What are interpersonal relationships? Relationships between a man and a woman. Psychology

Stable socially (class) significant personal, subjective relations person. A person as an individual is a complex complex, a system of personal relationships. Education is a process of purposeful development of personality, i.e. development and overcoming not any personal relationships, but their most complex type - personal relationships. Each personal relationship, like any personal relationship, has three sides (See: Personal, subjective relationships of a person), however, the components of these sides are only stable socially (class) significant manifestations of personality. The cognitive and ideological side of personal relationships includes knowledge, socially and class-significant views, beliefs, and ideals; the emotional-volitional side includes socially significant feelings, aspirations, stable interests, needs; the effective side includes socially significant skills, habits, abilities, and character traits. For example, in a person’s personal attitude to work, views on work and interests in various types of work, work skills and habits, as well as character traits such as accuracy, diligence, initiative, or, on the contrary, laziness, etc. are united and manifested. Personal relationships to the surrounding life, to its different aspects - to culture, different types activities, to oneself - can be different and even contradictory. For example, the attitude is conscious and unreasonable; enthusiastic and indifferent; active and contemplative; active and passive; caring and hostile; moral, i.e. consistent with the moral standards of a given society, and immoral; ideological and non-ideological. Personal relationships can be humane, comradely and individualistic, egoistic. Personal relationships depend on the nature of people’s activities, on the nature of connections between people’s activities, on the nature of people’s interactions, on the objective position of people - their “objective positions”, on objective public relations. (Ivanov I.P. Link in an endless chain. - Ryazan, 1994. - p.15-16)

Interpersonal relationships are relationships that develop between people. They can be accompanied by emotions and experiences with which people express their inner world.

Types of interpersonal relationships

Psychologists distinguish the following types interpersonal relationships:

1. Formal or formal. These relations arise on an official basis and are regulated by orders, regulations or statutes. That is, these interpersonal relationships have a legal basis. People are forced to enter into this type of relationship ex officio, regardless of personal preferences and likes.

2. Informal or informal. This type has no restrictions and is based solely on people's likes and dislikes.

3. Business. This type of relationship arises as a result of the joint work of one team or organization.

4. Personal. These are interpersonal relationships that develop in addition to any joint activities. That is, each person can either respect his colleague or not. According to the same principles, one can sympathize with him or, conversely, show antipathy, be friends or be at enmity with him. Personal relationships are based on feelings, so they are exclusively subjective. Personal relationships are divided into:

• intimate or love. Basically, this is a relationship between a man and a woman, supported by love or sympathy;
• friendships - they occur always and everywhere;
• partnership. These are relationships based on interests or environment;
• acquaintance.

5. Rational. They are based on calculations and are built on the basis of the expected benefits and benefits.

6. Emotional. Unlike the previous type, they are based on the emotional level. Most often, objective information about a person does not play a role.

7. Subordinate. The relationship between managers and subordinates is an unequal relationship.

8. Parity. Such relationships, on the contrary, mean complete equality.

Feelings

The psychology of interpersonal relationships identifies one of the groups of personality manifestations - feelings. Feelings are divided into 2 categories:

1. Conjunctive. This category includes all feelings that unite and bring people together.
2. Disjunctive. These are the feelings that separate people.

A person cannot live without feelings and be indifferent to everything. In any case, everyone is periodically forced to do something they don’t like at all and communicate with people they don’t like. When such forced actions become frequent and constant, a person becomes depressed. Everything starts to irritate and anger him. The mood and desire to communicate with everyone around disappear. This condition affects not only work, but also family relationships. Discord and quarrels arise. Often families break up precisely because of this. In such a situation, relatives should be understanding and try to help their family member. A good way out of this situation is a banal vacation. During vacation, you need to avoid doing things you hate and minimize communication with unpleasant people. A person is a rational being with his own thoughts, feelings and experiences, therefore interpersonal relationships play a huge role in everyone’s life.

Interpersonal relationships are relationships between individuals. They are often accompanied by emotional experiences and express the inner world of a person.

Interpersonal relationships are divided into the following types:

1) official and unofficial;

2) business and personal;

3) rational and emotional;

4) subordination and parity.

Official (formal) refer to relationships that arise on an official basis and are regulated by statutes, regulations, orders, and laws. These are relationships that have a legal basis. People enter into such relationships because of their position, and not out of personal likes or dislikes for each other. Informal (informal) relationships develop on the basis of personal relationships between people and are not limited to any official framework.

Business relationships arise from people working together. They can be service relationships based on the distribution of responsibilities between members of the organization or production team.

Personal relationships are relationships between people that develop in addition to their joint activities. You can respect or disrespect your colleague, feel sympathy or antipathy for him, be friends with him or be at enmity. Therefore, personal relationships are based on the feelings that people have towards each other. Therefore, personal relationships are subjective. There are relationships of acquaintance, partnership, friendship and intimate relationships. Acquaintance- these are relationships when we know people by name, we can enter into superficial contact with them, talk to them. Partnership- these are closer positive and equal relationships that develop with many people on the basis common interests, views for the sake of leisure in companies. Friendship- these are even closer selective relationships with people, based on trust, affection, and common interests. Intimate relationships are a type of personal relationship. Intimate relationships are relationships in which another person is entrusted with the most intimate things. These relationships are characterized by closeness, frankness, and affection for each other.

Rational relationships are relationships based on reason and calculation; they are built based on the expected or real benefits from the established relationships. Emotional relationships, on the contrary, are based on emotional perceptions of each other, often without taking into account objective information about the person. Therefore, rational and emotional relationships most often do not coincide. So, you can feel hostility towards a person, but enter into rational relationships with him for the good common goal or personal gain.

Subordinate relationships are relationships of leadership and subordination, that is, unequal relationships in which some people have a higher status (position) and more rights than others. This is the relationship between a leader and subordinates. In contrast to this parity relationships mean equality between people. Such people are not subordinate to each other and act as independent individuals.

Tags: , , , ,

• 1.6. Types of communication
  There are direct and indirect communication. Direct communication involves personal contacts and direct perception of each other by communicating people. Indirect communication is carried out through intermediaries, for example, during negotiations between warring parties
• 14.3. Affection and Friendship
  Attachment is a feeling of closeness based on sympathy for someone, mutual attraction to each other. As a result, such people prefer communication with each other to contacts with other people.
• 17.5. Personal characteristics of the teacher that make it difficult to communicate with students
  Such characteristics include hot temper, straightforwardness, harshness, haste, heightened pride, stubbornness, self-confidence, lack of a sense of humor, touchiness, simplicity, slowness, dryness, disorganization. Hot temper and self-confidence are more typical for older teachers
• 1.2. With whom do we communicate, or In what case should we talk about communication?
  When considering the essence of communication, two erroneous, in my opinion, positions are observed: in some cases, some acts of interaction between people are not included in the category of communication, and in other cases they are considered communication
• 8.5. Guilt
  Guilt is complicated psychological phenomenon, closely associated with such a moral quality as conscience, and in implicit consciousness is designated as “remorse.” Western psychologists distinguish the state of guilt and the state of guilt. IN
• Commandments of pedagogical communication (according to V. A. Kan-Kalik, 1987)
  Pedagogical process is based on the relationship between the teacher and the children; it is these relationships that are primary in pedagogical interaction. When organizing pedagogical communication, one cannot proceed only from pedagogical goals

Comments are closed at this time.

Download:

Preview:

“PERSONAL PSYCHOLOGICAL CHARACTERISTICS OF A MODERN TEACHER”

Introduction.

The teaching profession is one of the most important in the modern world. The future of human civilization depends on his efforts. The teaching profession is both transformative and managerial. And in order to manage the process of personal development, you need to be competent.

The complexity of teaching for a long time traditionally hid from students, but our students are looking more and more seriously at the world around them, and in order to accept their teachers, they must first of all understand them. Recent decades modern school raises a question for society increased complexity: students coming to school today are becoming more subtle and deeper in human terms; the closedness of the inner world of young people makes it difficult to establish trusting contact; It is difficult to surprise them with anything, and they are no longer inclined to take for granted the authority of the teacher. This situation also affects the system of requirements for the teacher: the extraordinary nature of his personality, dedication, delicacy, and high level of professionalism.

A number of very serious requirements are placed on the teacher’s personality. Among these requirements there are also requirements for personal psychological characteristics.

First, let’s figure out what personal psychological characteristics a modern teacher should have.

1. Personal psychological characteristics of a modern teacher

The teacher's interest and inclination to self-education.

The profession of a teacher has its own specifics: he works with a Person, which means his own personality is a powerful “working tool”. And the more perfect this tool is, the more successful the professional result. Thus, it is in the teaching profession personal growth- an indispensable condition for achieving professionalism.

What is professionalism?

Professionalism is the degree to which an individual has mastered professional skills, and a professional is an individual whose main occupation is his profession; a specialist in his field with appropriate training and qualifications.

Professionalism as a psychological and personal education is characterized not so much by professional knowledge and skills, but by the indescribable art of setting and solving professional problems, a special understanding of reality in general and difficult situations of activity.

Thus, self-development is the result of professional creativity, and not just an increase in knowledge, skills and abilities.

Interest multiplied by work becomes a vocation, wrote V. A. Sukhomlinsky.

The fundamental condition for the professional development of teachers is their awareness of the need to change, transform their inner world, search for new opportunities for self-realization in pedagogical activity, i.e. increasing the level of professional self-awareness. The richness, versatility and emotional richness of teaching activities encourage teachers to study themselves as a professional. The teacher is aware of professionally significant qualities, experiences a feeling of satisfaction or dissatisfaction with his work, and establishes the correspondence of the “Image” with the ideal image of himself as a teacher. The teacher’s “I-image” is a generalized system of the subject’s ideas about himself, formed as a result of the process of self-awareness in three complementary and intersecting systems: in pedagogical activity, in pedagogical communication and in personal development. Under the influence of internal and external factors it is possible to change the “image of myself”. The perceived need for a particular type of activity forms an internal mood (motive) for purposeful transformative activity. The starting point of motivation is self-awareness. Following self-awareness, the development of mental processes begins: self-determination - self-expression - self-affirmation - self-realization - self-regulation, which constitute the reflexive nature of human self-development.

In addition, other conditions also play an important role in acquiring professionalism:

personal attitude towards the profession;

understanding your personal limitations and resources professional activity;

personal experience of life in general, and not professional requirements (determines the attitude towards self-development options);

features of the individual vision of the means of activity (are the main content of the formation of the specialist’s personality);

problematic situations, goals and methods of professional activity;

methodological guidelines and norms of professional thinking (arise in a person’s mind as a result of his reflexive mastery of professional activity).

Along with these processes, a subjective position and a new type of mastery of activity appears - an attitude towards it. Thus, an individual professional picture of the world is formed - a new formation in the structure of the profession and an active attitude towards it. All this is directly related to the concept of self-awareness, i.e. a person’s awareness and assessment of himself as a subject of practical and cognitive activity, as individuals.

The specificity of professional pedagogical self-awareness lies in the fact that it grows out of personal self-awareness, since the teacher, in the process of performing his professional activities, gives part of himself and his spiritual resources to others. In fact, orientation towards others, towards interaction with these others, determines the image of pedagogical activity towards which the teacher is oriented.

Professional self-awareness contains a professional’s idea of ​​himself and his values, his contribution to the common cause. The structure of professional self-awareness in general view can be characterized by the following provisions:

1) awareness of one’s belonging to a certain professional community;

2) knowledge, opinion about the degree of one’s compliance with professional standards, about one’s place in the system of professional roles;

3) a person’s knowledge of the degree of his recognition in a professional group;

4) knowledge about your strengths and weaknesses, ways of self-improvement, probable zones of success and failure;

5) an idea of ​​yourself and your work in the future (E. A. Klimov).

Pedagogical self-awareness is closely connected with reflection, with reference to one’s own inner world, with technical assessment. processes that occur in it.

In professional development, two components can be distinguished: personal development and status (external) development. As a rule, achieving a certain level in personal terms entails advancement in career ladder, is reflected in external manifestations. In most cases, a person who successfully masters his professional activity receives recognition in society.

Professionalism has a wide range of manifestations - from amateurism (i.e. superficial professional knowledge, skills and abilities) to the formation of strict professional stereotypes (sometimes even professional deformation personality).

What factors have a predominant influence on professional development?

Naturally, first of all, these are personal characteristics and the desire to develop.

If we proceed from the idea of ​​subjectivity, recognizing a person as the creator of his own life, then one of the characteristics of the subject is activity. In this case, we are talking about activity as a conscious and controlled process, and not about impulsive actions.

No less significant is the factor of professional activity itself, which forces the development of certain personal qualities as professionally significant, necessary and obligatory. The development of these qualities significantly affects the teacher’s self-esteem, which, in turn, acts as one of the indicators of personal activity.

Next, we will note the method of entering the profession. The quality of his development in the future depends on how a person began his professional activity, how different his value systems were from the value systems of the environment in which he found himself at the beginning of mastering the profession.

Another factor that can be called significant is the length of stay in professional activity, i.e. length of service. An increase in experience does not always indicate an increase in the level of professionalism. Sometimes the opposite tendency is observed, when a person finds himself at the mercy of stereotypes, becomes conserved, and stops developing. Teachers especially often fall into this trap, which is directly related to their social role: passing on ready-made experience to students, actively influencing the development of their personality, and being responsible for their life and health. All this often contributes to increased authoritarianism and unresponsiveness to new experiences.

There are also negative factors that complicate the process of professional development of a teacher. First of all, such factors include crises. R. A. Akhmerov highlighted some of them.

Crisis of unfulfillment. A person begins to think: “My life program has not been fulfilled,” “Life has not been successful,” “Unlucky.” He does not see his achievements and successes or underestimates them and does not see significant events in his past that are useful from the point of view of the present and the future.

Crisis of emptiness. It arises when in real life the actual connections leading from the past and present to the future are poorly represented. A person feels that he is “exhausted” and is not capable of implementing his plans.

Crisis of futility. It occurs when, for one reason or another, potential connections between events, plans, and dreams about the future are poorly represented in the mind. A person, possessing activity, having certain achievements and valuable personal qualities, still finds it difficult to build new life programs and does not see for himself ways of self-determination and self-improvement.

In severe cases, these crises can be combined in different ways (“emptiness + hopelessness”, “unrealization + emptiness”). Each person experiences them differently. But if a teacher is prepared for crises and knows about their existence, it is easier for him to cope with them or help other people overcome them.

Let's move on to the second, external, side of a teacher's professional growth and consider the factors influencing it. IN general outline they can be divided into three groups.

First of all this individual characteristics person.

Each of us has a certain set of properties that are either biologically determined or acquired in the process of training and upbringing. The inclination towards a particular activity, as well as the qualities necessary for its implementation, is what is often decisive for obtaining an effective result. Sometimes a person makes the wrong choice, underestimating or overestimating his abilities, and is convinced of the wrong path only when he encounters a series of failures.

The next factor is society’s need for certain specialists, the demand for people of certain professions and a certain level of qualifications. It is no secret that with the development of a market economy, the relevance of once “non-prestigious” professions (financiers, economists, accountants) has significantly increased, and many young people rushed to receive just such an education. But today the demand for this category of workers is gradually falling, the market is full, and in a few years their demand will be significantly lower than former applicants expected. Therefore, when planning your professional self-realization, you need to carefully study statistics and sociological research data: in no other area can following fashion lead to such costly consequences as in choosing a profession; The dress can be changed, but the matter of life - not always.

By the way, the current situation in the education market is characterized by unprecedented demand for educational services. Naturally, in the new socio-economic conditions, many people had to radically change their field of activity, acquire new specialties, and learn new technologies. All this requires a significant increase in the number of educational institutions, and therefore teachers. In addition, for today's educated person, highly specialized knowledge is not enough. As a rule, to increase professional authority, a lot of new skills are required (proficiency in computer teaching technologies, ability to handle office equipment, etc.). Therefore, it is pedagogical activity that may be the most relevant in the coming years.

And finally, the third factor is nearby opportunities. These include those resources that a person has when choosing his profession: real knowledge about future work from family members, the possibility of patronage, the location of an educational institution close to his place of residence, a certain level of knowledge that limits the choice of a particular educational institution, financial situation, etc. . Sometimes this factor when choosing a professional educational strategy turns out to be the most significant, which leaves an imprint on the entire nature of professional development as a whole.

Teacher's abilities and talents

Teacher abilities can be divided into four groups.

The first group includes the teacher’s abilities that directly affect the effectiveness of teaching - professional ones. These abilities are his main abilities. These include:

1) ability to do educational material accessible to students;

2) the teacher’s understanding of the student;

3) creativity at work;

4) pedagogical volitional influence on children;

5) the ability to organize a children's team;

6) interest in children;

7) content and brightness of speech;

8) its imagery and persuasiveness;

9) pedagogical tact;

10) the ability to connect the academic subject with life;

11) observation (in relation to children);

12) pedagogical demands, etc.

The second group includes pedagogical abilities that hypothetically influence the effectiveness of teaching:

1) orientation (ideological, professional-pedagogical, cognitive) of the teacher;

2) general academic abilities (intellectual, etc.) of the teacher;

3) private didactic abilities of the teacher (skills in mastering teaching methods in specific disciplines).

The third group includes the so-called management abilities:

1) organizational;

2) communicative;

3) constructive;

4) projective;

5) Gnostic.

The fourth group includes the so-called image pedagogical abilities:

1) empathy (friendliness);

2) efficiency (systematic);

3) conducting lessons that stimulate the creative potential of students;

4) a friendly attitude towards students;

5) adoption of a democratic type of teaching;

6) a friendly attitude towards the administration and other school staff;

7) inclination towards the traditional type of teaching;

8) emotional stability;

9) good verbal understanding.

Teacher's temperament and success of teaching activities

The success of teaching and educational work at school depends on many factors, but primarily on the temperament of the teacher.

Melancholic temperament in pedagogical work possible, but not desirable. A melancholic person has weak excitatory and inhibitory processes. Reactions do not correspond to the law of force, and therefore in response to a weak stimulus there can be a very strong reaction. A melancholic person finds it difficult to cope with a change in life environment and gets lost in new conditions. Very impressionable, indecisive, withdrawn, requires a particularly sensitive and careful attitude towards oneself. Overstrain of mental and emotional activity is very dangerous for him. A melancholic person is suitable for a clearly thought-out regime, which provides for a gradual transition from one living conditions and methods of action to others.

The behavior of a melancholic person manifests an underestimation of their capabilities, lack of self-confidence in assessing teaching activities, increased emotional excitability, painful sensitivity to little things, and a constant feeling of anxiety. It seems to melancholic teachers that some students only think about harming them and laugh at them. Violation of discipline - breaking a window with a ball, pushing a teacher during recess and not apologizing - they often consider it as a deliberate action, not realizing that this is the result of children's need for movement, sometimes bad manners. The negative behavior of students blinds these teachers to all the positive behavior of the children.

While waiting to meet with students, they experience a feeling of fear and anxiety and come to these meetings with a negative attitude through which they perceive and evaluate children. V.A. wrote well about this. Sukhomlinsky: “If every child’s prank makes you feel annoyed and makes your heart pound, if it seems to you: they, children, have already reached the limit, so we need to do something extraordinary, take some kind of “fire” measures - weigh it seven times, Should you be a teacher? In the book “One Hundred Advice to a Teacher,” he cites a letter from teacher Lydia N. from the Tambov region, whose behavior reveals traits of a melancholic temperament and a lack of understanding of the world of childhood.

The increased emotional excitability of melancholic people and an inadequate reaction to current stimuli cause rapid exhaustion of their nervous system, the emergence of a painful reaction to the actions of children, and an increase in dissatisfaction with the teaching profession.

The activity, energy, and passion of a choleric person are positive; mobility, liveliness, emotionality of a sanguine person; slowness, restraint phlegmatic; softness, responsiveness, tact, depth and persistence of the feelings of a melancholic person. But with a choleric temperament, intemperance, harshness, and efficiency are often manifested; with sanguine – inconstancy, frivolity, superficiality; a phlegmatic person can be very slow, indifferent, lethargic, and a melancholic person can be withdrawn, indecisive, with increased anxiety, low ability to work, fatigue quickly, exhaustion of the nervous system, low demands, and suggestibility.

It is known that B.M. Teplov, who not without reason rehabilitated the weak type of nervous system, noted that from a biological and medical point of view this system is less beneficial. N.S. Leites also believes that the capabilities of the weak type should not be exaggerated. It is important to take these assessments into account in career guidance work with high school students, introducing them to different professions and the mental qualities of a person and typological indicators of the nervous system necessary to perform them.

The manifestation of temperament, as is known, is associated with character traits, with those systems of connections that are formed under the influence of living conditions and upbringing. Depending on the nature of external influences, the temporary neural connections that are formed in this case, in some cases can mask the features of the nervous system type, in others - inhibit or strengthen them, and change them under the influence of systematic and long-term factors.

This explains why teachers of similar temperaments can exhibit opposite behavior in different conditions labor activity. If a choleric teacher ends up in a school where there is mutual assistance, goodwill, fairness, good interpersonal relationships, both horizontally and vertically, then all this will influence the manifestation of his positive typological characteristics, neutralize and inhibit the negative aspects. And vice versa, in an unhealthy psychological atmosphere of the team, every day he will become more and more irritable, unrestrained, and more and more often fall into a state of passion. This will make life difficult for his colleagues, the school management, and students, which will immediately affect the success of the educational process.

Careful preparation for performing each type of activity, a sense of duty and responsibility will be formed in a sanguine teacher if the school management and colleagues treat the performance of their official duties in this way. Otherwise, protesting against the wrong attitudes in work on the part of others, the teacher will begin to be indifferent to his duties and avoid menial but necessary work. And since there is a lot of triviality in his activities (systematic checking of notebooks, questioning students, monitoring how they comply with the rules of behavior), the level of educational work will decrease, and the feeling of satisfaction from the work performed will disappear.

Lack of control, overestimation or underestimation of requirements can also negatively affect the behavior and activities of teachers with different temperaments and personalities.

Good organization of the life of the teaching staff and demands for the quality of their work will have a positive impact on the nature of the activities of phlegmatic teachers. Under such conditions, the slowness and rigidity characteristic of them will not turn into indifference, lethargy, laziness, i.e. the negative aspects of temperament are neutralized.

Melancholic teachers who work in a friendly environment, where there is a sensitive attitude on the part of the school management, colleagues, and parents, find it easier to overcome difficulties, they have less feelings of anxiety and uncertainty. This contributes to the formation of positive character traits (for example, confidence), which to a certain extent mask the characteristics of the type of nervous system.

A bad situation in the team will only increase disbelief in one’s strengths and feelings of anxiety; the nervous system will become depleted and ability to work will decrease.

Emphasizing that the manifestation of temperament depends on specific living conditions, at the same time it should be remembered that typological indicators of the nervous system leave their mark on the teacher’s reactions to external influences, which affects the results of work, its methods, content and form of control.

The manifestation of temperament is also influenced by the character of the teacher, the goals and motives of the activity he performs. Manifestations of temperament can be suppressed (disguised) by any active motives. Thus, among teachers with serious social interests, the choleric temperament finds expression in proactive, energetic actions. Where there are no such interests, it can more often be expressed in affective experiences and irritability. The traits of sanguine temperament also manifest themselves differently depending on the direction of the teacher’s activity. Frivolity and superficiality are opposed cognitive interest, the desire to benefit others.

The properties of the same temperaments manifest themselves in opposite ways in educational and educational work, depending on the attitude of teachers towards children and towards the teaching profession. For example, a choleric teacher rarely shows intemperance or rudeness if he loves children and the teaching profession. Love for children inhibits the manifestation of imbalance in the processes of excitation and inhibition.

The manifestation of temperament also depends on the general culture of a person. Therefore, the teacher’s incontinence cannot be associated only with the typological characteristics of the nervous system. Often this is the cost of education. The leitmotif of school reform is to improve relations between teachers, students and parents. Great importance This is due to the activities of school leaders and public education inspectors. By individualizing the approach to each teacher, they can help people with different temperaments and personalities adapt to successful teaching activities and achieve success in it.

Teachers themselves must take their temperament and character into account. It is advisable, based on the characteristics of your temperament, its positive and negative sides, to form an individual style of activity, i.e. such an individual system of techniques and methods of action that best suit psychological characteristics given teacher and are most effective in achieving the desired result in teaching activities. One of the main tasks is to overcome the negative aspects of temperament and use the positive ones. You need to start working on yourself already at the pedagogical institute. During laboratory classes in psychology, during the period of pedagogical practice, students can determine their predominant traits of temperament and character. Then you need to learn to rely on your strengths. The teacher’s individual style should be manifested in the basic forms and methods of work: features of class organization, communication of new material, organization of recording of acquired knowledge, etc.

E.A. Klimov in the book “School..., and then?” compares lessons taught by teachers of sanguine and phlegmatic temperaments. Analyzing these lessons, the author emphasizes that it is obviously pointless to decide which of these teachers works better. Both successfully solve the problem of activating students. Moreover, if the first teacher works according to the second one, he will lose his face and the problem will not be solved in the best way. In the same way, the style of work of the first teacher will not be suitable for the second - leisurely and calm. “Success here is due precisely to the fact that everyone works with maximum regard for their personal qualities, works in their own individual style.”

Based on a comparison of the work of two teachers described in the book by E.A. Klimov, we can conclude that the slowness and lethargy of a phlegmatic teacher must be compensated for by careful preparation, thinking through various forms and methods of work, advance orientation, formation, and honing of pedagogical techniques. At the same time, the actions of the slow teacher become faster and more efficient.

A sanguine teacher must remember his great mobility and impressionability, so that the lessons do not become entertaining in nature and do not overly excite the children, thus, the sanguine person must limit his haste.

The teacher’s individual style of activity is formed in the process of teaching and upbringing and promotes him to a higher level of pedagogical activity. It is most pronounced when positive attitude teacher to activities when interest and creativity arise. Then the teacher looks for effective techniques and methods that help achieve the highest results, analyzes his data, capabilities, results of his activities, and finds out the conditions for its successful implementation. Gradually, such techniques and methods of work are selected that are most consistent with the characteristics of the individual, in particular the characteristics of temperament and character, and are most effective. In this sense, we can talk about the pedagogical style of a master teacher who does not mechanically assimilate the experience of other teachers.

The character of a modern teacher

The character structure of a modern teacher consists of five blocks of traits in accordance with the types of relationships identified in science:

To society

To people,

To activity,

To yourself,

To objects (products of activity).

The basic criterion for the formation of the moral-volitional character of a teacher (as a social one) is his productivity (E. Fromm). In the individual character of a teacher, this criterion is identical to the value-semantic position.

That's why highest level manifestations of moral and volitional traits corresponding to each a certain type relations is the formed value-semantic position:

In relation to society, it manifests itself as the teacher’s citizenship (civic position).

In relation to people – as pedagogical tolerance (humanistic position).

In relation to professional activity - like love for the teaching profession (professional position).

In relation to oneself – as self-creation (personal position).

In relation to objects - as rationality (pragmatic position).

Each of these manifestations of the teacher’s value-semantic position is an integrated trait of his character.

Each integrated trait is a hierarchical system consisting of a number of specific traits that exist in an organic relationship. The hierarchy of relationships between traits is explained by their different meanings. Some of them relate to the content of this integrated trait and determine the direction of character, others determine the methods of volitional self-regulation, emotional manifestations and actions.

Each integrated moral-volitional trait is a complex phenomenon and in the teacher’s character is manifested in a complex of traits, which consists of several interrelated components: cognitive, activity and emotional, the identification of which allows, in our opinion, to more clearly understand the manifestations of these components when observing the main trends in formation of the character of the future teacher. But at the same time, we take into account the position of a number of researchers who claim that “it is pointless to try to separately assess the cognitive, emotional and volitional components of activity. For their effective manifestation, a delicate balance of cognitive, emotional and volitional processes is required. It is possible to analyze these components separately, but it is impossible to evaluate them separately.” In each integrated character trait, all three components - cognitive, affective, volitional - are holistically manifested in specific traits, in which, in accordance with the idea of ​​​​a productive type of character, knowledge, respect, care, and responsibility are embodied. Based on this, the teacher's character structure is a hierarchy of traits listed below.

1. The teacher’s citizenship includes the following specific features: civic consciousness (knowledge of the system of civic values, social norms, history and culture of the state, etc.), obedience to the law (respect for the laws of the state), civic activity (concern for the prosperity of society and the state) and civil responsibility (responsibility to society for one’s actions).

2. Pedagogical tolerance: humanistic worldview (knowledge and understanding of the principles of humanism), respect for people (students, colleagues), care for people (desire to help and support one’s students, colleagues), moral responsibility (responsibility for the life and health of students).

3. Love for the teaching profession: pedagogical conviction (professional knowledge and beliefs), loyalty to the profession (respect for norms professional ethics), pedagogical creativity (concern for the development of the profession), pedagogical responsibility (responsibility for the results of one’s work).

4. Self-creation: reflexivity (knowledge of one’s qualities as a subject of professional pedagogical activity and one’s own life), self-respect (respect for one’s own dignity), self-design (taking care of one’s health, education, career), responsibility for one’s life (responsibility for one’s behavior and implementation life plans).

5. Rationality: curiosity (the desire for comprehensive knowledge about the objects of the surrounding world), respect for property, frugality (concern for the reasonable satisfaction of one’s material needs), accuracy (responsible handling of things and objects). Each specific trait (knowledge, respect, care, responsibility), which is part of an integrated character trait, has cognitive, emotional, and activity manifestations.

Thus, each of the five integrated character traits of a teacher is a set of a number of interrelated traits that are expressed in corresponding emotional reactions, volitional actions and actions, in values, norms, and principles that reflect the spiritual and moral meaning of the teaching profession. The formation of moral and volitional character traits of a future teacher depends on a number of factors. Character manifests itself, and therefore is formed, in situations of fundamental uncertainty, in situations associated with risk. Such situations require a person to choose between possible alternative forms of behavior and activity. This is a choice between what is desired and what should be, between need and interest, a goal associated with satisfying a need, and an ideal. Character reveals its necessity in a situation of choosing goals, methods, and means related to the realization of interests and ideals that ensure the integrity of the individual. In other words, “this ability of a person to withstand any circumstances, including internal, psychological ones, represents a powerful force for self-change of a person, the basis of his development as a person... To the extent that a person is capable of this, it comes to the fore It is not the concrete characterological that appears, but the social and universal.” Therefore, character produces a person’s actions. This is his strength.

1. Psychological picture modern teacher

1. Priority values

Professionally important qualities for a teacher are love for children, the desire to understand and help them. If communication with children is not a priority value for a teacher, he should not count on the love and trust of the children, even if he knows his subject perfectly and masters teaching methods.

Humanistic orientation of the teacher’s activity:

• The teacher is close to the interests and problems of the students
• unconditional acceptance of the child

1. Psycho-emotional state

The characteristics of a teacher’s behavior and perception are largely determined by the state of his nervous system. With information and emotional overload that occurs at school, disturbances in the teacher’s motor and speech behavior and health problems are possible.

Favorable psycho-emotional state:

• self-control in extreme situations and the ability to make the right decisions.
• emotional stability, predictability and performance of the teacher

1. Self-esteem

Self-esteem, or self-perception, is a person’s assessment of himself, his capabilities, qualities and place among other people. A teacher’s ideas about the principles of teaching, his entire “personal pedagogical philosophy” are largely determined by his self-esteem.

Positive self-perception:

• easily creates an atmosphere of live communication in the classroom and provides psychological support;
• trusts people and expects them to be friendly;
• The student is always perceived as a person worthy of respect.

1. Teaching style

The formation of a teaching style is influenced by a number of factors: personal characteristics, life attitudes, experience. Teaching style can contribute to a teacher's effectiveness or make it difficult for a teacher to fulfill his or her professional responsibilities.

Democratic style of teacher activity:

• The teacher provides students with the opportunity to make their own decisions, listens to their opinions, encourages independent judgment, and takes into account not only academic performance, but also the personal qualities of students.
• Basic methods of influence: encouragement, advice, request. The teacher exhibits satisfaction with his profession, flexibility, a high degree of acceptance of himself and others, openness and naturalness in communication, and a friendly attitude that contributes to the effectiveness of teaching.

1. Level subjective control

The level of subjective control shows what degree of responsibility a person is willing to take in relationships with people and regarding the facts of his own life.

High level of subjective control:

• accept responsibility for everything that happens in his life, explaining this by his character and actions, and not by external circumstances;
• have high search activity and self-confidence.

Table 1

Behavioral characteristics in which professionally significant personal qualities are manifested

No.	Empathy	Reflexivity	Sociability	Personality flexibility	Ability to cooperate	Emotional appeal
	Understands the student's mood well	Interested in students' opinions	Talks about his difficulties and experiences to his students	Does not demonstrate superiority over students	Attracts one with high erudition	Has an endearing demeanor
	Attentive to the student and his problems	Knows how to restrain himself even when students are wrong	Easily connects with most students	Recognizes the student's right to their own point of view	Willingly supports the constructive initiative of the guys	Shows courtesy
	Shows love and respect for children	Can publicly admit his mistakes	Shows willingness to discuss various issues with students	Shows exactingness and rigor	Shows affection towards the interlocutor	Has an attractive appearance
	Attentive to the mood of students	Takes into account the interests and inclinations of the children	Strives to establish trusting relationships with students	Shows willingness to reconsider one’s own point of view	Able to resolve conflict situations	Addresses students tactfully in and out of class
	Takes into account the emotional state of the student in the lesson	Considers his previous mistakes	Interested in students' personal problems	Knows different ways to organize a lesson	Inspires others to be creative	Earns respect from others
	Ready to respond to your interlocutor’s problems	In difficult situations, remains calm and self-possessed	Shows interest in the interlocutor and his information	Recognizes the equality of positions between teacher and student	Encourages students to discuss	Interesting in conversation
	Sympathizes with the student during failures	Seeks constant feedback from students	Shows openness in communication	Able to analyze social events and processes	Able to listen and hear others	Has a wide range of interests and hobbies
	Shows respect for the student's personality	Is critical of his actions and actions	Seeks to maintain multiple contacts with different students	Creative and unconventional attitude towards his activities	Shows genuine interest in students	Shows kindness

table 2

Behavioral characteristics,

evidence of teacher proficiency

basic communication functions

No.	Influence (as formation)	Organization (as an incentive)	Broadcast information
	Able to create a favorable psychological mood in the classroom	Able to find an individual approach to the student	Demonstrates good knowledge of the subject
	Fair and considerate towards students	Able to arouse interest in the material being studied and in the entire subject during the lesson	Presents material clearly and accessible
	Organizes own time and activities rationally	Often encourages students in difficult situations	Able to carry on a conversation on various topics
	Does not allow swearing at students	Able to unite children around a common idea, task, goal	When presenting the material, encourages children to think about its content
	Shows creative activity at work	Calls students by name most of the time	Express your own position on a particular issue
	Infects children with interest in any business	Able to relieve stress and fatigue in class	Defends his point of view without irritation or temper
	Can convincingly and convincingly convince children of the need for some deed or action	Encourages students to express their own point of view	Speaks reasonedly and convincingly
	Is a reference (significant) person for most guys	Involves children into work in class	Has a culture of speech

Bibliography

1. Akhmerov R.A. Subjective picture life path in the structure of self-awareness // In the world scientific discoveries. Krasnoyarsk: Scientific and Innovation Center, 2013. No. 7.3 (43) (Problems of science and education). pp. 190-220.
2. Adriade, I.P. Fundamentals of pedagogical skills [Text]: textbook / I.P. Adriadi. – M., 1999. – 238 p.
3. Antonova, N.V. Personal identity of a modern teacher and features of his communication [Text] / N.V. Antonova // Questions of psychology, 1997. – No. 6. – pp. 23–29.
4. Zimnyaya, I.A. Pedagogical psychology [Text] / I.A. Winter. – M., 2002. – 302 p.
5. Andriadi I.P. Fundamentals of pedagogical skills: Proc. aid for students avg. ped. textbook establishments. - M: Ed. Center "Academy", 1999. - 160 p.
6. BaykovaLA., Grebenkina L.K. Pedagogical skills and pedagogical technologies: Textbook. - M.: Pedagogical Society of Russia, 2001.-256 p.
7. Diagnostics of the communicative culture of teachers and managers educational institutions: Method, recommendation. for psychol. services / Compiled by: Yu.A. Gagin, V.A. Schram, T.T. Timofeeva. - St. Petersburg: GASU, 1994. - 53 p.
8. Zaretskaya I.I. Professional culture of a teacher: Tutorial- M.: APK RO, 2002. - 101 p.
9. Klimov E.A. Psychology of professional definition: A textbook for university students. – Rostov n/Don: Phoenix, 1996.- S. – 56, 69, 89, 93.
10. Lukyanova M.I. Psychological and pedagogical competence of a teacher // Pedagogy. -2001. - No. 10. - P. 56-61.
11. Pedagogy and psychology: Proc. manual for universities / Ed. A.A. Radugina. - M: Center, 1999. -256 p.
12. Rogov E.I. Choosing a profession: Becoming a professional. – M.: Publishing house VLADOS-PRESS, 2003. – P. – 17, 138, 142.
13. Rogov E.I. Psychology of communication. - M.: VLADOS, 2001. - 335 p.
14. Rogov E.I. The teacher as an object of psychological research: A manual for school psychologists on working with teachers and teaching staff. – M.: Humanitarian Publishing House. VLADOS Center, 1998. – P. – 48, 214.
15. Leites N.S. Psychology of giftedness in children and adolescents. - M.: Publishing center "Academy", 1996. - 416 p.
16. Fromm E. The Art of Being. – M.: Publishing house: AST, Astrel, 2012.- 68 p.
17. Khodusov A.N. Methodological culture of the teacher and the conditions for its formation in the system of continuous pedagogical education. - M. Course, 1997.
18. Yakusheva T.N. Communication abilities as a factor in the development of professional skills of a teacher. Introduction to the teaching profession: practice, concepts, new structures. - Voronezh, 1992. - P. 122 - 124.

Personal relationships are the feelings that people have for each other. Basically, feelings during communication are positive (likes) or negative (dislikes).
Sympathy (Greek sympatheia - “internal disposition, attraction”) is a feeling of a person’s stable emotional predisposition towards other people.
Antipathy (Greek antipatheia, from anti against, and pathos passion) is a feeling of dislike, dislike or disgust, an emotional attitude of rejection of someone or something. The opposite of sympathy. Antipathy, like sympathy, is a largely unconscious feeling and is not determined by a volitional decision, but it can also arise consciously, as a result moral assessment in relation to those people, beings or phenomena that are condemned by the system of views accepted in a given society.
Antipathy has its source in the idea of ​​harmfulness, danger, ugliness, inferiority of the object of antipathy, acquired by personal or hereditary experience or instilled by upbringing. This feeling may also be based on the special excitability of the individual’s nervous system (see Idiosyncrasy).
The hereditary or acquired antipathy of humans and animals to certain objects is often of an instinctive or reflex nature and, according to some authors, is associated with the task of self-preservation of the individual, biological species, group or ethnicity.
In sociology and psychology, antipathy, like sympathy, serves as one of the motivational regulators of interpersonal and intergroup relationships. At the same time, feelings of like and dislike can be more or less independent or even complementary, that is, naturally combined in an emotional attitude towards another person (the severity of one pole with the simultaneous expression of the opposite) [Wikipedia].
The occurrence of likes or dislikes depends on:
* physical attractiveness;
* similarities and similarities;
* character, skills, success in various types of activities;
* joint work, actions for the benefit of another;
* respectful attitude towards others.
Appearance, physical attractiveness
If external features a person is pleasant to us, then we involuntarily sympathize with him. We perceive him for his external, physically beautiful qualities, while people who are sloppy and unkempt more often cause antipathy.
Similarity, similarity
Similarity and similarity can be external and internal.
The similarity is external - the same age, gender, cultural level, material security.
Internal similarity is a commonality of interests, views, values, norms of behavior, character traits.
A person’s “otherness” from others prevents us from understanding him and feeling sympathy for him. Because a person is “different,” he is often given offensive nicknames and labels.
Character qualities, skills
When entering into relationships with others, the consolidation of sympathies is influenced by various character qualities, success in various activities, skills, and hobbies. They make a person attractive to others. If a person is disposed towards others, is sympathetic, attentive, kind and knows how to sometimes give in to others, then he evokes the greatest sympathy in them.
Antipathy and wariness, on the contrary, are caused by constrained, timid, shy, and unconfident people.
Psychologists asked schoolchildren to describe which guys they dislike the most. And this is what happened.
The “winner” is the one who believes without any good reason. that he should always be the first in everything.
“The most beautiful” (“first beauty”) is the one who is most interested in the question: “Am I the prettiest, the most ruddy and the whitest in the world?”
“Rich man” is the one who believes: “I can buy and sell everything. I am better than everyone else because I have more money.”
"Hooligan" - "I like to feel the defenselessness of others."
"Self-confident" - "I'm always right!"
“Suck-up” - “I will only do what others like!”
"Weak, quiet" - "Don't touch me, I'm small and weak!"
"Crybaby, sneak" - "I will complain to adults"
All the guys described are focused on themselves, think only about themselves, do not take into account those around them, and can use other people to achieve their goals. They are constantly
demonstrate that they are better than others - smarter\. more beautiful; others - that they are worse (weaker, more defenseless) than others. Both are not liked by others and cause antipathy.
Joint work, actions for the benefit of another
A common cause best unites people. General, joint and especially business relationships create favorable conditions to develop in people the ability to coordinate their actions and help each other, especially if they are useful to everyone personally.
In the cartoon “Winter in Prostokvashino” the cat Matroskin explains this: “Because joint work - for my benefit - unites.”
Lazy and incompetent people cause us antipathy.
Treating others with respect
Respect is the position of one person in relation to another, recognition of the merits of the individual. Respect dictates not to cause harm to another person, either physically or mentally.
Respect is one of the most important requirements of morality. In the moral consciousness of society, respect presupposes justice, equality of rights, attention to the interests of another person, his beliefs. Respect presupposes freedom and trust. Suppressing these demands is a violation of respect. However, the meaning of these qualities that make up respect is determined by the nature of society and the accepted paradigms. The understanding of human rights, freedom, and equality in different centuries was completely different. According to the dictionary of ethics edited by I. Kohn, the greatest opportunities for deep respect, the elimination of exploitation, as well as the conditions for the highest measure of real personal freedom, are provided by the communist formation.
According to Kant, respect establishes the norm of human relations even more than sympathy. Only on the basis of respect can mutual understanding emerge.
Also, respect is a moral duty and the only correct position of a person in the face of everything valuable, in the face of any person (Wikipedia).
Benevolence - conceptualizes the activity associated with selfless concern for the well-being of others; correlates with the concept of selflessness - that is, with the sacrifice of one’s benefits in favor of the good...
If people treat us kindly and respectfully. If all this is manifested in a person’s facial expressions, behavior, and actions, this arouses our sympathy.
Our antipathy is caused by indifferent and unfriendly people.
With goodwill a person:
* looks directly at the person, the gaze expresses friendliness;
* smiles warmly and heartily;
* sits close;
* expresses interest in what a person likes and is passionate about;
* friendly fights are possible;
* listens carefully;
* expresses approving, understanding judgments;
* friendly, open face;
* calm, friendly gestures, expressing attitude towards the interlocutor (1, pp. 110-111).
Literature:
1. Psychology. 4th grade. A.D. Andreva, I.V. Dubrovina, D.V. Lubovskaya, A.M. Prikhozhan. Voronezh: Modek, 2001.

Friendship
Material Each of us needs friends, everyone values ​​friendly relationships, but in science the phenomenon of “friendship” and “friendly relationships” has not yet been studied well. It was perhaps best analyzed by Igor Semenovich Kon, who even wrote a book called “Friendship.” It came out back in the 70s.
Generally speaking, friendship is a “non-sex marriage.” In the sense that people do not marry each other, but all other relationships, minus sexual ones, remain with them. This is help, support, devotion, interest in each other, spending time together. Moreover, in marriage there is more of this, but in friendship it is often more interesting and better. Friendship is the satisfaction of our needs for participation, support, and sharing our impressions.
Friendly relationships can be between people who are close or not, friends and acquaintances. Or there may not be any between them.

Different people mean Friends and Friend different content. Friends should not be confused only with buddies. Friends are people you can have fun with
time, but nothing more. They differ from friends in that you can ask friends for help in difficult times, but not friends. Necessary people useful contacts are useful, but they are not at all the same as friends. A separate conversation about what a True Friend is as opposed to just a Friend. One thing is certain: good friends go to those who know how to be a good friend themselves.
Why are people friends and Why are people friends?
For most people, their friendships answer the question “Why”: they are friends because... See Basics of Friendship. Some people are friends so that their friendship has meaning and purpose.
Friendships can be correct, promising and unnecessary.
The absence of a friend or friendship with anyone at all usually indicates personal trouble and creates the preconditions for personal trouble.
Circle of friends

The circle of friends is a question of both quantity and quality of friends. Choosing friends is the most important task in life, on which a lot depends on everyone’s fate. "Tell me who your friends are and I will tell you who you are."
Friendship between a man and a woman

Friendship between a man and a woman is possible, but very often a man next to a woman only pretends to be her friend, having completely different views on her; If you love each other, then learn to be friends. It is difficult to say that people love each other if the relationship between them cannot be called friendly. good friendship- the basis of true love.
If you are friends, then think twice before introducing love and sex into your relationship. The traditional idea of friendly relations excludes the expression of sexual attraction, and in our culture introducing love and sexual relationships into friendships is a dangerous moment.
Female friendship
It is a myth that there can be no friendship between women. Another thing is that if a man who both likes comes between women, this female friendship usually does not stand up.
Friends and money
How to resolve money issues with friends? Can I use friends?
Friendship: nonsense and myths

Nonsense and myths associated with the concept of “friendship”:
“True, faithful, male friendship” (this concept formed the basis of many literary works), which is based on trust and loyalty to commitments to the point of self-sacrifice. Friendship between men is contrasted with relationships between women, where true friendship is believed to be impossible.
The contrast between "friendship" and "love". It is believed that love excludes friendship, and friendship excludes love.

Expediency: what friendship works for

The expediency of friendship is the relationship of friendship to life goals. How, for example, does friendship with a specific person (or, for example, with a group of classmates) work towards my life's purpose?
You already have your one-, three-, and five-year goals. Your goals are written down. Look, in which column, for what purpose and purpose does friendship with this person fit? What about this? If it doesn’t fit any of the goals, you have at least two options: either formulate it as an independent goal: “continue to be friends with N to the extent and with the frequency that N needs,” or reconsider the need for this friendship.
Perhaps at least change her character: continue to have a pleasant meeting, but not in a bar, but in the gym.