ORIENTING BASIS FOR CHOOSING CLASSROOM TACTICS FOR STUDENTS AT EDUCATIONAL PRACTICE

Abstract

Educational practice is an important part of professional training of students in many specialties. The live pedagogical process is diffi cult for trainee students. Those who have no experience in teaching or speaking in front of the audience worry a lot. Supervisors of pedagogical practice for students, particularly psychology students, in both Russia and Azerbaij an are convinced of this. The authors of the article faced these problems in -. To solve them, we developed an algorithm for selecting the tactics of teacher-practitioner (student- practitioner) behaviour according to the audience factor in traditional face-to-face teaching. The algorithm is also applicable to online classroom format. Algorithm of work tactics choice by the factor “audience composition and structure”: . Diagnose the structure of the audience by the factors of homogeneity, size, level of preparation. . Identify the presence/absence of a leader and/or a marginalised person in the audience. . Identify (fi nd) the “backbone” part of the audience. . Choose and stick to the tactics according to results of diagnostics. Following the rules of self-control. . Form and maintain the favorable climate in the audience, productive atmosphere of work. . Make conclusions at the end of the class-teaching about the productivity of the chosen tactics of behaviour. The algorithm is based on the principle of an indicative action framework. The “A” - action - is the action of choosing the tactics of the teacher-practitioner’s behaviour according to the factors of the classroom characteristics. The factors include size, homogeneity, profi ciency level, and general mood of the participants. The presented algorithm was implemented in the content of students’ preparatory work before pedagogical practice in - . Students applied this algorithm to choose strategies for their behaviour in practice. The authors of the article received acknowledgements from student practitioners who emphasised the effectiveness of the algorithm. However, the authors did not take separate measurements, so this text is offered as a theoretical model for students’ choice of tactics in their pedagogical practice.