ДВАНАДЦЯТЬ ТИПІВ РЕАКЦІЙ ЯК ПЕРЕШКОДИ НА ШЛЯХУ ЕФЕКТИВНОЇ ПЕДАГОГІЧНОЇ КОМУНІКАЦІЇ

Abstract

The article emphasizes the necessity of studying the world pedagogical experience in order to improve the theory and practice of the educational process. The urgency of the problem of effective pedagogical communication is accentuated. Famous ancient thinkers, who resorted to communication at different times, and modern domestic and foreign scholars, who are investigating this issue, are mentioned. The analysis of scientific, psychological and pedagogical literature has been carried out. It is stressed that the need to overcome the “crisis of communication” and the necessity to renew the system of upbringing and education have become especially relevant in connection with the entry of Ukrainian young specialists into partnership business contacts with European experts and partners. The importance of enriching the domestic pedagogy with the achievements of foreign scholars because of the processes of globalization of educational space and the interpenetration of pedagogical ideas from different cultures is underlined. Particular attention is paid to the scientific heritage of American psychologist and educator Thomas Gordon. Twelve types of reactions, distinguished by the scientist, which interfere with effective pedagogical communication between a teacher and students, namely: an order; warning, threat; notations, teachings; advice or offer to help; examples from personal life, appeal to common sense; disagreement, condemnation; ridicule; explanation, conclusion; praise, showing positive evaluations; sympathy, support; questioning, clarifying the situation; distraction, sarcasm are analyzed. The necessity to take into account the regularities inherent in pedagogical communication for realizing the goals of the educational process is emphasized. Due to Thomas Gordon’s researches in the field of communicative pedagogy, the fact, that in the process of pedagogical interaction there are many difficulties which are conditioned to some extent by the disadvantages of teacher training, is confirmed. It is noted that pedagogical communication has its own peculiarities, and therefore, trying to realize the goals of the educational process, each teacher should take into account the patterns inherent in pedagogical communication.