The article discusses some theoretical and pedagogical approaches to the study of professional adaptation of novice teachers. Scientifically grounded interpretations of the interconnectedness of professional and social-pedagogical adaptation of novice teachers as a factor in increasing pedagogical activity are given.
Keywords: adaptation, teacher, social adaptation, integrated approach, production adaptation, pedagogical skills, professional adaptation.
В статье рассматриваются некоторые теоретико-педагогические подходы к исследованию профессиональной адаптации начинающих учителей.
Даны научно обоснованные интерпретации взаимосвязи профессиональной и социально-педагогической адаптации начинающих учителей как фактора повышения педагогической активности.
Ключевые слова: адаптация, учитель, социальная адаптация, комплексный подход, производственная адаптация, педагогическое мастерство, профессиональная адаптация.
Learning is something that everyone has encountered in life and at different ages. And it would seem difficult not to be an expert in this matter, but... In practice, beginners and experienced teachers often face a number of problems.
One generation
Often the age of the students does not differ much from the age of the teacher. This has its pros and cons.
The advantages are that it is easier for almost peers to find a common language. This has a positive effect on the choice of material and the overall course of the lesson. [5p.36]
The disadvantages are related to the question of the competence and authority of the young teacher, who may face a quite reasonable question from the student's point of view: “Why should I listen to you as a teacher? You are not much older than me! " Sound familiar? What to do in such a situation?
The answer is simple — do not react violently and aggressively. The first golden rule of interaction with a student: «What you give is what you get».
Do not try to take a position of strength, this will only make the situation worse.
The golden key to solving the problem will be the subject itself and your sincere interest in it. Just show that you know a lot more interesting things than your student, and moreover, are ready to share this knowledge with him. [1p.25]
Fear of teaching, self-doubt
Thinking over where to start the lesson, what task to choose, the novice teacher is so immersed in the material that he drowns in it.
Lesson time seems to be negligible, unable to accommodate the entire amount of information. Or, on the contrary, knowledge is sorely lacking and the fear of silence for long pauses, failures in the middle of the lesson hangs over.
Plan and prepare the lesson carefully.
It makes sense to make a plan and break it down into main stages.
It is important to dive deeply into the material and find in it not only dizzying difficulties, but also interesting moments that will help to attract attention and defuse the atmosphere.
What can you do to avoid these extremes? [3p.24]
Bad student and tricky questions
In the practice of every teacher, there was such a harmful student, asking difficult questions, trying to unbalance, undermine authority.
How to deal with it? [1p.16]
Don't give in! Even if his provocations are successful, keep calm. In this situation, no response is the best response.
What if you do not know the answer to the next difficult question?
Do not be alarmed, this is not a disaster, you are a living person, not an encyclopedia, and you may not know everything.
Just calmly admit that the question is difficult for you and you are not ready to answer it right now. Promise that you will answer in the next lesson and be sure to keep your word.
The second golden rule is
«Demand from the student only what you do yourself».
Equity is the foundation on which effective teaching methods are built.
A harmful intelligent student has a heightened sense of justice — you can only cope with him if you are fair yourself.
Get him interested in the subject.
Develop his intellect. And in the near future, in his person you will find not only an ally, but also a grateful listener, and therefore a good student. [5p.39]
But what about tricky questions?
Try to predict them. How?
One interesting practice can be suggested here.
I and the mischievous student
Try to mentally switch places with the student, put yourself in his place, on the other side of the barricades. And look at the prepared lesson material through his eyes.
What questions do you have? Where is the weak point?
Formulate tricky questions, and then, when you return to your seat, answer them. [5p.40]
«Dumb» student, problems with the perception of the material
One thing must be understood here — there are no naturally incapable and stupid, there are only students with poorly developed perception skills, or they are simply indifferent to the subject. And in this case, an individual approach is required.
In the process of teaching, you master an increasing amount of information — this is a necessary condition for professional growth and development, you are changing.
And many things in your subject begin to seem obvious, understandable to the hedgehog.
Don't judge students by yourself! Understand the simple truth:
«The hedgehog does not understand anything». [8p.54]
Please be patient, you will have to repeat elementary things many times.
Try to present the material in a new light with each repetition, find different expressions, use examples and metaphors (the lower the student's level, the better he perceives figurative, visual, vivid examples).
To solve the problem, it makes sense to turn to the workshop.
I and «dumb» student
Take a closer look at the student. Try to mentally switch roles with him.
Analyze what hinders him in class?
Are you speaking too fast?
Is the student naturally introverted and slow?
Maybe he has difficulty listening to information?
Spend time writing, better organize the material so that the important is always in front of your eyes. [6p.53]
Remember that continuously, without being distracted, a person can perceive information for no more than 45 minutes.
Take small pauses, retreats, give the opportunity to rest, do not continuously «stuff» the student with knowledge throughout the lesson.
Take time to socialize, but do not go to extremes, otherwise the lesson will turn out off topic.
A lesson for myself
It's a strange situation when the teacher is so carried away by the material that he forgets about the students. Climbs into the jungle in which only a professional does not risk breaking his neck. And, reveling in his knowledge, he makes a fascinating (for himself) journey into the depths of the subject...
«Demand from the student only what you do yourself».
Equity is the foundation on which effective teaching methods are built.
A harmful intelligent student has a heightened sense of justice — you can only cope with him if you are fair yourself. [8p.69]
Get him interested in the subject. Develop his intellect. And in the near future, in his person you will find not only an ally, but also a grateful listener, and therefore a good student.
There are two main problems , that an aspiring teacher may face:
- One generation.
- Fear of teaching, self-doubt.
Overly complicated vocabulary.
The teacher should use more elementary vocabulary.
Communication errors.
For the teacher, find a pace of material delivery that suits the capabilities of the class.
Before heading to the lesson, you should look through the dictionary so that unfamiliar words do not exist for the teacher.
The teacher should carefully reread everything he writes on the chalkboard.
Bad habits.
Aspiring teachers sometimes do not fully understand how they behave in the classroom.
They should strive to get rid of such bad habits as soon as possible, from the moment they become aware of them through self-observation or with the help of colleagues.
Disregard for personal hygiene.
As a rule, school teachers are neatly dressed and fit in class — they are pleasant to look at.
Sense of tact.
From time to time, aspiring teachers make incautious remarks and remarks in front of the classroom and outside.
One inadvertently spoken word can get overly broad resonance.
This negatively affects the students, directly on the teacher himself, the teaching staff of the school, in which he tries his hand, and sometimes on the microclimate of the local community.
It is wiser to objectively analyze the advantages and disadvantages of the controversial issue without haste, and then give the right to draw their own conclusions and conclusions to the students themselves. [7p.58]
I nsufficient knowledge of students.
A teacher, not knowing the individual characteristics of his students, cannot count on success.
A teacher who has worked independently for two or three weeks at school, but for whom his students still look the same, loses authority in the eyes of the class.
Conversely, can there be any doubt as to how much more favorable the reactions and emotional state of students become when they are addressed by their first name?
Excessive enthusiasm for an individual approach.
A novice teacher should plan his time in such a way as to have time to provide all possible help to everyone who needs it.
Professional ethics.
In their natural tendency to please the class, aspiring teachers sometimes push the boundaries of professional ethics by maintaining familiarity with their students.
However, excessive familiarity on the part of the teacher can serve as an impetus for them that generates disrespect for the teacher.
The teacher must maintain a certain distance with students in order to avoid familiarity on their part, must avoid any flirting with students in order to gain cheap popularity.
The harmfulness of negative attitudes towards students.
Most students need the teacher's approval and encouragement.
Experiencing a constant deficit in this, hearing some remarks and shouts, the student begins to perceive the teacher negatively.
Emotional self-control.
Emotional control is essentially self-control.
This kind of experience is acquired only in the practice of interpersonal relations.
The teacher has nothing to wait for the manifestations of self-control in his students, if he himself does not have the ability to control himself properly.
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