and care for them in a pedagogically appropriate way. After all, nothing has such a negative impact on the quality of a teacher’s professional activity as his callousness, dryness, and official tone in communicating with children.

All classic teachers of all times, starting with Ya.A., expressed their opinions about this aspect of pedagogical activity. Comenius. While studying the history of pedagogy, you will become familiar with the statements of all outstanding teachers that without genuine love for children, without true authority among students, without skillfully maintaining benevolent relationships with them and tactful exactingness, real teaching and upbringing are impossible.

The communicative and stimulating activity of a teacher is associated not only with his personal charm, but also with a huge number of special skills. The most significant among them are the abilities to penetrate deeply into the spiritual world of a student, to establish a positive emotional and psychological climate in the process of communicating with schoolchildren.

In the structure of a teacher’s activity great place takes analytical and evaluation activities. It helps the teacher compare what was expected to be achieved in the training and education of students with what has been done in this direction. Based on such a comparative analysis, the teacher can adjust his work and the work of schoolchildren, look for and outline ways to improve and improve the quality of the teaching process. Unfortunately, not all teachers strive for analytical and evaluative activities; many avoid the need to see mistakes and failures in their work, noting only their successes. This leads to inadequate professional self-esteem and negatively affects all types of teaching activities and the quality of the educational process as a whole.

Analytical and evaluative activities require reflexivity from the teacher. Reflection in this context is understood as specific form theoretical activities, aimed at understanding and analyzing one’s own teaching actions. G.M. Kodzhaspirova and A.Yu. Kodzhaspirov give the following definition of pedagogical reflection: “This is the ability of a teacher to give himself and his actions an objective assessment, to understand how he is perceived by children, other people, especially those with whom the teacher interacts in the process of pedagogical communication. At the center of pedagogical reflection is the awareness of What the student perceives and understands in the teacher and in relationships with him, How he can tune in to the actions of the teacher" [Pedagogical Dictionary. – M., 2003. – P. 130]. Reflection is not only the teacher’s knowledge and understanding of himself in the profession, but also finding out how much and how other participants in the pedagogical process know, understand and value him as a teacher. How they see his personal characteristics and their significance for teaching activities, emotional reactions, professional abilities, erudition, etc. It is very important for the teacher to establish for himself to what extent the results obtained are a consequence his own activities. Only with reflection does he have the opportunity to improve his teaching activities and carry out his own professional growth.

Traditionally, the analytical and evaluative activity of a teacher is associated with his abilities to objectively, fairly and positively evaluate the results of students’ activities. Today, the requirements for the level of development of these skills have increased due to the transition of schools to a ten-point system for assessing the results of students’ educational work. School assessment criteria have expanded significantly. If previously the main and almost the only criterion was the level of formed knowledge, skills and abilities of the student, then the current teacher needs to take into account when assessing attitude child to the work performed, level creative activity, formation general educational skills. For assessment activities to be effective, a modern teacher needs to be not only a trained subject specialist, but also a good practical psychologist.

An essential place in a teacher’s work is occupied by research and creative activities. Its essence and content are determined by the creative nature of pedagogical work. Pedagogy in theoretical and practical plans is both science and art. Based on patterns, principles, rules, recommendations developed in pedagogical theory, the teacher must use them every time creatively, in his own way, but with consistently good results. He cannot apply theoretical basis pedagogical science in practice, without adjusting them to the specific circumstances in which he and his students find themselves. This requires the teacher to develop his research abilities and master the methods of pedagogical research (they will be discussed in more detail and specifically in the course of studying the foundations of modern pedagogy).

An equally important aspect of research and creative activity is the need to comprehend and develop what is new in pedagogical practice, which appears as it improves and goes beyond what is known and already described in pedagogical theory. We are talking about pedagogical creativity and innovation as levels of pedagogical activity, which in varying degrees are manifested in the work of highly professional teachers (the innovative teaching experience of V.F. Shatalov, S.A. Amonashvili, S.N. Lysenkova, etc. is now widely known). In the work of teachers, who are masters of pedagogy, research and creative activity covers the entire variety of types of pedagogical work, which allows them to achieve extremely high results in the training and education of schoolchildren, and to be fully realized in the profession.

These are the essence and system of skills for each of the considered types of professional work of a teacher. Their combination in pedagogical activity and their close relationship determine the most important professional functions of a teacher.

24. The concept of pedagogical professionalism. Levels of pedagogical professionalism.

The pedagogical activity of the teacher, the implementation of all its types in the aggregate, are implemented in pedagogical practice at different qualitative levels. You couldn’t help but notice this when you were just recently schoolchildren. Some teachers left a significant mark on your soul, not only as highly professional teachers, but also as individuals who largely determined your future. Others were not even remembered, since their lessons and educational work, communication with students, although not unprofessional, were carried out at a level minimum requirements teaching profession, were not distinguished by their liveliness and creativity. And the teachers themselves were not perceived by you as people whose positive example you would like to imitate. Unfortunately, some of you may have remembered teachers whose teaching and educational activities can hardly be called pedagogical.

Everyone understands that unprofessionalism, dishonesty, and dullness in teaching and education are incompatible with teaching work. Anyone who has chosen the profession of a teacher as their path in life must initially focus on a high level of quality in their professional activities. There should be no pseudo-teachers in schools, because the price of unprofessionalism in working with children is too high: people’s destinies are ruined, society is not developing successfully enough. By definition, a teacher does not have the right to teach without having formed sufficient level its quality.

By professionalism of a teacher we mean sufficient, high or highest quality levels of teaching activities.

Teachers are not born; they become one through a lot of work on themselves. You are at the beginning of your professional journey, so it is important to define it major milestones, stages of professional growth, ways to form your professionalism.

In psychological and pedagogical theory, the issue of qualitative levels of a teacher’s professional activity has been quite specifically developed (Yu.P. Azarov, F.N. Gonobolin, I.A. Zyazyun, N.V. Kuzmina, A.K. Markova, V.A. Slastenin , I.F. Kharlamov, etc.).

In particular, I.F. Kharlamov identifies four main levels of teacher professionalism: pedagogical skill, pedagogical skill, pedagogical creativity and innovation.

Like the initial one, a basic level of pedagogical professionalism he considers pedagogical skill. This qualitative level of professional pedagogical activity characterizes preparation for teaching work in a special pedagogical educational institution. Pedagogical skill is characteristic of most beginners labor activity teachers. Students and young people doing only the first professional steps teachers can and should have a fairly good command of psychological and pedagogical theory, basic pedagogical skills. However, their professionalism, although this does not mean professional failure, is limited by the lack of teaching experience and professional training.

Pedagogical skill is the initial, basic level of professionalism of a teacher, manifested in a sufficient good use psychological and pedagogical theory in practice, conditioned by the formation of the main professionally significant personal qualities of a teacher.

This high-quality level of professional activity is manifested in detailed knowledge of the subject in the specialty, psychology and pedagogy, in the formation of a system of basic teaching and educational skills, as well as developed professional and personal qualities of the teacher. The manifestation of the latter presupposes the presence of individual psychological properties that are in demand by the profession, and the professional and pedagogical orientation of the individual, formed at least at a low level.

Provided that the teacher carries out self-educational activities, is engaged in professional self-education, consciously strives for professional improvement and is in such life circumstances that do not block his professional development, he can achieve pedagogical skill. The skill of a teacher is already high quality level of his professionalism(about the essence this level This will be discussed in the next paragraph of our lecture). Due to the multiplicity of factors, both objective and subjective, influencing the formation of this level of professionalism, not all teachers achieve it. However, we need to realize that it is pedagogical skill that is perhaps the determining condition for the effectiveness of the pedagogical process, a high level of knowledge, skills and abilities of students, and the development of their personal qualities.

A.S. Makarenko believed that pedagogical skills can and should be learned. Such training, in his opinion, consists “first of all in organizing the character of the teacher, cultivating his behavior, and then organizing his special skills and abilities, without which no educator can be a good educator. He cannot work because he does not have a voice, he does not know how to talk to a child and does not know in what cases how to speak... The teacher must behave in such a way that every movement educates him, and must always know what he wants at the moment and what he doesn’t want (from the point of view of performing pedagogical work - author’s note, T.S.).”

A.S. Makarenko was one of the first in Soviet pedagogy, at the beginning of the twentieth century, to identify the formation of a teacher’s professional skills as an urgent pedagogical problem. Since his initiative, special educational pedagogical institutions have now introduced a course for students to study the fundamentals of pedagogical skills. You will work on it in the future and study in detail not only the essence and structure of a teacher’s pedagogical skill, but also its content, manifestations in pedagogical work, criteria and paths of development. Studying the fundamentals of teaching skills is necessary in order to have guidelines for developing a high level of professionalism in real teaching practice.

A higher quality level of professional activity of a teacher - pedagogical creativity. It is expressed in the teacher’s introduction into teaching and educational activities of certain own improvements, in implementation new, created by him during his teaching practice methods and techniques of teaching and upbringing without a radical restructuring of the pedagogical process.

Pedagogical creativity is possible only on the basis of mastering professional skills, which also presupposes a certain amount of creativity and requires the creativity of the teacher (the term “creative” means “creative”).

The highest level of teacher professionalism is pedagogical innovation(from Latin novator - renewer. An innovator is a specialist who introduces and practically implements progressive and new things in any activity).

Pedagogical innovation is the highest level of pedagogical professionalism, which includes the introduction and implementation of significantly new, progressive theoretical ideas, principles and methods in the process of teaching and upbringing, due to which there is a radical change in the latter, ensuring high quality of education and upbringing of the younger generation.

Innovation in pedagogical work is inherently the discovery of something fundamentally new, previously completely unknown. The use of innovations in teaching practice means fundamental changes that lead to a significant improvement in the educational process. Examples of innovative teachers in the practice of modern schools are rare, because it is quite difficult to create something truly new and progressive in the practice of teaching and upbringing.

An example of pedagogical innovation was demonstrated, for example, by mathematics teacher from Donetsk V.F. Shatalov. He achieved High Quality training through the use of a methodology for presenting material in large blocks, using a system of reference signals and notes in the process of teaching students, a significant increase in educational work schoolchildren's share of independent work.

The famous innovative teacher I.P. Volkov, who developed a methodology for creative tasks to develop students’ abilities in the process of organizing their various activities outside of school hours.

The method of advanced training by S.N. is innovative. Lysenkova (teacher primary classes from Moscow). This methodology is characterized as a complex of developmental teaching methods and allows not only to teach children qualitatively in a shorter time, but also to achieve greater results in personal development students in the development of their creative abilities.

The highest levels of pedagogical professionalism cannot be widespread. The formation of pedagogical creativity and innovation is possible only for teachers who have achieved pedagogical mastery and happily embody in their personality pedagogical talent, research talent, a high level of intellectual development and great diligence and efficiency. The combination of such qualities is rare not only in the field of teaching, but also in any other. However, many teachers (although not all) can master pedagogical skills as one of the most important conditions for the effective organization of the pedagogical process. This circumstance dictates to us the need to comprehend the essence and structure of a teacher’s pedagogical skills in order to form guidelines already in the first year of study at a pedagogical university vocational training, and later, in the first years of independent teaching work - guidelines for the development of a high level of teacher professionalism.

The essence and structure of pedagogical skill as a high quality level of teacher professionalism. The importance of a teacher’s professional skills in the process of teaching and educating students.

Of fundamental importance for revealing the essence of pedagogical skill and understanding its place in the system of pedagogical professionalism are the ideas of classical teachers on improving the art of teaching and upbringing (Ya.A. Komensky, I.G. Pestalozzi, A. Disterweg, K.D. Ushinsky, etc. .).

The classics of pedagogical thought proceeded from the basic position: a real teacher, if he strives to skillfully fulfill his professional duties, must bring teaching and educational activities to a high degree of perfection, have a deep knowledge of psychological and pedagogical theory, have a good command of pedagogical skills and abilities, be deeply moral person, have well-developed professionally significant personal qualities. In the works of classical teachers, the term “pedagogical skill” practically does not appear; they talked about improving the art of teaching and upbringing.

At the beginning of the twentieth century, the outstanding Soviet teacher A.S. was one of the first to speak directly about pedagogical skill as a high level of professional activity. Makarenko. He repeatedly emphasized that the success of teaching and education can only be ensured by a teacher who displays a responsible attitude towards fulfilling his professional duties, diligence in work and pedagogical skill. A.S. Makarenko wrote: “I have come to the conclusion from experience that the issue of improving the quality of teaching and education is solved by skill, based on the skill and qualifications of the teacher.”

An essential aspect of his beliefs on the problem of a teacher’s professional skill is that pedagogical skill “is not some special art that requires talent, but it is a specialty that must be taught, just like a doctor should be taught his skills, how a musician should be taught.” Although some teachers fetishize the natural properties and abilities of the teacher, his talent, on which the possibility of mastering pedagogical skills supposedly entirely depends, A.S. Makarenko rightly believed that with the desire for successful pedagogical activity, many teachers can master the skill of its implementation.

In his works, he revealed the relationship that exists between teaching talent and teacher skill, expressing the idea that Talent itself is worthless if pedagogical skills and mastery have not been developed.

He was one of the first in Soviet pedagogy to introduce the concept of “pedagogical technique,” ​​which was further developed in our pedagogy as a structural component and the basis of pedagogical skill. From the beginning of A.S. Makarenko, pedagogical skill is considered and developed in modern pedagogical science as an independent problem. The focus of scientists is on studying the teacher’s personality and the role of his professionally significant qualities in the pedagogical process. Much attention is paid to the problem of development and formation of pedagogical skills, as well as abilities for teaching activities (Yu.P. Azarov, F.M. Gonobolin, N.V. Kuzmina, V.A. Slastenin, I.F. Kharlamov, A. .I. Shcherbakov and many others).

Disclosure of the essence of a teacher's professional skills is somewhat contradictory. Because of this, various interpretations of it are in circulation today (there are at least ten of them). The essence of these contradictions lies in what starting points are taken as a basis when revealing this complex concept.

Some authors take it as a starting point when determining the essence of a teacher’s pedagogical skill professional and personal properties and qualities(A.I. Zyazyun, N.V. Kukharev, A.I. Mishchenko, V.A. Slastenin, A.I. Shcherbakov, etc.).

Other researchers have illuminated the essence of professional excellence in terms of perfection of teacher's pedagogical activity(N.V. Kuzmina, A.K. Markova, I.F. Kharlamov, etc.) . Both approaches, of course, have the right to exist in pedagogical science and practice. However, the question cannot help but arise as to which of them is more correct.

According to V. Dahl’s dictionary, “craftsmanship is handicraft, craft, skill, art.” This concept(mastery) regardless of the teaching profession, in general initially means activity. Consequently, mastery is manifested not so much in the properties and qualities of the teacher’s personality, but in his activities, for the implementation of which, of course, certain properties are also needed. But the latter are not the essence of pedagogical skill, but its prerequisites, the condition for its formation and development. To achieve a high level of professionalism, a teacher must first of all form and hone professional skills, developing certain personal qualities as a necessary condition for this. These tasks, closely related to each other, are still not identical.

I.F. Kharlamov in his article “On Pedagogical Skills, Creativity and Innovation” expresses the opinion that it is necessary to reveal the essence of mastery “not through the characteristics of the teacher’s personality, but through his pedagogical activity". The author notes that pedagogical skills should be considered in the system of improving the professional and pedagogical qualifications of teachers as a whole. It should be taken into account that the teacher masters the skill gradually. For a certain time, he works at the level of pedagogical skill, which is the basis, the foundation for the development of pedagogical skill. Pedagogical skill as the initial stage of a teacher’s professionalism should be developed during the period of training of the future teacher at a university. Mastery of pedagogical skills occurs in the process of independent practical activity of the teacher, as it requires a certain degree of training in working with children and the accumulation of teaching experience.

It can be concluded that pedagogical skill is a high level of professional pedagogical activity, at which the unity of polished skills and abilities of applying psychological and pedagogical theory in practice and the formed personal properties of the teacher, which determine the effectiveness of the pedagogical process, is achieved.

This understanding of the essence of pedagogical skill allows us to comprehend it as a complex activity-personal phenomenon of a teacher and to reveal in detail its internal structure.

A prerequisite for the development of a teacher’s professionalism, and therefore for the development of his pedagogical skills, is professional suitability. At a high level of professional activity of a teacher, it has its own specifics. Along with the fully presented the makings the teaching profession should clearly demonstrate the intellectual abilities and pedagogical orientation of the teacher’s personality (love for children, social and personal motives for choosing a profession, conviction in the personal and social significance of teaching, etc.). Scientists reveal the content of a person’s pedagogical orientation in different ways, since the motives for choosing the teaching profession, the teacher’s attitude to his work largely depend on the characteristics of the time, which determine the vision and understanding of the surrounding reality, on the social conditions in which the formation of the future teacher takes place. However, an analysis of research on this issue shows that there are the most general and dynamic characteristics of pedagogical orientation, the presence of which predicts the future development of professional skills. These include:

Well-formed humanistic worldview, love for children;

Treating your chosen profession as a life calling;

A high level of self-knowledge, self-determination (that is, awareness of one’s capabilities in the profession and determination of ways for their development and improvement).

The second structural component of a teacher’s pedagogical skill is professional knowledge.

Pedagogy in its broad sense is a science that has absorbed ideas from various fields of knowledge that make it possible to substantiate the goals, means, patterns and principles of teaching and upbringing. It is closely connected with such sciences as philosophy, psychology, physiology, history, and a number of anthropological sciences. In accordance with this, the knowledge of a professional teacher must be universal, that is, they should provide information in three areas:

- knowledge of the subjects taught by the teacher (subject);

- knowledge of the psychological-pedagogical cycle (psychological-pedagogical and methodological);

- basic knowledge from various areas of life (cultural).

Scientists highlight the specifics of the knowledge component in the structure of a teacher’s pedagogical skills: complexity, consistency, interdisciplinary, high level of generalization.

Observations of the professional activities of teachers who possess pedagogical skills allow us to highlight as very important characteristic of this component personal coloration of assimilation and reproduction of knowledge by the teacher. Knowledge is objectively necessary; it is the most important means of a teacher’s professional activity. In case of their absence, educational activities cannot be carried out. At the same time, knowledge must be subjectively significant. The teacher who, as it were, “passes through himself,” through the prism of his own personality, the facts he studies in various fields of science and develops on their basis reaches the heights of professional excellence own professional position, subjectively relates to the process of cognition. The personal coloration of professional knowledge largely determines the teacher’s ability to present their own thoughts, feelings, experiences about this or that during the presentation of educational material and in dialogue with students. scientific fact, to show the significance of what he himself has studied and what students study for their own life and destiny. This introduces an emotional aspect into the learning process and serves as a means of promoting students not only in knowledge, but also in spiritual development. The subjectivity of the teacher’s knowledge largely ensures the educational and cognitive activity of students, which is one of the criteria of pedagogical excellence.

The formation of teacher knowledge in the totality of the above characteristics is possible only if there is professional and pedagogical orientation of his personality. It is the third component of pedagogical excellence. If professional knowledge is presented as essential component then professional pedagogical orientation plays a role in the formation and development of pedagogical skills system-forming structure.

We already know from previous lectures what the essence and content of this important component of a teacher’s professionalism is. We can comprehend the fact that it is presented both as part of a teacher’s professional suitability and as a factor influencing the improvement of his professional activities.

The teacher’s love for his students, conviction in the importance of the work being performed, the need to perform pedagogical work, etc. - these are the conditions without which effective professional activity teachers. The professional and pedagogical orientation of the teacher’s personality is, as it were, binds in unified system All structural components pedagogical excellence, determines many of them. In particular, the pedagogical orientation of the teacher’s personality determines the production, development and formation pedagogical abilities, being fourth component in the structure of a high level of pedagogical professionalism.

We spoke in detail about the essence of the concept of “pedagogical abilities”, about their types and significance in the work of a teacher in the lecture on the pedagogical potential of the teacher’s personality. In the context of this lecture, it is necessary to emphasize the characteristics of the teaching abilities of a teacher working at the level of teaching excellence. The most important characteristic is their versatility and diversity, the teacher’s ability to develop exactly those abilities that are necessary in specific conditions of work with students, are most in demand in certain pedagogical circumstances and situations.

Dynamics of development and formation pedagogical abilities, perfection in their application can also be considered as characteristics of highly professional activities of a teacher. The intensity and quality of the formation of pedagogical abilities is not found in all teachers, which is associated with their professional suitability and the full representation of the pedagogical orientation of the individual.

Deep professional knowledge of the teacher, professionally significant personal qualities, pedagogical abilities are the basis for development fifth component in the structure of pedagogical excellence - pedagogical technology.

As noted above, A.S. was one of the first to speak about the need to develop and formulate a teacher’s pedagogical technique. Makarenko. He saw the essence of the problem in the fact that in his time “pedagogical theory was limited to the declaration of principles and general provisions, and the transition to technology was left to the creativity and resourcefulness of each individual worker.” A.S. Makarenko was confident that in pedagogical educational institutions It is necessary to teach not only the theory and methodology of teaching and upbringing, but also teach future teachers to manage their internal emotional state, pedagogically appropriate facial expressions and pantomime, speech technique, and general artistry.

Subsequently, the issues of the formation and development of professional technology for teachers received their detailed development in pedagogical theory and practice (Yu.P. Azarov, V.M. Myndikanu, Yu.L. Lvova, N.E. Shchurkova and many others).

Based on an analysis of the results of a study of the essence and structure of a teacher’s pedagogical technique, we come to the conclusion that pedagogical technique is an external manifestation, a form of a teacher’s professional skill. Its essence is manifested in the teacher’s possession of a set of special skills in organizing himself and others in the pedagogical process.

Pedagogical technique promotes the unity of the internal content of the teacher’s activity and its external expression, the synthesis of spiritual culture and professional expressiveness of the teacher.

In order to effectively achieve the goals of pedagogical activity and solve the most important tasks facing the teacher in the process of its implementation, the teacher needs to master, within the framework of pedagogical technology, a set of the following skills:

Abilities and skills of self-regulation of one’s mental state, management of one’s internal emotional state, formation of creative working well-being in the process of teaching and educational activities;

Ability to form a pedagogically appropriate appearance (dress in accordance with the requirements of the profession, mimic and pantomime expressively design your activities);

Speech technique skills and abilities (it manifests itself in controlled breathing and voice, clear diction and the optimal tempo of the teacher’s speech).

A detailed study of the essence and content of a teacher’s pedagogical technique is carried out in the course “Fundamentals of Pedagogical Mastery”. The development of the most important skills and abilities of pedagogical technology mainly occurs in the process of teaching practice.

The main types of pedagogical activities traditionally include educational work, teaching, scientific, methodological, cultural, educational and management activities.
Educational work is pedagogical activity aimed at organizing the educational environment, and the organized, purposeful management of the education of schoolchildren in accordance with the goals set by society.
Educational work is carried out within the framework of any organizational form and does not pursue a direct goal, because its results are not so clearly tangible and do not reveal themselves as quickly as, for example, in the learning process. But since pedagogical activity has certain chronological boundaries at which the levels and qualities of personality development are recorded, we can also talk about the relatively final results of education, manifested in positive changes in the consciousness of students - emotional reactions, behavior and activities.
Teaching is the management of cognitive activity in the learning process, carried out within the framework of any organizational form (lesson, excursion, individual training, elective, etc.), has strict time limits, a strictly defined goal and options for achievement. The most important criterion for teaching effectiveness is the achievement of the educational goal.
Modern Russian pedagogical theory considers teaching and upbringing as a unity. This does not imply a denial of the specifics of training and education, but a deep knowledge of the essence of the functions of the organization, means, forms and methods of training and education. In the didactic aspect, the unity of teaching and upbringing is manifested in the common goal of personal development, in the real relationship of teaching, development and educational functions.
Scientific and methodological activities. The teacher combines a scientist and a practitioner: a scientist in the sense that he must be a competent researcher and contribute to the acquisition of new knowledge about the child and the pedagogical process, and a practitioner in the sense that he applies this knowledge. A teacher is often faced with the fact that he does not find in the scientific literature explanations and methods for solving specific cases from his practice, with the need to generalize the results of his work. The scientific approach to work is thus. is the basis of the teacher’s own methodological activity.
The scientific work of the teacher is expressed in the study of children and children's groups, the formation of his own “bank” of various methods, generalization of the results of his work, and the methodological work - in the selection and development of a methodological topic leading to the improvement of skills in a particular area, in recording the results of teaching activities, actually in practicing and improving skills.
Cultural and educational activities are an integral part of the teacher’s activities. It introduces parents to various branches of pedagogy and psychology, and students to the basics of self-education, popularizes and explains the results of the latest psychological and pedagogical research, and creates the need for psychological and pedagogical knowledge and the desire to use it in both parents and children.
Any specialist dealing with a group of people (students) is more or less involved in organizing its activities, setting and achieving the goals of joint work, i.e. performs management functions in relation to this group. It is the setting of a goal, the use of certain methods of achieving it and measures of influence on the team that are the main signs of the presence of management in the activities of a teacher-educator.
When managing a group of children, the teacher performs several functions: planning, organization - ensuring the implementation of the plan, motivation or stimulation - this is the teacher encouraging himself and others to work to achieve the goal, control.