MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

Federal State Budgetary Educational Institution of Higher Professional Education

"KUZBASS STATE TECHNICAL UNIVERSITY named after T.F. GORBACHEV"

Department of Psychology and Pedagogy

self-presentation

Guidelines to help students prepare for practical classes and independent work in the discipline "Social and psychological aspects of organizational and managerial activities"

Compiled by G. V. Pinigina

I. V. Kondrina

O. Yu. Trishina

Approved at the meeting of the department

educational and methodological commission of the bachelor's degree in the direction 140400

Protocol No. dated

The electronic copy is

in the library of KuzGTU

Kemerovo 2012

Dear students!

You are studying the course "Socio-psychological aspects of organizational and managerial activity." you are considering theoretical questions in the section "Management Culture". Some aspects will be worked out by you in practical exercises, which will require preliminary self-preparation. For greater efficiency, the guidelines propose a phased work on self-management. Strictly follow the instructions and rules for the design of the work that will be included in your portfolio.

General information

With the aim of improving the general culture, developing the desire for self-improvement and the success of future organizational and managerial activities, the student needs to master the skills of self-organization and management of their activities even in the process of studying at the university.

concept self-presentation comes from the English word "self-presentation", that is, the presentation of oneself to other people. In the English encyclopedic dictionary, it literally means " managing other people's impressions of themselves through countless behavioral strategies that involve presenting their external image to other people.

According to J. Tedeschi and M. Ries “ self-presentation is intentional and conscious behavior aimed at creating a certain impression in others. In the literature, the following synonyms for self-presentation are often found: impression management, self-presentation and self-presentation. We increasingly hear such words as “presentability”, “the ability to present oneself”, “to be able to please” and others. This becomes an integral part of the image of a successful person, especially those who want to realize themselves as professionally as possible.

Tasks for independent work

You need to prepare for self-presentation for the so-called interview with the employer when applying for a job. You choose the place of work and the position for which you will try to “get settled” in advance together with the teacher during a practical lesson. You hand over the text of the story about yourself to the teacher in writing, which will be included in your portfolio along with all your previous works. In addition, you will be required to speak orally in class in the presence of the instructor and your fellow students.

In order for your self-presentation to be successful, and you can compete with your colleagues, you need to carefully prepare. Strictly follow the recommendations and advice provided in these guidelines. For more realism, try to imagine a situation in your near future - after graduating from university, you found yourself in a position to choose a job and you came across a vacancy announcement for a position that you dreamed of, and even in an organization where it is quite prestigious to work. After submitting your resume, you received an invitation for an interview. And now an important question should be answered: “How to make a good impression on the employer so that he has a desire to take only you for this position?”. Of course, it is important to carefully prepare for this meeting. Preparation includes not only verbal information about yourself, but also psychological readiness for this situation. We suggest paying attention to the following points of preliminary preparation:

Pay attention to your appearance. Remember: “they meet by clothes - they see off by mind”

Try to look at yourself through the eyes of the employer (control not only what you say, but also how you look)

Think about what the employer would like to hear from you (find out in advance about the specifics of not only the enterprise, but also about the directions of its development; in addition, get acquainted with the main functions of the position you have chosen)

Practice at home in front of your loved ones with a "story about yourself" (if possible, record your performance on video and then work it out in detail. Do not forget - "you will not get a second chance to make a first impression")

Ask your friends who have already participated in the interview about what questions they were asked

Reflect on your state. If there is something that worries you in this meeting, then try to psychologically prepare yourself for these moments. For example, you are not used to talking about yourself - convince yourself that if you don’t tell about yourself, then no one will hire a pig in a poke. Mentally set yourself up to the fact that you really need this job, and that you will not see such good luck again.

Think carefully about your speech. Your self-presentation should be just long enough to tell as much information as possible about yourself (to avoid unnecessary additional questions) and not take too much time. The most optimal amount of time for a story about yourself is 2-3 minutes.

Prepare yourself for the fact that the employer may start the conversation with questions: “Why did you come to us?”, Or “What can you do?” and others like them. In such a dialogue, you can feel more relaxed. But remember, employers resort to such methods if there is not only no competition for a vacant position, but it is also of little prestige. In this case, think about whether you need this job? It is more difficult if you are immediately asked to tell about yourself. Here you should be fully armed and show yourself in all its glory.

After the psychological attitude to the interview procedure, proceed to drafting the text.

UDC 159.923+37.015.3+378.637

STUDENTS' REPRESENTATIONS OF THE TEACHER'S SELF-PRESENTATION

Ludmila S. Kolmogorova1" @1, Galina G. Spiridonova1" @

Altai State Pedagogical University, Russia, 656031, Barnaul, st. Youth, 55 @1 [email protected] @ [email protected]

Received November 30, 2016. Accepted for publication April 12, 2017.

Keywords: self-presentation, professional training, culture of self-presentation, external and internal components of the culture of self-presentation, ideas about self-presentation.

Resume: The article is devoted to the actual problem of teacher's self-presentation in professional activity. The paper presents the results of an empirical study conducted with students of the Pedagogical University. The purpose of the study was to identify students' ideas about the teacher's self-presentation. In the course of the study, the obtained data are described. Students' ideas about the self-presentation of teachers of the older and younger generations, the difficulties experienced by students in self-presentation, characteristics related to the components of the teacher's self-presentation culture are revealed. Among the characteristics related to the teacher's self-presentation, students single out external (literacy of speech, demeanor, form of self-presentation, etc.) and internal (education, openness, self-awareness, etc.). In the conclusions, the authors point out the importance of taking into account students' ideas about the teacher's self-presentation in their professional training, which can be taken into account in higher education. Ignorance of these ideas of students in the educational process makes it difficult to establish contact, solve pedagogical problems by a teacher of higher education, etc.

For citation: Kolmogorova L. S., Spiridonova G. G. Students' perceptions of the teacher's self-presentation // Bulletin of the Kemerovo State University. 2017. No. 2. P. 135 - 140. B01: 10.21603/2078-8975-2017-2-135-140.

One of the main tasks of university teachers is the preparation of highly qualified, competitive specialists. Education at the university is built on the basis of intensive communication between the teacher and the student. In the course of communication, educational information is assimilated, the quality of which largely depends on how ready the student is to perceive information coming from the teacher. Such readiness largely depends on the student's ideas about the self-presentation of the teacher, formed in the course of communication. Also, the discrepancy between the ideas about the teacher's self-presentation among students and teachers makes it difficult not only to communicate, but also the process of professional development.

The terms “self-presentation”, “impression management” have firmly entered the English-language scientific vocabulary (I. Hoffman, B. Shlenker, D. Myers, etc.), however, in our country, the phenomenon of self-presentation is not so long ago (starting from the 90s of XX century) became the subject of independent psychological research (works by N. V. Amyaga, E. V. Zinchenko, Yu. P. Kosheleva, E. V. Mikhailova, E. P. Nikitina, O. A. Pikuleva, E. A. Sokolova -Baush, N. E. Kharlamenkova, V. V. Khoroshikh and others).

Self-presentation in the professional activity of a teacher at the present stage is considered in various aspects. Thus, a number of scientific papers are devoted to the study of self-presentation and the related concept of "teacher's image". S. I. Glukhikh considers the image of a modern teacher, A. A. Chekalina explores the features of self-presentation of female teachers, L. E. Semenova studies the features of self-presentation of men-

teachers, N. F. Anokhina in her work explores the teacher's self-presentation in the Internet space, O. V. Yaroshevich pays attention to the teacher's image as a component of the quality of the system of geometric and graphic training of students, L. P. Inozemtseva considers the teacher's image as a component of his professional personality , S. D. Yakusheva pays attention to the pedagogical image of a modern teacher of higher education , A. A. Kalyuzhny studies the psychology of forming the image of a teacher , L. Yu. Donskaya explores the psychological conditions for the formation of the image of a teacher of higher education , E. Yu. Sysoeva highlights the psychological and pedagogical foundations formation of the image competence of a university teacher, Z. R. Azhniyazova, M. I. Isaev in their work consider the image of a modern university teacher through the eyes of a student.

In our opinion, the self-presentation of the teacher is not sufficiently considered by modern psychology. In particular, students' ideas about the self-presentation of teachers are not disclosed. This issue is important in connection with the training of future teachers, because university teachers either pay insufficient attention to self-presentation skills, or do not know and (or) do not take into account the views of students on their own presentation (ideals, guidelines, patterns of behavior, etc.) . This, in turn, complicates interpersonal contacts in the pedagogical process, especially with a pronounced age difference between teachers and students.

As a result of the theoretical analysis of the literature, which we carried out earlier, we have defined the concept

The term “culture of self-presentation” is as follows: it is a set of knowledge and skills necessary for self-presentation, their effective application, value attitude and awareness of the importance of self-presentation, reflection of the process and result of self-presentation, creativity in self-presentation. This basic definition was taken by us as a basis for defining the culture of self-presentation of a teacher, taking into account the content and specifics of his professional activity. This definition corresponds to the previously identified components in self-presentation as characteristics of psychological culture: cognitive (literacy), competency-based, value-semantic, reflective-evaluative, creative. In the culture of self-presentation, we also single out a set of external and internal components through a system of essential characteristics of self-presentation and their external manifestations in professional activity.

In our opinion, the teacher's self-presentation culture includes: a) external components (appearance; non-verbal / verbal means and ways of influencing others in the process of self-presentation; communication techniques in self-presentation), and b) internal components (value attitude to the process, content and the result of self-presentation; principles and rules for constructing the content of self-presentation; knowledge of the means and methods of self-presentation; emotional self-regulation in the process of self-presentation; analysis of self-presentation in terms of the manifestation of personal qualities; knowledge of one's professionally significant qualities that contribute to the effectiveness of self-presentation; design and correction of goals, content self-presentation).

In our study, the following methods were used: questioning and content analysis of the essay. In accordance with the above ideas about self-presentation, we developed a questionnaire aimed at identifying students' ideas about the teacher's self-presentation, namely: students' ideas about the self-presentation of teachers of the older and younger generations; students' ideas about the external and internal characteristics of the teacher's self-presentation; difficulties in self-presentation among future teachers. Also, as part of the study, the respondents wrote essays on the topic “Teacher of the 21st century”.

The purpose of our study was to identify students' ideas about the teacher's self-presentation.

The study was conducted in 2016 on the basis of the Altai State Pedagogical University in Barnaul. In total, 100 students of different training profiles took part ("Primary education", "Psychology of education", "Psychology and social pedagogy").

Research objectives:

To identify students' ideas about the teacher's self-presentation, its external and internal characteristics;

Compare students' ideas about the self-presentation of teachers of the older and younger generations;

To identify difficulties in self-presentation among future teachers.

According to the results of the content analysis of the essays, the following characteristics of the teacher are most often named: education - 72%, communication - 68%, development - 65%, self-improvement - 64%, modernity of mentality - 63%, responsibility - 61%, culture - 57%, erudition -54%, enlightenment - 52%, aesthetics - 49%, confidence - 48%, discipline - 44%, speech literacy - 43%, modernity in manners and clothes -45%, poise - 41%, mental activity - 39% , self-confidence - 37%, mobility - 36%, attentiveness - 34%, respectfulness - 33%, conscientiousness - 31%, physical activity - 34% (table).

Among the characteristics named by students, there are qualities related to the internal components of the teacher's self-presentation (education -72%, development - 65%, self-improvement - 64%, responsibility - 61%, culture - 57%, erudition - 54%, mental activity - 39 %, confidence - 48%, discipline - 44%, balance - 41%, self-confidence - 37%, mobility - 36%, attentiveness - 34%, respectfulness -33%, conscientiousness - 31%, modernity of mentality - 63%, enlightenment - 52%), as well as to external components (aesthetics - 49%, communication - 68%, speech literacy - 43%, modernity in manners and clothes - 45%, physical activity - 34%) (table).

So, the content analysis of the essays revealed the predominance of the internal characteristics of the teacher's self-presentation over the external ones.

When analyzing students' answers to the questionnaire, among the internal components of the teacher's self-presentation culture, students identify the following characteristics: experience - 78%, education - 73%, good manners - 71%, goodwill - 67%, self-awareness - 61%, knowledge - 58%, openness - 57%, modesty - 56%, calmness - 53%, skills - 51%, life principles - 48%, confidence - 47%, listening skills - 44%, attitude - 43%, self-esteem -41%, self-criticism - 34% , the ability to win over others - 32%. Among the characteristics related to the external components of the teacher's self-presentation culture, students note: speech literacy - 72%, the form of self-presentation - 63%, behavior - 61%, appearance - 53%, communication style - 44%, presentability - 42%, neatness - 41%, facial expressions - 39%, the ability to show one's positive qualities in speech - 49%, conciseness of speech - 37%, creating a general opinion about oneself in society - 31%, making a favorable impression on the interlocutor - 27%, acting - 23%, the ability to show their emotions - 48%. The data of the questionnaires show that students have a higher indicator for the internal components of the teacher's self-presentation than for external ones. Internal characteristics prevail both in frequency of occurrence in statements and in a wide range of preferences among students (table).

Table. Quantitative analysis of students' ideas about the teacher's self-presentation Table. Quantitative analysis of impression management of a teacher as seen by students

Method Content analysis of essays Questioning

Components of self-presentation Characteristics of self-presentation % Characteristics of self-presentation %

The external component of self-presentation is aesthetics 49 the ability to show one's positive qualities in speech 49

communication skills 68 speech literacy 72

literacy of speech 43 form of presenting oneself 63

modernity in manners and dress 45 demeanor 61

physical activity 34 appearance 53

the ability to express one's emotions 48

manner of communication 44

presentability 42

neatness 41

conciseness of speech 37

creating a common opinion about oneself in society 31

making a favorable impression on the interlocutor 27

acting 23

Internal component of self-presentation erudition 72 erudition 73

sophistication 65 experience 78

self-improvement 64 good manners 71

responsibility 61 benevolence 67

culture 57 self-awareness 61

erudition 54 knowledge 58

confidence 48 openness 57

discipline 44 modesty 56

poise 41 calmness 53

mental activity 39 skills 51

self-confidence 37 life principles 48

mobility 36 confidence 47

attentiveness 34 ability to listen 44

respect 33 attitude 43

conscientiousness 31 self-assessment 41

modernity of mentality 63 self-criticism 34

enlightenment 52 ability to win over others 32

Teachers and students are representatives of different generations, therefore, for their mutual understanding, it is important to trace students' ideas about the self-presentation of teachers of different generations, and it is interesting how students understand these intergenerational differences. To do this, the questionnaire included a question about the differences in the self-presentation of teachers of the older and younger generations. Among the characteristics related to the external components of the self-presentation of the younger generation, students distinguish: non-strict style - 43%, illiteracy of speech - 29%, bright colors in appearance - 27%, vulgarity - 48%. Among the internal components: freedom and looseness in communication - 13%, openness - 64%.

Consequently, in the differences in the self-presentation of teachers of the older and younger generations, students more often note external components than internal ones. At the same time, among the named characteristics of teachers of the younger generation, negative ones (illiteracy, vulgarity, lax style) are more common than positive ones.

nye. The positive characteristics include freedom and looseness in communication, as well as openness, which, of course, can contribute to the effective interaction of the teacher with students in the educational process.

We also studied the main difficulties that future teachers face in the process of professional training. This was necessary for the organization of work on the formation of self-presentation skills among future teachers on the basis of the Center for the Psychological and Social Health of Youth. Respondents single out excitement, fear, and trembling among the answers (46%). 37% of respondents are afraid to be funny, misunderstood. 17% of students indicate uncertainty, inability to attract an audience, control over non-verbal components of communication. It follows from the questionnaires that students experience mainly emotional difficulties. These characteristics are associated with emotional self-regulation, which causes the need

ability to organize work with students in this direction.

Thus, among the characteristics related to the components of the teacher's self-presentation culture, students distinguish more internal (experience, education, good manners, goodwill, skills, self-awareness, knowledge, openness, modesty, calmness, etc.) than external (literacy of speech, the ability to show one's emotions, the form of presenting oneself, demeanor, appearance, manner of communication, presentability, neatness, facial expressions, brevity of speech, etc.). In students' ideas about the self-presentation of teachers of the older generation, positive characteristics are more common than in the ideas about teachers of the younger generation. The differences between the teachers of the younger generation and the older generation, according to students' ideas, are related to negative characteristics (illiteracy of speech, vulgarity, lax style), rather than positive ones. Negative characteristics refer to external

components of the teacher's self-presentation culture, and positive ones (looseness in communication and openness) - to internal components. The difficulties experienced by students in their self-presentation are mainly related to emotional self-regulation as one of the characteristics of the internal component of the teacher's self-presentation culture. Students' ideas about the teacher's self-presentation, formed in the course of communication with the teacher, in personal life experience are the main components that can be taken into account in the course of training qualified specialists. To create a positive image of a teacher, students need to analyze both external and internal components of the self-presentation of teachers of different generations. In order to improve the professional skills of future teachers, we developed and tested the training "Culture of self-presentation in professional activity", which took into account the identified ideas.

Literature

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2. Glukhikh S. I. The image of a modern teacher as a condition for the formation of professional competence. Narodnoe obrazovanie. 2012. No. 2. P. 112 - 116.

3. Chekalina A. A. About the features of self-presentation of women teachers // Theory and practice of social development. 2012. No. 3. S. 85 - 88.

4. Semenova L. E. Features of self-presentation of male teachers of secondary school in the context of their professional activities // Psychological science and education. 2008. No. 1. S. 82 - 89.

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9. Kalyuzhny A. A. Psychology of the formation of the teacher's image. M.: VLADOS, 2004. 222 p.

10. Donskaya L. Yu. Psychological conditions for the formation of the image of a teacher of higher education: dis. ... cand. psychol. Sciences. Stavropol, 2004. 212 p.

11. Sysoeva E. Yu. Psychological and pedagogical foundations for the formation of the image competence of a university teacher // Science and education: modern trends. 2014. No. 5. P. 156 - 174.

12. Azhniyazova Z. R., Isaev M. I. The image of a modern university teacher through the eyes of a student: the results of empirical research // Student Scientific Forum 2016: Materials of the VIII International Student Electronic Scientific Conference. Moscow: Russian Academy of Natural Sciences, 2016. Access mode: http://www.scienceforum.ru/2016/pdf/21918.pdf

13. Kolmogorova L. S. Formation of the psychological culture of students in the context of education: monograph. Barnaul: AltGPA, 2013. 237 p.

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THE CONCEPT OF IMPRESSION MANAGEMENT OF A TEACHER AS SEEN BY STUDENTS Lyudmila S. Kolmogorova1" Galina G. Spiridonova1" @

1 Altai State Pedagogical University, 55, Molodejnaja St., Barnaul, Russia, 656031

Abstract: This article presents a topical issue of impression management of the teacher in professional activity. This paper presents the results of the diagnostic study, which was planned among Pedagogical University students. The aim of the study was to identify the representation of students about the teacher"s self-presentation. The study describes the findings. There were revealed students" representations about the teachers" self-presentation of the older and younger generation, as well as problems of self-presentation experienced by students, characteristics related to composing of culture of the teacher's self-presentation. Among the characteristics relating to the teacher's impression management, students single out external (verbal intelligence, behavioral pattern, feeding themselves and form, etc.) and internal ones (politeness, openness, self-awareness, etc.). The conclusions of the authors points at the importance of consideration of representations of students about teacher"s self-presentation in their training, which can be taken into account in higher education. Ignorance of these representations of students in the educational process makes it difficult to establish contact and to solve pedagogical matters for high school teacher, etc.

For citation: Kolmogorova L. S., Spiridonova G. G. Predstavleniia studentsov o samoprezentatsii pedagoga . Bulletin of Kemerovo State University, 2017; (2): 135 - 140. (In Russ.) DOI: 10.21603/2078-8975-2017-2-135-140.

1. Mikhailova E. V. Samoprezentatsiia: teorii, issledovaniia, training. Saint-Petersburg: Rech", 2007, 167.

2. Glukhikh S. I. Imidzh sovremennogo pedagoga kak uslovie formirovaniia professionalnoi kompetentnosti. National obrazovanie = Education, no. 2 (2012): 112 - 116.

3. Chekalina A. A. Ob osobennostiakh samoprezentatsii zhenshchin-uchitelei. Teoriia i praktika obshchestvennogo razvitiia = Theory and practice of social development, no. 3 (2012): 85 - 88.

4. Semenova L. E. Osobennosti samoprezentatsii muzhchin-pedagogov srednei shkoly v kontekste ikh professionalnoi deiatelnosti. Psikhologicheskaia nauka i obrazovanie = Psychological science and education, no. 1 (2008): 82 - 89.

5. Anokhina N. F. Samoprezentatsiia uchitelia v internet-prostranstve. Educational technology = Educational Technology, no. 4 (2012): 135 - 144.

6. Iaroshevich O. V. Imidzh prepodavatelia kak sostavliaiushchaia kachestva sistemy geometro-graficheskoi podgotovki studentsov. Innovatsionnye tekhnologii v inzhenernoi grafike: problemy i perspektivy: sbornik trudov Mezhdunarodnoi nauchno-prakticheskoi konferentsii, posviashchennoi 85-letiiu Novosibirskogo go sudar stvennogo arkhitekturno-stroitelnogo universiteta . Novosibirsk, 2015, 140 - 149. Available at: http://ng.sibstrin.ru/brest_novosibirsk/2015/doc/034.pdf

7. Inozemtseva L. P. Imidzh prepodavatelia kak sostavliaiushchaia ego professionalnoi lichnosti. Vestnik Cheliabinsk gosudarstvennogo universiteta = Bulletin of Cheliabinsk State University, no. 24 (2011): 231 - 232.

8. Iakusheva S. D. Pedagogicheskii imidzh sovremennogo prepodavatelia vysshei shkoly. Aktualnyie problemyi pedagogiki i psikhologii: materialy mezhdunarodnoi zaochnoi nauchno-prakticheskoi konferentsii. Novosibirsk: Siberian associations of consultants, Part I (2011): 71 - 82.

9. Kaliuzhnyi A. A. Psikhologiia formirovaniia imidzha uchitelia. Moscow: VLADOS, 2004, 222.

@1 [email protected] @2 [email protected]

Received 11/30/2016. Accepted 04/12/2017.

Keywords: impression management, professional education, culture of self-presentation, external and internal parts of self-presentation, concept of self-presentation.

10. Donskaia L. Iu. Psychological usloviia formirovaniia imidzha prepodavatelia vysshei shkoly. Diss. cand. psychology science. Stavropol", 2004, 212.

11. Sysoeva E. Iu. Psikhologo-pedagogicheskie osnovy formirovaniia imidzhevoi kompetentnosti prepodavatelia vuza. Nauka i obrazovanie: sovremennyie trendy = Science and education: current trends, no. 5 (2014): 156 - 174.

12. Azhniiazova Z. R., Isaev M. I. Imidzh sovremennogo prepodavatelia vuza glazami studenta: rezultaty empiricheskogo issledovaniia. Studencheskii nauchnyi forum 2016: materialy VIIIMezhdunarodnoi studencheskoi elektronnoi nauchnoi konferentsii. Moscow: Rossiiskaia Akademiia Estestvoznaniia, 2016. Available at: http://www.scienceforum.ru/2016/pdf/21918.pdf

13. Kolmogorova L. S. Stanovlenie psikhologicheskoi culture uchashchikhsia v usloviiakh obrazovaniia. Barnaul: AltGPU, 2013, 237.

14. Kolmogorova L. S., Spiridonova G. G. Kharakteristiki samoprezentatsii v kontekste sootnosheniia vnutrennei i vneshnei sostavliaiushchikh kultur cheloveka. Mir nauki, culture, obrazovaniia = The world of science, culture and education, no. 4(53) (2015): 180 - 182.

15. Spiridonova G. G. Kultura samoprezentatsii v professionalnoi deiatelnosti pedagoga. Obrazovanie i obshchestvo = Education and society, 5, no. 94 (2015): 98 - 102.

April 19-20, 2016 Moscow City Pedagogical University hosted the Pedagogical Excellence Competition for Students of Secondary Vocational Education K. D. Ushinsky "The teacher of the future".

Purpose of the Competition– implementation of traffic standards WorldSkills for professional orientation of young people, as well as identifying the best students (in competencies) aged 16 to 22 in order to form a team to participate in competitions and championships WorldSkills Russia and WorldSkills International.

Competitive tasks were divided into five professional modules aimed at identifying the level of professional competencies of students studying in the following specialties:

- "Teaching in primary school";

- "Preschool education";

– “Special preschool education”;

- "Teacher of additional education".

Participants competed in tasks on the following modules:

- "Pedagogical workshop";

– “Creative self-presentation”;

– “Interactive work with children”;

- "Implementation of the subject-spatial environment";

- Ensuring physical activity.

The experts of the competition were teachers of pedagogical colleges, representatives of the scientific pedagogical school of Moscow State Pedagogical University.

The first stage of the competition was April 19 2016 on the base "Shuvalov Gymnasium" modulo "Pedagogical workshop", where students conducted classes and lessons on artistic creativity (application).

20 April 2016 based on the college "Arbat" at the second stage, the remaining declared modules passed. The contest turned out to be especially bright "Creative self-presentation". In addition to introducing themselves, the participants had to answer the questions asked by the guests and experts of the event: Igor Mikhailovich Remorenko, rector of the Moscow State Pedagogical University, Anna Sergeevna Lvova, deputy director of the IOPS, head. laboratory of the Institute of System Projects Olga Alexandrovna Aygunova, senior lecturer of the Department of Educational Psychology Daria Avsafovna Jafar-Zade and others. The competitive tasks on creating a virtual tour, developing a spatial subject-developing environment for the April Fool's Day project and holding a game musical dynamic pause were interesting and quite successful.

The grading system of the competition was brought closer to the requirements of the championship WorldSkills with the presence of external and internal experts.

The results of the competition were determined in the following categories:

• "Originality and creativity";
• "Communication and openness in communication";
• "Creating an individual image";
• "Emotional and vivid performance of competitive tasks";
• "The desire for self-development and victory";
• "Pedagogical tact and goodwill";
• "Fortitude and patience in achieving the goal";
• "Creativity and Artistry".

The winners of the competition of pedagogical skills of students of secondary vocational education of the Institute of Postgraduate Education named after. K. D. Ushinsky "Educator of the Future" defined:

I place - a student of the college "Dorogomilovo";

II place - a student of the college "Cheryomushki";

III place - a student of the college "Arbat".

Responsible: Shavrina N. E., methodologist of the GMC DOgM.

Sections: General pedagogical technologies

Each of us, who in life was lucky to be a student, recalls this wonderful time with joy and excitement. It is fanned with a certain charm, and everyone gets their own decoding of its attractiveness. But not every one of us, former students, thought that a special period of our life is student – besides ourselves, someone else ensured that there were some special laws and rules of its organization, what to neglect them – means to reduce the fund of happy memories from youth and harm the quality of professional training.

Of course, the effectiveness of training a specialist depends on a number of factors. Pedagogical educational institutions occupy a special place among other professional ones, due to the specifics of the future professional activity of graduates. This specificity, on the one hand, expands and complicates the tasks of the activities of the teaching staff, on the other hand, facilitates their direct implementation precisely due to the peculiarities of the contingent of students and the specifics of their future profession.

The Norilsk Pedagogical College trains teachers of preschool educational institutions, teachers of the 1st stage school on the basis of incomplete and complete general secondary education, foreign language teachers, organizers of educational activities. How to ensure the effectiveness of training specialists in the conditions of an absolutely justified increase in the requirements for a teacher? It is obvious that the usual set of techniques and means is indispensable. It is necessary to design a single educational space in an educational institution.

Each component of the unified educational space of the college (there are 7 of them) clearly represents its role in the work of preparing a specialist. It is difficult to say which of them is the most important, but the student council has proven to be extremely authoritative. It is almost the same age as the college, founded 15 years ago, was born at a time when the country mercilessly cracked down on the Komsomol, which solved the most important social and cultural problems. We, as teachers, were aware that the empty niche would soon be filled from the outside, and we took care of filling it ourselves. The correctness of the strategy and tactics of creating a student council is confirmed by time. The goals of its creation were defined as follows: attracting students to the management of the college, studying and shaping public opinion, promoting the speedy social and psychological adaptation of students, creating conditions for their self-realization, creating an atmosphere of friendship, mutual assistance, humanism in the student team based on a respectful demanding attitude towards the individual , promoting professional training of students, etc.

It is clear that the student council can cope with such extensive tasks only if it manages to “reach every” student. This principle is very well combined with the requirements of student-centered pedagogy.

That is why the student council has a fairly branched, three-level structure: the college student council is a big council, student councils of departments are small councils, student councils of study groups. Each stage has its own specific functions and rights. The number of members of student councils of all levels reaches 85 people with a total number of students 450. It is important to note that for the purpose of pedagogical leadership of the student council, teachers - curators, head departments, deputy educational director.

Students of the Pedagogical College already in 1-2 courses get acquainted with the basics of pedagogy and psychology, therefore they are well aware of the features of the youthful period in the development of the personality, the essence and importance of the adaptation period in her life.

Particular attention to the first days of a student's stay in college is also due to the fact that successful adaptation is a prerequisite for further vigorous activity of the student and a necessary condition for its effectiveness. The organizers of the adaptation period are all components of the unified educational space of the college, and they do not duplicate each other, but complement.

Experience shows that the student council has a greater influence on social and psychological adaptation, and this influence is more efficient and productive than the influence of teachers. This is explained by the fact that freshmen are easier and more willing to make contact with people close to them in age and social status. In addition, the personal experience of undergraduate students is a calming, inspiring and educative factor for them. In the long list of adaptation cases carried out at the college, numerous purely “Student-Soviet” ones stand out. They start with individual interviews, conducted including by members of the student council, with applicants during the entrance exams in June. The purpose of the interview is to convince the applicant: here they want to know all the good things about you, you have already been accepted, understood, loved, without you and each of us, the life of the student team cannot take place. This conversation – a kind of bridge to the heart of a freshman, and it will be strengthened until the first meeting in September.

It is common for each of us in childhood and adolescence to want to start our lives anew, from scratch, especially if the previous social status did not suit us very much. But the new notebook is loved only until the first blot and mistake. The task of all adaptation work with first-year students is to give them a chance to start a new notebook in life, or to continue a beautiful old one, in which their own social position is worthy and attractive to the personality itself. And during the interview, such a chance is given.

In September - the next meeting with newcomers, they are involved in the preparation of the college building for the beginning of the academic year. For serious matters (washing windows, walls, painting tables, equipping classrooms, etc.), yesterday's applicants get to know each other, "student advisers", teachers in an informal setting - and this is important.

Student councils of all levels pass the real test on the first day of classes, when the Day of Knowledge is held for freshmen. For them - timid, insecure – prepared Lessons - Peace and Labor, Culture and Art, Pedagogy. All groups of the new recruitment gather together in the assembly hall. People come to the meeting with newcomers, whom yesterday's schoolchildren could watch at best from TV screens - the leaders of the city, the Norilsk Nickel joint-stock company, departments of education, culture, preschool educational institutions, famous teachers. Freshmen from the first minutes of their stay in college begin to understand: the social status of a “student” implies a different circle and level of communication than at school. And the pedagogical profile of the chosen specialty suggests a different, by no means philistine and consumerist view of the most important aspects of public and social life, such as culture, education, upbringing, and training. These lessons are from the field of professional adaptation.

But the Student Council traditionally holds its own lesson for beginners on Knowledge Day, student – “This crazy, crazy, crazy student world!” First - a skit about the diverse delights of a student's life, after which there are no questions left - what awaits a student - a rookie. And they are waiting - study with exams and tests, love, practice with "advanced" children, discos, shows - about everything, both in jest and in earnest, i.e. in a student way. Let the first-year students immediately become infected with the “festival” mood, a special student spirit, tomorrow it may be too late.

The first day is also remembered by the fact that the student council is conducting a series of cases aimed at solving the problems of socio-psychological adaptation. The wisest Artek method of adapting children to an unusual environment and a group of strangers is taken as a basis.

One of the models is “Newspaper – business card”. Essence: each study group of the 1st course within 40 minutes in a separate audience prepares a newspaper-self-presentation according to the following scheme: the name of the group, the motto of the future student life, the general song of the group, the collective rules of the upcoming student life, the mood – wishes of each student. Skeptics will say: "It's a game!". Of course, a game, but a business game that allows you to speed up the process of determining the formal and informal structures of the team. But this is so important for its further development! Imagine: people do not know each other, the task has been received, there is little time, there is a lot of work, someone should be the first to offer their ideas, talents, skills. And the curator of the study group and a member of the student council are nearby, watching, not interfering, but ready to help. After 40 minutes, all the groups come together again and present themselves to the audience from the stage. For some, this role is performed by several people, for others, the whole group.

The self-presentation of the study groups took place. Next, a no less wise model is being implemented - the business game “I am looking for myself”. The goal is to help everyone find their place in the new community, now through personal self-presentation, demonstration of their own skills, qualities, talents. Moreover, the reason for this is very significant - raising the status of one's (already one's) study group. Publicly, each group is given a waybill with a strictly designated interval of movement through the stations (“Dance”, “Theater”, “Musical”, “Literary”, “Guess”, “Game”, etc., based on the desire of the organizers). The task of the students is to meet the designated time, complete various tasks and get as many points as possible. And this will require numerous volunteers, craftsmen, organizers, talents - in a word, there is something for everyone. But then the victory will be truly common. Members of the student council and curators of the study groups are again nearby – observe, analyze, single out leaders - partial, universal, emotional. General debriefing - again in the hall with the participation of everyone. The organizers of the game, members of the student council, skillfully manage the mood of general elation, “festivalism”, anticipation of victory, each group finds its own “highlights”, thereby “playing along” with the emerging team.

With the help of these wise organizational forms of pedagogical interaction, already on the first day of being in college, the distinguishability, recognition of emerging teams is ensured, the first-year students begin to form pride in them and satisfaction with involvement in them, in other words, the first, but strong shoots of “a wonderful feeling of “WE” appear. , without which socio-psychological adaptation is impossible. Where are those timid girls and boys who filled the hall a few hours ago?! The next day they will feel confident, and meeting with members of their group will be like meeting with good old friends. Newspapers-business cards created by freshmen the day before, and waybills for traveling through stations with marks for creativity, skill, collectivism, skills, talents, are posted by the student council for viewing by the entire college - let everyone know what replenishment has come. And this also “works” for adaptation, self-affirmation of students and student groups.

Experience confirms that graduates do not always endure a large stock of skills and abilities from school, therefore the task of all components of a single educational space, including the student council, is to provide special equipment for first-year students with activity readiness. This is facilitated by taking into account the patterns of education in the work, in particular, such as “joint-separated activity”. Its essence is to maintain a proportional ratio of the efforts of students and other components of a single educational space. The gradual separation of the activities of the student council of the college and the first-year study groups begins on the second school day, when they begin to involve them in their own active activities. Student councils, members of student councils of the school and departments are elected in groups. They will be trained at a special seminar, and immediately - to work. Landscaping and insulation of classrooms together with students of all courses (how important it is not to be worse, to prove yourself worthy!), duty. Four days after the start of the school year – Day of health in the tundra, where each study group (including first-year students) represents a small tourist group with symbols, paraphernalia, demonstration of specific skills. This is the concern of the student councils of the study groups. And freshmen are always on top. Both students and teachers are traditionally ready for this at the school (the specifics of the profession). Participation in September – October in major college affairs with completely independent execution of assignments from simple to complex (Autumn Ball, Teacher's Day, Music Day) - this is already a divided activity, this is how school traditions are comprehended, social experience is acquired, subjective is expanding. This is how adaptation works.

A month and a half after the beginning of the academic year, there is a holiday of Initiation into students, at which the student team of each study group of the 1st year presents its creative program - a presentation (which, by the way, undergraduates help to prepare), participate in a number of rituals and receive the official right to be called students. And the student council comes up with new topics for the Initiation every year. In a couple of days, a huge photo newspaper “How it was” will appear in the school, reports on city TV – and radio channels, and then – huge material in city newspapers. This is a tradition, and it also works for the social adaptation of first-year students.

Thanks to a series of pedagogically expedient adaptation measures, by the day of Initiation, the teams of study groups are already teams at least at the second stage of development. Now they are ready for the complexities and delights of student life. If in the organizational period (the first 2-3 weeks) the share of activity of teachers and the student council exceeds the share of activity of first-year students, then very soon the share of activity of the latter increases and is brought to the maximum level, and the students themselves act as the subject of activity, they begin to feel free creative individuals, confident that it is they who have the initiative in organizing and conducting some kind of business.

A serious test of the course of adaptation of freshmen is the November pedagogical council, at which all components of a single educational space, including the student council, report on their contribution to it. The Student Council, in addition, performs a responsible task - it conducts a survey of students. The questionnaire looks like this: – Were you disappointed in your choice of educational institution? – What do you like about school? – What causes discomfort? – What subjects do you have difficulty learning? – What are the difficulties? (poor knowledge from school, lack of educational and methodological literature, difficulty of the material being studied, high requirements of the teacher, etc.). – Wishes to the organizers of educational and extracurricular activities.

The transformation of students into specialists occurs only through the mechanisms of their own activity, therefore one of the main tasks of the Student Council is the organization of a variety of practice-oriented educational work with students. First-year students are included in the general scheme of work of the college, which can be conditionally divided into three groups: “Mood” cases, “Useful with pleasant” cases, “This is serious” cases.

Collective creative activities carried out by students in college are a good school for future teachers and a model for organizing children's leisure activities as a means of their self-realization, self-expression, self-affirmation. Participation in creative activities is not an end in itself, but a means of training a specialist.

The tasks that are given to groups are constantly changing, and this is a good school for the versatile training of a future teacher. The Student Council takes into account and publicizes any, even the slightest, facts of activity and healthy initiative on the part of students or study groups. A wonderful way to stimulate these manifestations is to issue a “Thank you!” newspaper after each great deed, in which a good word is given to everyone who “contributed” - students, groups, departments, teachers. At the end of the semester, all the good deeds of the study groups are formed into a list and act as the results of their activities. Visually designed, they are of great interest to the entire college and serve as a means of increasing pride in their team or a means of some disappointment, which is sometimes necessary for the team to get a second wind. Competitiveness and healthy rivalry have always been a tried and tested way of developing initiative and activity, “infecting” someone with energy and excitement. The arsenal of incentives includes gratitude, announced by the order of the director at the initiative of the student council. Material incentives for students are also actively used, because, according to the regulations, the student council has 5 percent of the scholarship fund of the school.

The practice of adaptation that has developed in the college is impossible without the activities of the student council. It greatly helps to equip future teachers with such important skills defined by the State Standard for Secondary Vocational Education as the ability to plan, prepare and conduct educational events, create a developing educational environment, etc. It is obvious that the vast majority of graduates of the Norilsk Pedagogical College are happy and they will remember their student years with excitement, largely due to the fact that it had a student council.