Methods for developing intelligence, according to Google trends, received the highest score demand. At the same time, the average value of the IQ, writes a 60-year-old scientific publication"New Scientist", people in developed countries have begun to fall. This caused a decline in confidence in IQ tests.

Human intelligence is interpreted in different ways. Basically, this concept means a person’s comparative abilities to perceive new things, comprehend and solve problems of varying complexity.

Intelligence refers to a person's ability to adapt to various tasks and create algorithms for their effective solution.

Wikipedia, citing academician N. Moiseev, also defines intelligence as the ability to set goals and develop strategies for achieving them. This mental quality includes memory, imagination, thinking and perception.

How intelligence is formed

In psychology, the main theory of the formation of intelligence is the stages developed by Piaget. The creation of stages occurred while observing children of different ages.

The first signs of the formation of intelligence appear in a newborn after 12 months.

Sensorimotor stage

It has the following features: the child begins to realize that objects exist even when he is not looking at them. For the first time, a goal and the desire to achieve it arise in his thinking. The first beliefs about the world around us are formed.

Second stage

Preparatory. Intellectual experience accumulated over 7 years allows us to form intuitive thinking. The child already knows how to mentally solve some problems, but does not translate them into reality.

Third stage

Stage of concrete operations. Age period– from 7 to 12 years. It becomes possible to operate with ideas about objects and perform conscious actions with them.

Fourth stage

Stage of formal operations. Occurs after 12 years. The teenager masters abstract and formal thinking. Creates an internal picture of the external world.

The general level of intelligence also depends on the influence of society. Therefore, Piaget's theory has been repeatedly criticized. It happens that mature people No abstract thinking to some activity. Intelligence depends on the quality and quantity of information received. An intellectual personality according to Galton, an English researcher and psychologist, is an unknowable entity, a reflection of internal ideas on the outside world.

IQ: what is it and how is it determined

The first attempts to measure intelligence were made by the French T. Simon and A. Binet. They explored the level mental development children by a certain age. The basis of all modern intelligence tests was proposed in 1912 by the German Stern. He calculated the ratio of intellectual age to real age.

Modern studies of mental abilities are modifications of the Eysenck test, developed in the 40s.

The test subject needs to solve several puzzles for a while. Behind correct solution he scores points. Their number depends on the modification of the test. IN general case average 100 points. A highly intelligent person is one who scores more than 140 (in some tests 160) points. Highest mark – 200.

University of Otago professor and political scientist James Flynn states that at this stage of human development, an IQ test is useless. As evidence, he cites the changed situation with the average standard of living in developed countries. It has stabilized and is changing slightly. But the same Eysenck test has not been standardized for 100 years of existence. That is, too many modifications produce vague results.

Its types

Psychology recognized only the academic approach to the study of intelligence until 1983. Then American psychologist Howard Gardner challenged traditional teaching and created his own model of intelligence. He called it multiple intelligences. According to Gardner, there are eight species:

According to a study by American scientists Zuckerman, Silberman and Hall, religious people on average have an IQ lower than atheists.

Levels

IN different situations a person shows different levels intelligence: concrete or abstract.

1. Specific or practical. This is the level of application of knowledge stored in memory based on associative abilities.
2. Abstract gives a person the ability to manage concepts and verbal images. Arthur Jensen, who is one of the 50 most influential psychologists of the 20th century, classifies this level as cognitive abilities. In his opinion, the relationship of one level to another is determined by heredity.

Structure

Charles Spearman was the first to thoroughly undertake the structuring of intelligence. In his research he checked professional abilities person. Numerous tests have revealed that the processes of memory, perception, thinking and attention are closely interrelated. Spearman concluded that individuals who successfully complete thinking tasks also do well on tasks to identify other abilities. And vice versa: those who, for example, had poor concentration, could not quickly operate with memory. According to his works, any intellectual work depends on a specific and general factor.

Based on experiments, Spearman derived the structure of intelligence. At its top is the general factor. The middle is filled with group qualities of mental abilities (mechanical, verbal). The basis is a special factor - a set of specific abilities that depend on the field of activity.

Intellectual disorders - how to recognize them

It has been scientifically proven that an intellectual can become oligophrenic.

Intelligence has the ability to decline under the influence of various factors. This may include severe depression, loss of vision or hearing. Any obstacle to obtaining information from the outside causes fluctuations in the level of intelligence.

The disorder may also be congenital. It's called dementia. Main signs: loss of the ability to understand the connection between phenomena, decreased self-criticism, inability to control one’s behavior, loss of the ability to separate the important from the unimportant.

Features of intelligence in children

According to a study by Florida scientists K. Beaver and J. Schwartz, a child receives intelligence primarily from the mother's genes. But a pristine intellect is influenced by society and the environment. Also, the greatest influence is exerted by stimulation of its development in early age. The advice of child psychologists is as follows:

• Classical music;
• breast-feeding;
• Fresh air;
• Over time, physical activity.

Have you ever wondered what this “concept of intelligence” is, or do you think that it is inherent only to rare people? talented people, or generally only geniuses? And how can you measure and understand what kind of specific person intelligence. I will say right away that there are still no clear answers to this question. A single generally accepted definition of intelligence in scientific world also no. Why? This is because intelligence is so multifaceted and complex concept, that it is very difficult to describe it, to put it into some kind of framework of a certain phrase. However, I will try to convey the essence of this concept for you.

The concept of intelligence. What is intelligence?

In its most general form, intelligence is the ability to acquire, process, reproduce, and use knowledge in a meaningful way. You and I are exposed to huge amount flows of information, both by the method of perception (visual, auditory, tactile, olfactory, gustatory), and by information content.

Every day we see thousands of images: objects, people, settings, nature, objects; we communicate and perceive the feelings and thoughts of another person, we think about our own affairs. Countless streams of information come to us. And we somehow process it, weed out the unnecessary, highlight the main thing, analyze, draw conclusions, remember and do much, much more.

Agree, this does not always work out well; we do not always achieve the necessary and desired solutions. We don’t always come up with important and valuable conclusions for ourselves; not all of us can quickly and clearly perform these mental operations. In addition, we use all the information we receive in different ways. Some people successfully apply it in practice and get beneficial results, while others cannot extract anything practical from the abundance of their knowledge. All these differences constitute the essence of our most general abilities– intellectual.

The concept of intelligence is inextricably linked with interaction, development and decision making. Intelligence manifests itself where something interacts with something or someone (people with people, people with technology, people with numbers or computers), where development or transformation takes place (a person builds a house, trains some of his skills) and most importantly, where is the person makes decisions .

How are decision making and the concept of intelligence related?

Decision making and intelligence are inseparable. Wherever decisions need to be made, intelligence is present. And where there is no decision-making, there is no intelligence.

If you automatically drive a car along a familiar road, then intelligence is practically not involved. But where the road is difficult, new, where you need to skillfully maneuver, you constantly make decisions on how to move, assess the situation, choose the best path. These are manifestations of intelligence.

Do we decide math problem, are we setting up home space whether we choose a school for a child or lead a group of people - we always make small and large decisions in these actions.

Intelligence itself is realized and embodied in many other abilities:

• Education
• Cognition
• Logical thinking
• Systematization of knowledge
• Analysis and synthesis
• Application of knowledge
• Finding connections and associations
• Thinking
• Planning
• Problem solving
• Understanding

As you can see, it is difficult to unambiguously answer the question “What is intelligence”; the concept of intelligence does not accurately describe its diverse essence. And another significant difficulty is related to the fact that until now intelligence has been perceived for the most part as mathematical and logical abilities. But this is far from the truth.

Intelligence is much broader than the ability to think logically. Psychologist Howard Gardner described and continues to develop the theory of multiple intelligences several years ago, emphasizing that we have at least 9 of them. different types. This includes musical, linguistic, spatial and other types, which we will talk about later.

Features of multiple intelligences

As it turns out, most of us have good developed intellect, but just one or two of these ten. The good news is that everyone can call themselves an intellectual, albeit of one kind. And the second good news is that each of these intelligences can be developed by raising your overall level.

3.3.2. Technological component pedagogical culture

The activity (technological) component reveals its technological aspect, methods and techniques of interaction between participants in the educational process in the culture of communication, including speech, the active use of pedagogical technology, information and educational technologies, etc. This component of a teacher’s culture is characterized by the degree to which he is aware of the need to develop the entire range of his own pedagogical abilities, as a guarantee of the success of his professional activities, the prevention of possible pedagogical errors, as well as the awareness of the most rational ways of developing pedagogical abilities. The culture of pedagogical activity is formed in the process practical work through a more detailed mastery and creative application of the achievements of special, psychological, pedagogical, social and humanitarian sciences and advanced experience. The elements of a teacher’s activity culture usually include:

Knowledge and skills in the content, methodology and organization of educational

educational work;

Pedagogical thinking;

Pedagogical skills (gnostic, perceptual, constructive,

projective, communicative, expressive, organizational);

Pedagogical technology;

Pedagogical self-regulation.

The presence of an activity-based culture in a teacher presupposes his knowledge of the physiological and hygienic foundations labor activity, including: influences different modes load on the human body and its individual organs, modern theories fatigue and factors leading to fatigue and overwork, with simple techniques for preventing fatigue and restoring performance (use of massage, sauna, relaxation techniques, emotional relief, physical exercise). The teacher creates safe and hygienically appropriate conditions for teaching and raising children, taking into account acceptable lighting, temperature, noise, etc.

It is important for a teacher to have a culture of demonstrating visual aids, instruments and installations: knowledge of how to stand at the blackboard demonstrating instruments and aids; how it is more convenient to place them in the viewing plane; how to use various stands, devices for enlarging images of objects, slow and accelerated filming of processes, writing notes on the board, using crayons, a flannelgraph, a magnetic board, folding and moving boards.

The culture of work is manifested in the desire and ability of an individual to bring beauty and grace into their work, in mastering safe working techniques, in the ability to embody the experience of methodologists in their activities and introduce elements of creativity, imagination, and the accuracy of the completed product; in artistic literacy of performance; in the pursuit of savings; in compliance with safety regulations and industrial sanitation.

A teacher needs to have a mentality in which it would be considered indecent to walk without a change of shoes, to put an ugly thing on public display: the entire educational environment (painting walls, decorating recreation areas, classrooms) should be aimed at nurturing their artistic taste. In this regard, when assessing creative works students (abstracts, reports, visual aids, accessories for performances, educational and research works) it is necessary to pay attention not only to the content, but also to their aesthetic appearance, neatness, and originality of design.

As A.K. Gastev rightly noted, work culture is “not “well-read”, but dexterity, and it is not brought up through agitation or training” ( Gastev A, K. How to work. - M., 1972. - P. 10). Therefore, of great importance in the training and education of future teachers is the formation of their self-organization skills, which can be carried out in several directions.

First, continuous organizational improvement; creative search for ways of more effective educational work. “The amount of sweat produced during work often indicates not that the work is difficult, but that there is precisely no work culture” (Ibid. p. 45). It is necessary that the teacher knows how to achieve a large amount of work at the lowest cost, increasing the quality of work. Work culture also means appropriately designed classrooms in which everything necessary for work is accumulated, stored and reused: transparencies, tables, cards with tasks for students, technical means training, textbooks for children, which allows us to provide quick search necessary teaching aids. The teacher must know how to make control cards and tests for students so that they look beautiful and do not deteriorate when used; how to most rationally organize the issuance and reception of teaching materials; what is the most convenient way to store drawing tools for the board and for individual use; how it is more convenient to use technical teaching aids and blackboards, magnetic boards and flannelographs; how to properly organize a workplace, etc.

Secondly, the ability to carefully think through every task you undertake and carry it out at the level of the highest possible perfection and quality. Work culture is most clearly manifested in the employee’s attitude to work, to what he does. If a person treats his work with soul and strives to do it as best as possible, this is an indicator of his high work culture and skill.

Thirdly, the desire to save in everything: in effort, in space, in material, in time, in finance. A culture of self-organization is unthinkable without practical mastery of the skills and abilities to manage one’s intellectual and physical potential, one’s will. It is necessary that the teacher master such self-organization techniques as self-analysis, self-esteem, self-order, self-hypnosis, self-encouragement, ideal orientation, self-report, fragmentation into microchains complex tasks, emotional nourishment, as well as relaxation and auto-training techniques.

A. S. Makarenko emphasized the need for a teacher to master the techniques of pedagogical skill and communication. The great teacher considered the most important skill of a teacher to be the ability to “read human face, on the child’s face, and this reading can even be described in a special course. The teacher's skill lies in setting his voice and controlling his face. The teacher must be in to a certain extent an artist, he cannot help but play, combining with this game his love for children and his “wonderful personality.”

Teacher communication culture manifests itself in the ability to listen and hear the interlocutor, the ability to ask questions, establish contacts, understand another, navigate the current communication situation, the ability to see and correctly interpret people’s reactions, the ability to show and convey one’s attitude about something, the readiness and desire to communicate. Pedagogical communication is an extremely complex function of a teacher’s activity, because represents purposeful communication between an adult and a child. “And childhood,” as V.A. writes. Sukhomlinsky, - the children's world is a special world. Children live by their own ideas about good and evil, honor and dishonor, human dignity, they even have their own measurement of time: during childhood, a day seems like a year, and a year seems like an eternity” ( Sukhomlinsky V.A. I give my heart to children. Kyiv, 1974).

Modern American teachers pay great attention to the problems of pedagogical communication. The recently published book “Teacher-Student Relations” by J. Brophy and T. Gudd analyzes the features of the teacher’s “subjective” communication, which manifests itself in a selective attitude towards students. For example, it has been found that teachers more often turn to students who arouse their sympathy. Students who are indifferent to them are ignored by teachers. Teachers treat “intellectuals,” more disciplined, efficient students better. Passively dependent and “blunderers” come in second place. And independent, active and self-confident schoolchildren do not enjoy the teacher’s favor at all. Depending on the style of pedagogical communication, three types of teachers are identified: “proactive”, “reactive” and “overactive”.

First (proactive) This type is proactive in organizing communication (both group and paired) in the classroom. He clearly builds individual contacts with students, his attitudes change in accordance with experience, i.e. flexible in his attitudes, such a teacher does not seek mandatory confirmation of a situation that has once arisen. He knows perfectly well what he wants and understands what in his behavior or in the behavior of his students contributes to achieving the goal.

Second type of teacher ("reactive") He is also flexible in his attitudes, but internally weak, subordinate to the “element of communication.” The difference in his attitudes towards individual students is determined not by the difference in his strategy, but by the difference in the behavior of the schoolchildren themselves. In other words, it is not he himself, but the schoolchildren who determine the nature of his communication with the class. It is characterized by vague goal setting and openly opportunistic behavior.

"Overactive" The teacher is prone to exaggeration in his assessments of his students and to building, to put it mildly, models of communication that are not always feasible. If a student is a little more active than others, then in the eyes of such a teacher he is a rebel and a hooligan; if he is a little more passive, he is a quitter and a cretin. Being blinkered by his own attitudes forces such a teacher to act accordingly: he continually goes to extremes, fitting real students into his stereotypes. At the same time, students often turn into his personal enemies, and therefore his behavior takes on the character of a protective psychological mechanism. It's time for this teacher to leave school!

In general terms, the style of communication between a teacher and children should be characterized by goodwill, respectful relationships with each other, mutual exactingness, trust, naturalness, sincerity, and truthfulness. In the theoretical literature devoted to communication problems, one can find different classifications of communication styles. So, V.A. Kan-Kalik identifies specific styles of communication between teachers and children (see Diagram 14).

DIAGRAM 14 COMMUNICATION STYLES OF TEACHER WITH STUDENTS*

Communication style based on passion for joint creative activities characterized by a stable positive attitude of the student towards children, towards teaching activities in general; the desire to resolve problems that arise in educational and educational activities together with children. Relationships with students are built not in the plane of managing and educating them, but in the plane of organizing joint interesting activities, joint concern for the affairs of the class and school.

Friendly communication style closely related to the first. It is based on spiritual kinship, respect for human dignity, real recognition of the right of a child and student to uniqueness, and love for a person. The essence of this style of communication was well reflected by I.E. Sinitsa: “...students should be treated like your closest friends. And we tell our friends the truth, we do not hush up their shortcomings, but we try not to offend them, not to humiliate their dignity, not to push them away from ourselves, we select sincere words, but not cutting ones, words that may bring temporary pain, but lead to a quick and reliable recovery" (Sinitsa I.E. About tact and skill. - Kyiv, 1976. - P. 20).

Distance communication style is characterized by the teacher’s attitude towards maintaining a certain distance between him and the students, as well as the presence of various kinds of psychological barriers in communication that prevent the establishment of spiritual contacts between communication partners (semantic, spatial, role, value, etc.). The psychological basis of this style of communication is a focus on the teacher’s false understanding of what he can and cannot allow with children, as well as a focus on using false ways to maintain the teacher’s authority and the prestige of the teaching profession. Often, this style of communication is based on the effect of a shift in motives, when the teacher sees the main value of pedagogical activity not in spiritual communication with

________________

* Kan-Kalik V.A. To the teacher about pedagogical communication. - M., 1987. - P. 97.

students, in the possibility of repeating oneself in the student’s personality, and in the opportunity to dominate children, command them, feel intellectually and morally (by one’s own standards) superior to others.

Communication-intimidation combines a negative attitude towards children and authoritarianism in the ways of influencing them. Basic character traits This style is the teacher’s focus on various restrictions, prohibitions, seeking out the worst personality traits and managing children based on manipulating this information, intimidation, and combating any mistakes in the behavior and activities of children. This style creates an atmosphere of nervousness, emotional discomfort, and blocks the possibility of creating normal relationships between the teacher and children. And a constrained child, oppressed by fear, according to V.A. Sukhomlinsky, cannot think normally.

Communication style - flirting characterized by the desire to win the love and respect of children, authority by dubious means - the manifestation of undemandingness, concealment of their unseemly actions, flattery, etc. This style of communication causes great harm to the upbringing of children and, ultimately, pushes the teacher away from them. In addition, two more types of communication style between teachers and students can be distinguished: monological and dialogical.

IN monologue In communication, interaction is based on the performance of one of the parties - the students. The initiative in communication belongs to the teacher. In such communication, the student’s activity is reduced to a minimum; he often acts as a listener.

IN dialogical communication initiative in equally belongs to the teacher and the student. During such communication, one’s own vision of problems, views, ideas, experiences are exchanged, and a joint search for solutions to problems is carried out. As a rule, in dialogical communication the teacher says little (usually children).

When conducting classes with students, the teacher in the process of communication is not satisfied with the correct answers of one of the students to the question posed, but stimulates thinking, trying to identify different opinions, solutions, shows patience, restraint in communication and organizes the thinking of children. Teachers often answer questions posed to students themselves, without waiting for an answer from the student. In such cases, one should not rush to move on to new questions and not answer for the students, but turn to other students for help; put the question in another speech formulation; give time to think; use leading questions.

It is necessary to formulate an attitude among teachers to talk less in class and activate students more. Of great importance in professional communication is the teacher’s ability to emotionally support the student in educational activities, instill confidence in your abilities, relieve emotional and mental stress during answers. Therefore, special attention should be paid to the teacher’s reactions to the actions of students: pay attention to the student’s state when answering; manifest different ways activity when answering: admire ideas, thoughts; be surprised; encourage the student; show the student that he is answering correctly, well, with an expression in his eyes, an affirmative shake of his head, and gestures.

To master dialogical communication with children, it is necessary to teach the teacher to speak with questions; the ability to maintain order during a collective discussion of problems with children, to focus students’ attention on the most interesting thoughts and proposals; create an opportunity for every student to speak out; include the shyest, least developed students in the conversation; see each student in a collective conversation, his reactions, guess his desire to speak out, agreement or disagreement with the speakers and communicating. It is necessary that there should be a joke in the communication between teachers and children, but it would not turn the whole matter into a joke, affection without cloying, justice without pickiness, kindness without weakness, order without pedantry (See: Ushinsky K.D. Favorite ped. op.: In I t. - M., 1953. - T. 1. - P. 610).

In addition, it is extremely important for a teacher to be able to feel the student, to navigate in the conditions of communication, because he sometimes does not understand, does not feel what can be said to the student in a given situation, and what cannot be said; where is it more convenient to talk with a student on a particular issue; how to convince a child, calm him down, how to express your sympathy to him. Essential for the technique of pedagogical communication have mastery by the teacher speech culture(including diction, intonation, orthoepy), production correct breathing, voice production. It is necessary to improve the skill of oral speech not only because, due to the very specifics of the work, the teacher has to talk and explain a lot, but also because expressive speech helps to better apply methods of pedagogical influence ( Azarov Yu.P. Teacher's skill // Nar. education. - 1974, No. 1.S. 41.).

The teacher needs to learn to control his voice, his face, be able to pause, pose, facial expressions, gesture. D.S. Makarenko sincerely believed that he “...became a real master only when he learned to say “come here” with 15-20 shades, when he learned to give 20 nuances in the setting of a face, figure, voice.” Outstanding poet Soviet era Eduard Asadov spoke very well about communication:

"Don't shout, speak in a whisper,

Maybe there will be fewer lies,

I can swear on my own experience:

A whisper is the loudest cry of the soul.”

Nonverbal pedagogical communication. In addition to the teacher’s main weapon - the word - in his arsenal there is a whole set of non-verbal (non-speech) means of communication:

Expressive movements (posture, gesture, facial expressions, gait, visual contact);

Prosody and extralinguistics (intonation, volume, timbre, pause, sigh, laughter, cough);

Takesika (handshake, patting, stroking, touching);

Proxemics (orientation, distance).

Expressive movements - visually perceived behavior of the teacher, where posture, facial expressions, gestures, and gaze play a special role in transmitting information. Studies, for example, have shown that when the teacher’s face is motionless or invisible, up to 10-15% of information is lost. Children are very sensitive to the teacher's gaze. The eyes transmit the most exact information about the condition, since the constriction and dilation of the pupils are not subject to conscious control. The teacher's angry, gloomy state causes the pupils to constrict. His face becomes unfriendly, students feel discomfort, and their work efficiency decreases.

It has been established that the “closed” postures of the teacher (when he somehow tries to close the front part of the body and take up as little space as possible; the “Napoleonic” posture of standing: arms crossed on the chest, and sitting: both hands resting on the chin, etc.) .p.) are perceived as poses of distrust, disagreement, opposition, criticism. “Open” poses (standing: arms open, palms up, sitting: arms outstretched, legs extended) are perceived as poses of trust, agreement, goodwill, and psychological comfort. All this is perceived unconsciously by students.

Voice characteristics refer to prosodic to extralinguistic phenomena. Enthusiasm, joy and distrust are usually conveyed in a high voice; anger, fear - quite high; grief, sadness, fatigue; usually conveyed in a soft and muffled voice. Remember how the shrill or creaky voices of some mentors irritated you at school, and you will understand that your voice can become an obstacle to engaging in teaching. Something can be achieved through self-education, but it cannot be radically helped. The speed of speech also reflects the teacher's feelings: fast speech - excitement or concern; Slow speech indicates depression, arrogance or fatigue.

TO tactical means of communication include stroking, touching, shaking hands, patting. It has been proven that they are a biologically necessary form of stimulation, especially for children from single-parent families for whom the teacher replaces the missing parent. By patting a naughty or offended person on the head, you sometimes achieve more than all the chosen means combined. Only the teacher who enjoys the trust of the students has the right to do this. The use of dynamic touch is determined by a number of factors such as status, age, gender of students and teachers.

Towards proxemic means of communication refers to the orientation of the teacher and students at the time of teaching and the distance between them. The norm of pedagogical distance is determined by the following distances:

Personal communication between teacher and student - from 45 to 120 cm;

Formal communication in the classroom - 120 - 400 cm;

Public communication when speaking in front of an audience - 400-750 cm.

One of the features of teaching work is the constant change in the distance of communication, which requires the teacher to repeatedly take into account changing conditions and a lot of stress. It is very useful for a future teacher to know and take into account when working with children the Principles of dialogue interaction between teachers and children ( Shevchenko L.L. Practical pedagogical ethics. Experimental and didactic complex. M.: Sobor, 1997. P. 249-250):

Non-violence (the child’s right to be who he is);

Parity of relationships;

Respect for the child’s cognitive work;

Respect for the child's failures and tears;

Respecting the hard work of growth;

Respect for the child's identity;

Respect for the child as an object-subject of the pedagogical process;

Unconditional love of the teacher for the student;

Optimal demands and respect;

Rely on the positive in the child;

Compromise of controversial decisions.

Each new communication situation must be different from the previous one, carry new information, and bring it to a new level of knowledge: “A narrow definition of communication as a process of contact, which aims at intentional influence or influence, seems productive for psychological and pedagogical research, for understanding pedagogical activity and mastering it.” on the behavior, condition, attitudes, level of activity and activity of the immediate partner.” ( Levitan K. Fundamentals of pedagogical deontology. - M., 1994. - P. 71).

Pedagogical communication should not be a heavy duty, but a natural and even joyful process of interaction. What are the conditions optimal pedagogical communication? Firstly, this high authority of the teacher. The manifestation and criterion of a teacher’s authority among schoolchildren is their love for him. There are many teachers who think something like this: if they love me, that’s good; if they don’t love me, that’s also not a problem; later they will understand what I do for them. This is a fundamentally wrong point of view. The love of pupils for their teacher is not one of the good wishes, but a powerful positive factor pedagogical process. If we analyze the creative workshop of famous teachers, what unites these very different people and specialists is the fact that they are all very loved by their students, who, as a rule, carry this love throughout their lives. They often talk and write about such love as a reward for a master, but it is also a powerful means and the most important condition for the success of pedagogical communication, the entire pedagogical work.

The second condition for successful pedagogical communication is possession psyche and communication techniques, those. the teacher must be well prepared as practical psychologist. Unfortunately, this preparation leaves much to be desired. When student teachers were asked after their first practice what was most difficult for them, 80% of them answered: find mutual language with kids ( Soloveichik S. Pedagogy for everyone. - M., 1989, p. 306).

And finally, the third component of success is accumulated experience, this is what in everyday practice is called “first skill, and then mastery.” You need to analyze other people’s experiences, and most importantly, accumulate your own.