PSYCHOLOGICAL APPROACHES TO THE ORGANIZATION OF FACILITATIVE INTERACTION AT THE LESSONS OF ENGLISH

Abstract

In the article we showed, that facilitative interaction is based on the following psychological approaches: finding specific features or individual personal characteristics that contain essential qualities of a humanistic ideal; they are the person’s specific incarnations; in a life itself can be identified and on this basis be studied, explored the conditions that contribute to the formation of harmonious personalities and their inherent personal qualities (feelings, actions, forms of communication and reflection); only within this paradigm “from the life to the ideal person”, which allows you to analyze ideal ideas in a real space. You can formulate real-life theoretical ideas about a particular ideal, and simulate non-directive psychological and pedagogical practice of reproducing this ideal through human development reality. We believe that Behavioral Psychology has the aim primarily at controlling human behavior, consciousness and personality. In such a way the individual becomes the object of the research and manipulation, and his/her free personal choice is not taken into account. Hence the traditional system of teaching based on a hierarchical structure: teacher guidance – pupil subordination. In the paradigm of Humanistic Psychology, we consider the work of a teacher in comparison with the work of a psychotherapist who does not shape the personality, trying to create its form, but helps the pupil to find something positive that already has a certain level of the development. The teacher should be sensitive and receptive to the individual qualities and characteristics of a pupil. Also, the teacher should fully accept the pupil’s personality and try to understand what kind of person he/she is, what his/her inclinations are, what he/she is capable of, how he/she will develop. If the teacher without any preconditions is quite positive about the pupil, rejoices in his/her success, it minimizes the anxiety and fears of a pupil, his/her protective reactions and ensures the development and self-actualization of his/her personality. Thus, every teacher should not only unconditionally accept the student, but be congruent, empathically understand him/her as a person and be able to explain himself/herself and his/her attitude to the student, so that he understands exactly how he/she should behave to strive for self-development. Certainly accepting the pupil, the teacher creates in the classroom a special psychological climate of the acceptance of each other. The facilitator shares the group’s thoughts and feelings without imposing their own beliefs on pupils; he/she does not cover himself/herself with a mask, he/she openly expresses, demonstrates his/her feelings and thoughts, that is he/she is himself/herself. These attitudes of the teacher-facilitator are also related to the change of his/her thinking, values and a life in general. Facilitation guidelines also actualize the teacher’s thinking, which can not be conditioned either by the improvement of skills or the introduction of modern technical teaching aids. Thus, the facilitative attitude, based on the restructuring of personal attitudes and values of the teacher is realized in interpersonal communication with pupils and in new methods and technologies of teaching. We think, that the reform of education should be based on the restructuring of certain personal attitudes of the teacher, which become explicit in the process of his/her interpersonal interactions with students. Thus, K. Rogers identifies three main guidelines of the teacher-facilitator. The first of them is described by the terms “truth” and “openness”, and involves the teacher’s openness to their own thoughts and experiences, the ability to sincerely express and broadcast them in the process of interpersonal communication with pupils. This attitude is seen as an alternative to the typical, traditional attitude of the teacher to the implementation of a facilitator of a role behavior. The next, the second attitude of the teacher-facilitator is characterized by the terms “acceptance”, “trust”, the inner, personal confidence of the teacher in the capabilities and abilities of each pupil. In many aspects, this attitude coincides with what in the psychological and pedagogical science is called “pedagogical optimism”, taking into account the positive qualities of pupils. The third attitude is described by the term “empathic understanding”. It is a kind of teacher’s vision of the inner world and the behavior of each individual from his/her own position, as if through his/her eyes. K. Rogers notes that the teacher-facilitator, communicating with his/her pupils, is able to speak, “to walk in other people’s shoes”, to look through the eyes of children at everything around, including himself/herself. This attitude is a purely alternative to the traditional teacher’s “evaluative understanding”, such a type of understanding through evaluation in terms of “attribution” to pupils of fixed evaluation clichés (fool, clever, coward, quiet, etc.).