The personality of a primary school teacher

If the requirements of the teaching profession to a person coincides with his personal qualities and capabilities, they speak of professional competence. The basis of professional competence are above all the ability of the individual. This term usually refers to such individual - psychological characteristics and that will help him succeed in anything. Understand their aptitude, interest to this area of work will help future teachers experience social - organizing, mentoring at the school, camp, etc. among younger, experience in organizing collective, group activities. Here we have in mind is not necessarily the public works commissioned, as it officially. Perhaps even more important to the knowledge of himself has an area of its own initiative. If the person to 'stick' younger comrades, if he manages to combine them for some things that others seem trivial (say, cut out of twigs whistle, feed stray cats, etc.), it may be a sign of developing a human pedagogical or organizational interests, aptitudes. And where addiction, will and ability.

Abilities students wishing to become a teacher can check After spending a counselor at the camp. If the children's fun, because he's inventor, able to organize students to good causes. If he can awaken in children initiative, initiative, ably led by their thoughts and deeds. And if he does not command, and carries the team. Has organizational skills, an interest in children, and sociability. We can say that he has the ability to become a teacher.

Also test your ability to identify and help students propensity specially created profiling classes.

Ate a child wants to be a teacher, he can try to conduct a lesson in elementary school under the guidance of a teacher.

If the requirements for a teacher and meet the person, then that person may want to choose a profession.

It may happen that the psychological characteristics are not fully comply with the requirements of the profession, they want to choose. But we should not put off. Indeed, many human ability, if he wants, can develop their own.

And so, the chosen profession. The main condition for its choice was relevant requirements this type of profession.

2.2 The second stage

The second stage of the formation of the true authority of the teacher-educator is to master teaching skills.

First, the acquisition terms of pedagogical skills are in special education. The process of teacher training future teachers should be organized in a sequence corresponding to the laws of learning and mastering the skills and abilities.

At the first stage, students must obtain sufficient theoretical knowledge of psychology, pedagogy, information on teaching skills, their content and structure of the actions and skills from which they are formed, the ways and means of mastering them. It is important that students understand that they can learn through lectures, seminars and other forms of educational work (self-direction, course, degree,), and that depends on himself, on his ability to observe the phenomena of teaching, his aspirations and activity in the development itself. This stage should implement pedagogical practices that the latter does not become a way of trial and error, and that because of their ineffectiveness has not led to disillusionment with the possibilities of pedagogical activity. This familiarity with the psychological and pedagogical disciplines, both in theory and practice of education and training of students.

A natural consequence of the first phase of creating the necessary guidance for making pedagogical decisions is the stage of educational practices (eg, at school, in the camp). It can be implemented in many different ways: on the analysis of activity of pedagogical situations, to build a model of pedagogical behavior, practical educational activities of students with children, etc.

All of these options are united by one common idea - to the future teacher himself must do all what he knows, but almost did not perform and therefore not capable of doing. Ability is the result of the action in question, moreover, of the one who masters them. Therefore only adequate action - means of mastering skills. It is well known that to know how to act, does not mean to be able to so act.

But stop at the second stage - so stop halfway. Process of learning pedagogical skills requires not only information about them and the appropriate action, but also a comprehensive understanding of the common and typical, private and multi-variant displays skills. Comprehensive analysis of action. This means that the evaluation should follow the practice of seminars, courses, and various other forms of education. Only then will be able to link theoretical knowledge with practice, learn and knowledge, and the ability to consciously and with a professional eye.

Thus, the third step should be the immediate precursor culminating educational practice, the objectives of which are specific: do not start all over again to master pedagogical knowledge and skills, and to grind the last direct practical teaching activities that very useful in the period of post-graduate professional adaptation.

Teaching practice for final year is the fourth and final phase of professional - pedagogical training of future teachers.

The higher education experience shows that the more accurately followed the above pattern, the more successful the process of professional development of future teachers.

The universities also generate communication skills. Future teachers need to know and own forms of communication and culture. Vocational training - teacher communication can be carried out in the classroom for teaching, special seminars and special courses, workshops, during teaching practice and other cases. It is particularly important that the student himself mastered techniques of training itself and regularly working out the necessary communication skills.

In the process of mastering the pedagogical means of communication are a number of stages.

In the first stage of learning to communicate develop the ability to reflect, to the realization of their own behavior in communication, the internal state of the individual and its external manifestation.

The second phase - learning to feel the intellectual, emotional, moral and volitional state students, the ability to stimulate the activity of students (view newsreels and TV monitor specific people).

2.3 The third stage

The third stage involves the development of skills, not only to the perception and networking, but be sure to take an active and teacher impact on student mastery of ways these impacts.

Especially it is necessary to consider the problem of self-organizational skills of future teachers. One way or another in the process of learning from the accumulated experience of the students organizational skills. In the organizational skills of the future include the ability to ask the teacher work, monitor, evaluate results, make adjustments.

Organizational skills a student receives in the investigation:

1.Copy managerial actions teachers, others;

2. Delay experience organizing actions in new situations;

3. Planning and implementation of the action on the instructions of teachers;

4. Exertion sufficient independence, initiative, organized pedagogically useful life of students: know how to build the future, set goals and objectives, to organize their response to the end, to evaluate the results.

The university also formed and personal qualities necessary for future teachers. This is a moral position for good, aesthetic expression, etc.

Moral self-education of future teachers is morally due to turn in personal-need to regulate their conduct in accordance with the norms of morality in the most diverse and specific life situation. The fact that the moral is always the attitude of men, and the interests of people can not match. Once the students have to establish the relationship between the two students "to justice", he immediately feels that each of them in the concept of justice puts their understanding. It is easy to be true in theory, and oh how hard - in practice!

The only real moral actions of the student (moral-cognitive, emotional, moral and ethical behavior) contribute to its moral self-education.

To successfully engage in moral self-education, little knowledge of morality. You must have an idea of their moral qualities, realistically assess yourself what qualities a fix, what to develop, what to get rid of, what to buy.

For practical teaching and education of future teachers is important and aesthetic self-education. Aesthetic tastes of the teacher evident in everything: in his appearance, manners, gait, acts in a relationship to the world, to work.

In the development of the aesthetic culture of the future teachers play an important role literature and art. With them are refined his thoughts, feelings and actions, his whole personality, so in education lays the basic components of pedagogical authority of the teacher-educator.

Further development of basic components and pedagogical skill acquisition occurs while teaching at the school. To teach the teacher gives a diploma on completion of teacher training institute. This is a formal level of becoming authority. It is characterized by the presence of power and role-based component of the authority.

In a statement, the authority responsible role teachers play the primary self-presentation when the teacher appears as an officer with designated authority, and children - as his students and pupils. At the first meeting with the pupils to tactfully convince them that it is not only because of the diploma in his pocket, and age, but because of the extensive knowledge and high culture of the people received the right to lead a team, be a teacher. The first lesson is not to be acquainted with the students, causing them to the magazine. While talking with one, the other loaf. And in a moment of idleness, noted K.D. Ushinsky, man spoil and the head and the heart, and morality ... The first meeting with the pupils should be a celebration, fireworks.

The task of the teacher - to present yourself face. Show their strengths.

Justly I.Zyuzyukin teacher: "They need bright, with a" highlight "of the individual, not just a good man, and always something to rise above the rest, something had been given to excess."

Such a teacher must know his subject perfectly. But the "twist" that will attract guys can be a great knowledge of art literature, the ability to tell interesting, knowledge of cinema, theater, music, technology, sports, the ability to paint beautiful, etc.

The effect of the impact of the first lessons to students increases, the teacher begin to admire.

Using this approach, dating, remember that the younger students, the teacher is characterized by the impression of the first meeting. And often, one thing, however, as one mistake, an absolute and can create sustainable wrong impression about the elder. Change it in the future will be difficult. Here you can easily gain authority and quickly lose it. Therefore, the successful formation of the authority is to carefully control their behavior, very serious relationship for the first meeting, exclusion missteps and mistakes, and if they happened - honestly admit it. From the first moment of contact teacher is important not to emphasize their role benefits, and an emphasis on personal self-presentation. Humanity, trust, goodwill shall disclose his pupils affected.

Psychologists determine certain stages of the teaching authority. In the first phase the teacher acts as a source of information. At this stage, the teacher in front of students may be somewhat lacking in personality, his personality can not be fixed, or even perceived purely negative, but that does not beg its importance as the holder of the required information. Such a relationship is largely situational: they develop and are implemented only in a lack of information and break down if it is of sufficient accessible to the person concerned.

In the second stage it becomes the reference person whose opinion is listened to and taken into account students in solving personal and group challenges. This type of relationship, in contrast to the first stage of development authority, characterized by a "personal vision", "personal entertainment". At the same time, the high preferentiality teachers do not exclude the possibility of the negative attitude of the student to him as an individual. Despite the fact that the ratio of the reference teacher interpreted the facts and circumstances played the role of a guide in life, it is often a student does not agree with this assessment, does not accept it as true and indisputable can sometimes take a position that is called a "contradiction".

With authority of his position and therefore can significantly affect the livelihoods of classroom staff, the teacher, as a rule, is the reference person for the students, whose views are considered when addressing both personal and public group tasks. Therefore, almost every student prior to selecting a particular practice of his conduct should relate their intentions from the perspective of a teacher. Although this position will not necessarily be accepted at school, it will have some influence on his subsequent actions.

It was only in the third stage it is authoritative. This stage is characterized qualitatively higher than in the previous two stages, the significance level of the teacher to student. Authoritative teacher is advanced confidence, his opinion is recognized initially true. Seen as a guide to action, and success is expected and anticipated. These relations are a clear evidence of personal preference and have deep emotion.

Evaluation of the teacher students are almost always strictly positive. If the reference teacher students, while not denying its importance to them, often do not detect them impressed the quality, but also the negative personal characteristics, then, describing the teacher who uses their authority, they describe its qualities exclusively with the "plus." Moreover, the same principle as the teacher can have different opinions, and some students in the same subject matter who they are - an authoritative or non-authoritative teacher.

So, we have consistently looked at three of the significance of the teacher to the student - "a source of information," "reference person", "authoritative person". These positions are on the one hand, are the nodal points of the quantitative growth of the importance of the teacher to the student, and the other - the borders that indicate qualitatively different levels of interpersonal preferences in the school community.

Fixing positions for each of the preceding prepare, but not in any way prejudge the transition to the next level in the hierarchy of interpersonal preferences, there is a necessary but not sufficient condition of this qualitative leap. At the same time, the loss position of "source of information" and "reference person" naturally leads to a loss of credibility in the eyes of the teacher students.

On the process of teaching authority has a major impact age children. So, the first-grade teacher prevails unlimited authority in all spheres of activity. Adolescents and young adults characterized by its "specification" - narrowing the scope of a definite impact, recognizing him only in one or more areas.

Finding teaching authority in a particular class depends on what level of development of group consciousness, the existing system of leadership, of which of the guys are right, the ball and formed a relationship with the teacher.

In the end, the nature of authority relations are determined by how complete and versatile disclosed in pedagogical communication teacher's personality, as he translates not only knowledge, but also the personal meanings, making the domain of students originality and richness of his personality.

Today, as a hundred years ago, the actual words of K.D. Ushinskogo that influence individual teacher is an educational force that can not be replaced with textbooks or moral maxims, nor a system of punishments and rewards.

Gaining and maintaining the authority of the teacher - hard, hard work to improve the professional status. For the authority to fight every second, every hour, every day. If the teacher is no longer up to date, not watching them, falls in the home, there is a relationship with the children on the path of familiarity and formality, alienated from the children, no matter how indisputable was his first teaching authority, he perish along with the disintegrating personality educator. Therefore, it is important for the teacher to constantly maintain its "authoritative" form, perform spiritual, moral ascent. It means to seriously analyze their relationships with the children, it is critical to understand their behavior, overcome mental weakness, callousness, cheap conceit and pride, preserve dignity and honor of teaching, keep your conscience be able to be responsive.

Also supporting the authority necessary for a teacher was not only the self-education, and self-education. The teacher must constantly replenish their knowledge of new techniques, technologies and other interesting innovations in their subjects and disciplines. Stay tuned for instructional materials and undergo further training.

Authority grows out of honest and pure relations, characterized by humility. The authority of the teacher is not an end in itself and not a value in itself. It acquires meaning and pedagogical effectiveness, not when used as a powerful force of administrative action, anti-children, maintaining external order. Its value is revealed most fully when his spiritual power is aimed at developing a pupil of the inner man, free will, talent, responsibility, self-determination, and creative self-manifestation. The use of authority in these areas, accepted and adopted children as an attractive spiritual force teacher.

So, we found that the formation of pedagogical authority are two conditions:

1. Right choosing a career.

2. Develop pedagogical skill:

a) An educational institution;

b) Self-education, self-education (training courses).

The primary means of maintaining the authority of students is self-education and self-education, and only one who is constantly learning and improving themselves morally, has the right to teach and educate others.

Conclusion

Teachers teach children to read, write, do math, and much more. They use games, videos, computers, and other tools to teach children different subjects.

Teachers show students skills. They also explain information. Teachers plan their lessons before they teach, which can take a lot of time.

Teachers try to make their lessons easy to understand. They teach things in different ways so that different students can learn in the way that is easiest for them. Teachers might use a chalkboard, a projector, or a computer. They make posters or worksheets before class starts. Teachers plan the schedule for the day. Most teachers have to teach what the principal tells them.

Teachers also assign homework and class projects. They often have students work together to do projects. When students are not doing as well as they should, teachers help them.

Teacher and student ... two major figures in the school. Personality, whose relationship in the classroom and outside of it directly and critically affect the entire educational process, determine its success. It is no accident it is important to create a school climate of deep mutual understanding, goodwill, respect and cooperation.

What are the means and ways to achieve the spiritual community teachers with students - this fundamental principle of success in training and education?

Experience shows that the influence of the teacher on student success of its educational activities depends on the authority of the teacher.

The authority of the teacher - is, above all, a means of educational impact on students. Authoritative personality as it is advanced success. Personality recognized authoritative, attributed competence in other areas.

In connection with this problem of authority is updated teacher educator. For this reason, we have chosen the theme of our study: "The personality of a primary school teacher".

The object of our study: the authority of the teacher-educator.

Subject of research: Components authority teacher educator.

The aim of our research: to identify what components make up the content (or essence) of pedagogical authority and the significance they have for the various categories of subjects of the educational process in the school.

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Annotation

All the people are needed, all the people are important. Any school can't manage without a good teacher. It is a prestige and a reputation of an educational institution. For those, who like going to school, in due time teachers even become friends - friend that will help you to solve different problems, will put you on a right way, will encourage a produce of your industriousness and responsibility, and, as the result of hard work, will help you to pass and examination successfully after what you will cross the threshold of and independent and a present life.

Firstly, lets see, what kind of personality a good teacher should have on an example. Once I missed several info technology lessons for the reason that I had table tennis trainings at time when the lesson starts, and therefore it was necessary for me to stay on some days, free of my training sessions, at school and to have additional teaching and to pass my fail to attend tests. So my teacher had to do the same for me. She wants me to make up overlooked material so as to raise my knowledge in computers on a level of my classmates. I think that it is a good trait to the teacher.

At second, a good teacher, whether it will be woman or man, ought to know how to organize classwork in more efficient and right way, is able to maintain discipline and order, to present her- or him- self so that it would be interesting to all to conduct lessons, using a lot of different materials, equipment and teaching methods and attempts, and spend time obtaining of knowledge at an occasion with entertainment. Insistence, but justice - these words can be applied to an image of a perfect teacher, who makes the students work hard and sets high standards. There won't be any silence in class, if discussed topic doesn't interests pupils. Here is important the special approach which each teacher appropriate.

At last I would like to say that in my concepts good teacher is always friendly and helpful to his or her colleagues, and that is as well important keeps in contact with the parents of his or her pupils and lets them participate in the life of the school. Letting the students share his or her own life with all ups and downs and to be interested in his or her students, asking them about their homes and tries to help where possible, openly admitting when you has made a mistake or does not know something, is a great plus to the teachers individuality too.

Having good relation-, partner- or even friend- ships with a teacher is your future achievement in you own learning and existence organize. This is my conclusion.

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