ABSTRACT

The thesis contains 82 pages, 3 tables, 1 diagram, 55 sources used.

Scroll keywords: communication, pedagogical communication, communication style, non-verbal aspect (component) of pedagogical communication, kinesics, proxemics, communication channels, interaction, gestures.

Subject of research: non-verbal aspects of pedagogical communication of primary school teachers.

Research objectives:

Study and analysis of literature on the problem, generalization of the obtained theoretical data;

Development and implementation of the program for the experimental part of the study;

Analysis of the obtained empirical material.

Research methods: analysis of general pedagogical and psychological literature on the problem, content analysis, observation, conversation, questioning, quantitative and qualitative analysis of empirical data.

In §1 of Chapter I the problem of communication as a social phenomenon in general is considered. It talks about how important communication is in human life. The central point of the first paragraph is the interpretation of the concept of “communication”, the characteristics of its main functions. Note that currently various scientists offer their own vision of the problem, which is described in the disclosure of several approaches to the phenomenon of communication.

The second paragraph of the first chapter reveals the question of the essence and place of pedagogical communication in the structure of the activity of a modern teacher; The specifics of pedagogical communication and its functions are considered, a typology of communication styles is widely presented, and the positions of some authors regarding the acceptability of a particular style in a teacher’s work are outlined.

Chapter II is entirely devoted to the problem of the nonverbal aspect of communication, including pedagogical communication. It also discusses Short story development of nonverbalism.

The experimental part of the second chapter is devoted to the study of sign communication as an integral component of pedagogical communication. The work is based on the study of sign communication in the activities of a primary school teacher.

Scope of application: in theoretical and practical courses in psychology and pedagogy. In the system of training and advanced training of education workers.

Degree of implementation: partial, materials were used in the development of course work (1999), served as the basis for a presentation at a scientific and practical conference of students and teachers of the M.E. Evseviev Moscow State Pedagogical Institute, were used in the work of teachers and members of the school administration in Saransk and Krasnoslobodsk.

Efficiency: improving the quality of training of future primary school teachers, helping to improve the pedagogical process at school.

WITH.
INTRODUCTION…………………………………………………………………………………………………………………………………………………… ...	5
CHAPTER I . COMMUNICATION AS AN CURRENT PSYCHOLOGICAL AND PEDAGOGICAL PROBLEM …………………………………………………………………………………………………………	8
1.1. Characteristics of communication as a social phenomenon ………………	8
1.2. General theoretical characteristics of the nonverbal component of communication ……………………………………………………………………………………………………………………………	16
Conclusions on Chapter I ………………………………………………………………………………………………	31
CHAPTER II . NONVERBAL COMMUNICATION IN THE ACTIVITY OF A TEACHER: EXPERIENCE OF EMPIRICAL RESEARCH ………………………………………………………………	33
2.1. Pedagogical communication in the structure of the activities of a modern teacher ……………………………………………………………………………………	33
2.2. Features of nonverbal communication in the activities of a modern teacher ………………………………………………………………………………………	55
2.3. Experience in empirical research of nonverbal communication in the activities of primary school teachers …………………………………	64
Conclusions on Chapter II ……………………………………………………………………………………………	74
CONCLUSION ………………………………………………………………………………………………………………………………	76
LIST OF REFERENCES ………………………………………………………………………………………	78

INTRODUCTION

Currently, in the pages of psychological and pedagogical literature, much attention is paid to the problem of communication in professional and pedagogical activities. One aspect of this problem is the study of the nonverbal component. Let us note that the problem of interpreting nonverbal aspects of interpersonal communication has a long history. However, this problem began to be developed in detail only in recent decades (starting from the 60s in the works of J. Fast, A. Pease, M. Critchley, C. Morris, I. N. Gorelov, V. A. Labunskaya, A. A. Leontyev and others). In this regard, it remains practically unexplored. The matter is further complicated by the fact that the authors of various sources sometimes provide contradictory information about certain aspects of nonverbalism; for example, we have recorded differences in points of view on the number of expressive movements used by a person in the process of communication. The authors of various sources indicate them from 1000 to 20,000 (40, P.11; 41, P.17). Inconsistent information is also found regarding the historical aspects of the problem, which indicates the need for additional research in this area.

The nonverbal component of communication plays a significant role in the process of interaction between a teacher and children, since it is known that various means of nonverbal communication (gesture, facial expressions, posture, gaze, distance) are in some cases more expressive and effective than words.

Thus, there is a problem, the essence of which is that despite the growing interest and research in the field of nonverbal communication in general, on the one hand, and pedagogical communication, on the other, there is an insufficient level of study of the nonverbal aspect of communication in the activities of a teacher.

Purpose of the study: to study the nonverbal aspects of communication in the activities of a teacher.

Research objectives:

Compile a bibliographic list of sources and, on its basis, analyze scientific and theoretical material on the problem;

Develop an experimental research program;

Conduct research, analyze the empirical data obtained, and draw conclusions.

Object of study: pedagogical communication as an important component of the overall structure of pedagogical activity.

Subject of research: non-verbal aspects of pedagogical communication, more precisely the use of gestures in the activities of a teacher.

Research methods: analysis of general pedagogical and psychological literature on the problem, questionnaires, observation, survey (conversation), quantitative and qualitative analysis of empirical data.

The methodological basis of the study was the theory of activity (cultural-historical, or activity approach in the study of psychological and pedagogical aspects of a person’s life: A.A. Leontyev, A.A. Bodalev, V.A. Kan-Kalik, etc.); the views of scientists who consider the problem of nonverbal communication from the positions of kinesics and proxemics (J. Fast, A. Pease, etc.).

Research stages:

Studying literature on the problem;

Development of a practical research program;

Conducting research.

The experimental basis of the study was the professional pedagogical activity of primary school teachers secondary schools Saransk and Krasnoslobodsk.

General structure of the work. The thesis consists of an introduction, two chapters, a conclusion, and a list of references.

The first chapter provides a general theoretical description of communication as a social phenomenon and examines general aspects of the nonverbal component of communication.

The second chapter is devoted to a detailed consideration of the problem and some features of pedagogical communication, the use of the nonverbal component of communication in the professional pedagogical activity of a modern teacher.

In conclusion, the main conclusions based on the results of the study are presented.

CHAPTER I . COMMUNICATION AS AN CURRENT PROBLEM

MODERN PSYCHOLOGICAL AND PEDAGOGICAL SCIENCE

1.1. CHARACTERISTICS OF COMMUNICATION AS A SOCIAL PHENOMENON

As M.N. Nochevnik rightly notes, “it is impossible to imagine the development of a person, the very existence of an individual as a person, his connection with society without communication with other people” (35, p. 37). Interpersonal communication is a necessary condition for the existence of people, without which the full formation of not only individual mental functions, processes and properties of a person, the individual as a whole and society (society). The classics of Marxism K. Marx and F. Engels noted in this regard: “... the actual spiritual wealth of an individual depends on the wealth of his actual relationships” (35, p. 78). Historical experience and everyday practice indicate that the complete isolation of a person from society, his withdrawal from communication with other people, leads to the complete loss of the human personality and its social properties (the phenomenon of “Mowgli children”).

Communication includes all the diversity of spiritual and material forms of human life and is his urgent need (35, P.5). “It’s no secret,” writes Polish psychologist S. Melibruda, “that interpersonal relationships matter to us no less than the air we breathe” (29, p. 67). The irresistible attraction of communication for a person is well expressed in the famous statements of the French writer A. de Saint-Exupéry: “The only real luxury is the luxury of human communication” (35, p. 35).

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• Introduction
• Conclusion
• Bibliography

Introduction

Communication plays an important role in a person’s mastery of cultural and universal values ​​and social experience. As a result of communication, the information process is humanized. The ability to communicate effectively with people becomes an integral part of success as a professional activity in interpersonal contacts.

The pedagogical process figuratively consists of the communicative transfer of information using a verbal message, but it is the non-verbal addition that reinforces and strengthens it.

When communicating with students, the teacher receives most of the information regarding their emotional state, intentions, and attitude towards something not from the words of the students, but from gestures, facial expressions, intonation, posture, gaze, and manner of listening. Nonverbal aspects of communication also play an important role in regulating interpersonal relationships, establishing contacts, and largely determine the emotional atmosphere and well-being of both the teacher and the child.

To date, a large amount of theoretical, analytical, educational and methodological materials on this topic have been collected. For example, the following authors devoted their works to various aspects of nonverbal communication: Averkina L.A., Akhyamova I.A., Belyakova N.V., Grigoryants T.A., Ekintsev, V.I., Ivanov V.D., Krivykh L.V., Krizhanskaya Yu.S., Labunskaya V.A., Larionova A.S., Mikheeva G.A., Petrova E.A., Orlova M.A., Pletneva, E.G., Mitina L.M., Romanova M.V., Samokhina M.A., Chirkova E.I., Leontiev A.A., Em E.A. and many others. Undoubtedly, the significance of these studies is enormous, especially in the development of general theoretical aspects of the problems of nonverbal communication. But to date, the question of the process of optimizing nonverbal communication in the learning process remains poorly studied. Today, much is still unknown about the system of optimizing tools, their interrelation and dominance.

RelevanceTopics: lies in the insufficient level of research into nonverbal communication in the pedagogical process and the frequent lack of practical teaching of children in the process of teaching the nonverbal component.

An objectresearch: pedagogical communication.

Itemresearch: nonverbal means of pedagogical communication.

Target: is to analyze the effectiveness verbal means pedagogical communication.

Tasks:

1 - study theoretical sources characterizing nonverbal communication of teachers;

2 - consider the features of nonverbal communication in pedagogical interaction;

Chapter 1. Nonverbal communication in the educational process

1.1 The concept and structure of the pedagogical activity of a modern teacher

Pedagogical activity is the activity of adult members of society whose professional goal is to educate the younger generation. Pedagogical activity is the object of research in various branches of pedagogical science: didactics, private methods, educational theory, school science. The psychology of pedagogical activity can be defined as a branch of psychological knowledge that studies the psychological patterns of a teacher’s work and how the teacher perceives, transforms and implements the goals set by society through educational institutions and the system of pedagogical activity, how he realizes the relevance of the tasks, forms and methods of his activity depending on specific conditions.

The content and psychology of pedagogical activity is determined by social factors - the place and functions of the teacher in society, the requirements of society for the teacher; then socio-psychological factors: the social expectations of people around the teacher in relation to his personality and activities, his own expectations and attitudes in the field of his teaching activity.

There are three components of pedagogical activity:

constructive;

organizational;

communicative.

Structural component. In a teacher’s work, a large place belongs to lesson design, extracurricular activity, selection educational material in accordance with school curricula, textbooks, various methodological developments and its processing for presentation to students. All this work ultimately results in a detailed lesson summary. Finding ways to activate and intensify the learning process is also an integral part of constructive activity.

Organizational component. An important place in the structure of pedagogical activity is occupied by organizational activity, which forms a single whole with constructive activity. Everything that a teacher plans to do during a lesson must be combined with his ability to organize the entire educational process. Only in this case will students be armed with knowledge. The organizational component includes three areas: organizing your presentation; organizing your behavior in the classroom; organization of children's activities; constant activation of their cognitive sphere. If a teacher shows mastery in only one aspect of organizational activity, for example, he organized the presentation well (skillfully selected educational material, verbal, subject clarity), but did not involve children in active mental activity, then the lesson can only be of an entertaining nature, and the full assimilation of knowledge is not possible. will. The same applies to other areas of the organizational component of the structure.

Communication component. It includes establishing and maintaining relationships with students, parents, administration, and teachers. It is the teacher’s attitude towards students that determines the success of his constructive and organizational activities and the emotional well-being of the student in the learning process. There are five types of emotional relationships between teachers and students: emotionally positive active, emotionally positive passive, emotionally negative active, emotionally negative passive, unbalanced.

It turns out that the relationships between children in the classroom in most cases correspond to one or another emotional style that characterizes the teacher’s behavior. So, with an emotionally unbalanced teacher, who is either suspicious and negatively disposed towards students, or sentimental and unreasonably encouraging students, the class can be nervous and uneven in their attitude towards each other.

The communicative side of pedagogical activity is manifested in the entire pedagogical process. The implementation of an individual approach, as one of the aspects of a person’s communicative activity, also determines the success of his work. The teacher must notice and take into account the characteristics of the student that hinder or help him, and respond to them accordingly. Thus, the slowness of the student, associated with his temperament, requires the patience and tact of the teacher. We must remember that it is the communicative components of a teacher’s activity that in most cases are the cause of deviations in learning outcomes.

A.I. Shcherbakov, in addition to the stated components, identifies the psychological functions of pedagogical activity. This is an information function (mastery of the material and the art of presenting it); developmental (managing the development of the student’s personality as a whole); orientational (direction of the individual, his motives, ideals); mobilization (activation of students’ mental activity, development of their independence); research (creative search in the pedagogical process, the ability to conduct an experiment, generalize experience and constantly improve one’s skills).

1.2 The essence and elements of nonverbal communication

Nonverbal Communication - Known to many readers as "body language", this term refers to any aspect of communication that does not involve spoken or written language. Nonverbal communication can occur through gestures, postures, facial expressions and much more.

Communication without words is the most extensive and reliable communication.

nonverbal communication teacher student

When communicating, we listen not only to verbal information, but also look at each other, perceive intonation, facial expressions, timbre of voice, and gestures. Words convey logical information to us, and gestures, facial expressions, and voice complement this information. Nonverbal communication often occurs unconsciously. It can either complement and strengthen verbal communication, or contradict and weaken it. Although nonverbal communication is often an unconscious process, it is now quite well studied.

Nonverbal communication is the most ancient and basic form of communication. Our distant predecessors communicated with each other using body tilt, facial expressions, voice timbre and intonation, breathing rate, and gaze. Even now we often understand each other without words. You can deceive with words, but you cannot deceive with your voice. We can control some parameters of nonverbal communication. But we will never be able to control all parameters, since a person can keep no more than 5-7 factors in his head at the same time.

Nonverbal communication is usually spontaneous and unintentional. Nature gave it to us as a product of many millennia of natural selection. Therefore, body language is very capacious and compact. By mastering the language of nonverbal communication, we acquire an effective and economical language. By blinking an eye, nodding our head, or waving our hand, we convey our feelings faster and better than we could with words. Nonverbal language is also used in verbal communication. With its help, we: prove, explain or refute the information conveyed by words; transmit information consciously or unconsciously; express our emotions and feelings; regulate the flow of the conversation; control and influence other persons; making up for the lack of words.

There are two problems with understanding nonverbal communication:

firstly, with verbal communication the process of transmitting and receiving information is realized by both parties, while with non-verbal communication it is carried out at unconscious or subconscious levels - this introduces some difficulty in understanding this phenomenon and raises the question of the justification of using the concept of “communication”. Therefore, some consider it permissible to use, when it comes to nonverbal communication, another concept - “nonverbal behavior”, understanding it as the behavior of an individual that carries certain information, regardless of whether the individual is aware of it or not;

secondly, in many scientific works there is confusion in the concepts of “nonverbal communication”, “nonverbal communication”, “nonverbal behavior”, most often used as synonyms. However, it is important to separate these concepts and clarify the context. According to the definition proposed by V.A. Labunskaya, “nonverbal communication is a type of communication that is characterized by the use of nonverbal behavior and nonverbal communication as the main means of transmitting information, organizing interaction, forming an image and concept of a partner, and exercising influence on another person.” Therefore, the concept of “nonverbal communication” is broader than the concept of “nonverbal communication”.

A person’s nonverbal behavior is inextricably linked with his psychological states and serves as a means of expression. In the process of communication, a person’s nonverbal behavior is the object of interpretation not in itself, but as an indicator of individual psychological and socio-psychological characteristics of a person that are hidden for direct observation. On the basis of non-verbal behavior, a person’s inner world is revealed, the psychological content of communication and joint activities is formed.

People quickly learn to adapt their verbal behavior to constantly changing circumstances, but body language is less flexible.

Nonverbal behavior:

· establishes the image of a communication partner;

· expresses the quality and change in the relationships of communication partners, develops these relationships;

· is an indicator of current psychological states of the individual;

· acts as an explanation, changes the understanding of the verbal message, enhances the emotional intensity of what is said;

· maintains the best level of psychological intimacy between interlocutors;

· acts as an indicator of status-role relationships.

Communication experts estimate that in the modern world a person speaks about 30 thousand words per day, or about 3 thousand words per hour. Verbal communication is most often accompanied by non-verbal actions that help to understand and comprehend the speech text.

The effectiveness of any communication contacts is determined not only by how clear the words and other elements of verbal communication are to the interlocutor, but also by the ability to correctly interpret visual information, that is, the partner’s gaze, his facial expressions and gestures, posture, distance, body movements, tempo and timbre of speech. After all, even if language is the most effective and productive tool of human communication, it is still not the only tool. Scientists have found that with the help of language we convey no more than 35% of information to our interlocutors. Along with language, there are quite a large number of methods of communication, which are also means of communicating information, and scientists have combined these forms of communication with the concept of “nonverbal communication.” Gestures, facial expressions, postures, clothes, hairstyles, objects around us, actions that are familiar to us - they all represent a certain type of message, called non-verbal messages, that is, occurring without the use of words. They account for the remaining 65% of the information transmitted during the communication process.

Understanding these types of elements of the interlocutor's behavior helps to achieve a higher degree of mutual understanding. Observing such information during any communication act gives us information about the moral and personal potential of the partner, about his inner world, mood, intentions and expectations, feelings and experiences, degree of determination or lack thereof.

Nonverbal communication is the exchange of nonverbal messages between people, as well as their interpretation. It is possible because all these signs and symbols in each culture have a certain meaning that is understandable to others. True, if necessary, they can easily be given a meaning that is understandable only to a few knowledgeable people (an ordinary cough can easily become a warning signal about the appearance of the authorities).

Nonverbal and verbal communication, accompanying each other, are in complex and close interaction.

There are several functions that nonverbal messages perform when interacting with verbal messages. Let's look at these functions:

· Addition (including duplication and reinforcement) of verbal messages. Addition means that nonverbal messages make speech more vivid and introduce changes and additions to its content. If you hug your interlocutor at the moment when you tell him that you are glad to meet you, the hug serves as an addition to your speech message. Speech can be more correctly understood and remembered better if it is repeated with gestures. For example, at an airline ticket office a person accompanies a request for two tickets with a gesture (shows two fingers). Nonverbal signs can be used to reinforce the most important points of a speech. Thus, you can draw the listener’s attention by increasing the volume of your voice, pausing before words, or gesturing in a specific way (for example, an index finger raised up is a sign of “this is important”).

· Denial of verbal messages. Negation indicates that the nonverbal message does not correspond to the verbal one. If the question “Do you understand?” the interlocutor shows confusion, looks away, smiles embarrassedly and at the same time says: “In general, yes,” then one should question the veracity of his answer. Precisely because nonverbal behavior is more spontaneous and less controlled by consciousness, it can challenge what is said. Even if a person controls his first reaction, the real state will reveal itself after 4-5 seconds. A smile or expression of surprise that lasts longer than this may indicate deception. This is why it is useful to observe the correspondence between speech and non-speech messages.

· Substitution of verbal messages. Substitution means using a nonverbal message instead of a verbal message. For example, in a noisy room, you gesture to a person who is far away from you that you need to go out and talk. During the seminar, the teacher can, without words, with the help of a glance and a turn of the head and body, invite one of the students to speak.

· Conversation regulation. Regulation means the use of nonverbal signs to coordinate interactions between people. In this case, signs that replace words are often used, such as turning the head towards the person who needs to speak; tone of voice indicating the end of a phrase; touching someone, expressing readiness to ask something, positive and negative exclamations addressed to the speaker. These and many other signs regulate the flow of communication.

Nonverbal messages can convey a wealth of information. First of all, this is information about the personality of the communicator. We can determine his temperament, emotional state at the time of communication, find out his qualities and personality traits, communicative competence, social status, get an idea of ​​his face and self-esteem.

Also, through nonverbal means, we learn about the attitude of communicants to each other, their closeness or distance, the type of their relationship (predominance - subordination, favor - disposition), as well as the dynamics of their interpersonal relationships.

And, finally, this is information about the attitudes of the communication participants to the situation itself: how comfortable they feel in it, whether they are interested in communication or whether they want to get out of it as quickly as possible.

Let's consider the main types of nonverbal communication:

1. Kinesics - is a set of body movements, gestures and postures, they are used to complement expressive means of communication.

The main elements of kinesics are:

1) Facial expressions. Facial expression is the main indicator of feelings. The easiest way to determine positive emotions- happiness, love, surprise. As a rule, negative emotions are not easily perceived - sadness, guilt, anger, disgust. As a rule, emotions are correlated with facial expressions in this way:

· surprise - raised eyebrows, wide open eyes, downturned lips, slightly open mouth;

· happiness - the eyes are calm, the corners of the lips are raised and, as a rule, pulled back.

· fear - eyebrows raised and drawn together above the bridge of the nose, eyes well open, the corners of the lips are lowered and slightly pulled back, the lips are stretched to the sides, the mouth may be open;

· anger - eyebrows are lowered, wrinkles on the forehead are curved, eyes are narrowed, lips are closed, teeth are clenched;

· disgust - eyebrows are lowered, the nose is wrinkled, the lower lip is protruded or raised and closed with the upper lip;

· sadness - eyebrows are drawn together, eyes are dull; often the corners of the lips are slightly lowered.

The face very expressively displays feelings, so the speaker usually tries to control or hide his facial expression.

Involuntary reactions. Reactions that are difficult to control and, as a result, are very informative.

The standard interpretation of these reactions is:

· redness of the face - shame, anger;

· whitening of the face - fear, guilt;

· dilated pupils - interest, pleasure, severe pain;

· constriction of the pupils - dissatisfaction, rejection;

· increased pulse beats - anxiety, shame, fear, deception;

· decreased heart rate - increased interest;

· fast, shallow breathing - internal tension;

· short breathing through the nose - anger;

· unexpected exposure of teeth - rage, aggression;

· sweating - anger, embarrassment, nervousness;

· frequent blinking - excitement, deception.

These reactions are easier to detect in men than in women, who are also better at deceiving.

2) Gesticulation. Gestures. Gestures are an integral part of communication. Sign language, like verbal language, contains words and sentences.

The rich “alphabet” of gestures can be divided into 5 groups:

· Illustrative gestures are message gestures: pointers (example, “pointing finger”), pictographs - figurative pictures (example, “this size and configuration”); kinetographs - body movements; gestures - “bits” (gestures - “signals”); ideographs are peculiar hand movements that connect imaginary objects together.

· Regulatory gestures are gestures that express the speaker’s attitude towards something. These include a smile, a nod of the head, direction of gaze, purposeful movements of the hands.

· Gestures-emblems are original substitutes for words or phrases in communication. For example, hands clenched at chest level in the form of a handshake most often mean “hello,” and hands raised above the head mean “goodbye.”

· Adapter gestures are characteristic human habits associated with hand movements. This can be: scratching, twitching of individual parts of the body; touching, spanking a partner; stroking, fingering individual objects at hand (pencil, button).

· Affective gestures - gestures that express certain emotions through body movements and facial muscles.

3) Poses. Posture is a certain position of parts of the human body: head, torso, arms, legs, as well as movements that change or influence this position. Analyzing a pose is difficult, since going through individual elements does little to understand it. The observer perceives the coherence or inconsistency of the relationships between the components of a pose and draws a conclusion about its naturalness or unnaturalness, the person’s condition, his attitude towards others.

Classification of poses on the following basis:

· stages of communication - postures of entering and leaving contact;

· types of relationships and relationships - postures expressing likes and dislikes, submission and dominance, inclusion - alienation;

· psychophysiological states - tense and relaxed posture, active and passive;

· correspondence of partners’ postures in communication - synchronous or asynchronous postures;

· orientation of the pose - poses of partners facing each other, back to each other, face to back;

· correspondence of the pose to other elements of expression - harmonious or disharmonious pose.

4) Visual contact. Looking at the interlocutor not only shows interest, but also helps us concentrate on what we are being told. People communicating usually look into each other's eyes for about 10 seconds. If they look at us a little, we have reason to think that they treat us or what we say badly, and if they look at us too much and intently, this can be interpreted as a challenge or a kind attitude towards us. In addition, it has been observed that when a person tells a lie or tries to hide information, his eyes meet his partner's eyes for less than 1/3 of the conversation.

Part of the duration of a person's gaze depends on what nation he belongs to. Southern Europeans have a high gaze frequency, which can cause offense to others, and the Japanese look at the neck rather than the face when speaking. This important fact must always be taken into account.

When a person just begins to form a thought, he often looks to the side, “into space”; when the thought is completely ready, he looks at the interlocutor.

According to its originality, the view can be:

· Business - when the gaze is fixed on the frontal part of the interlocutor’s head, this implies the creation of a serious atmosphere of business camaraderie.

· Social - the gaze is directed into a triangle between the eyes and mouth, this helps create an atmosphere of direct social communication.

· Intimate - the gaze is concentrated not on the eyes of the interlocutor, but below the face - to chest level. This look speaks of great passion for each other in communication.

· A sideways glance is intended to convey interest or hostility. If it is accompanied by slightly raised eyebrows or a smile, it indicates interest. If it is accompanied by a frowning forehead or drooping corners of the mouth, this indicates a critical or suspicious attitude towards the interlocutor.

With the help of the eyes, the most complete signals about the state of a person are transmitted, because they occupy a central position in human body, and the pupils behave completely independently - the dilation and contraction of the pupils is not subject to any conscious control. In daylight, pupils can constrict and dilate in response to changes in a person's attitude and mood. If a person is excited or interested in something, or is in a good mood, his pupils dilate four times compared to normal. An irritated, sad mood causes the pupils to constrict.

2. Tactile behavior is various types of touches that are used on those interlocutors with whom you are currently interacting. Different types of touch are of different nature and have different effectiveness and significance. Tactile behavior can be divided into the following types: professional, ritual, friendly and loving. Each type of touch is necessary for a person to weaken or strengthen the process of communication. However, there are some factors that need to be taken into account since different cultures have different labels for non-verbal elements.

The most commonly used tactical means - an indispensable attribute of any meeting and farewell - is a handshake. Even ancient people, when meeting, extended their hands to each other with open palms forward - thereby showing that they had no weapons. Over time, options appeared - such as waving the hand in the air, placing the palm on the chest and many others, including a handshake.

Handshakes can be divided into 3 types:

· dominant (hand on top, palm turned down);

· submissive (hand from below, palm turned upward);

· equal.

3. Sensory is one of the types of non-verbal communication, which is based on sensory perception in all cultures. The attitude towards a partner is based on the sensation of the senses: smells, taste, perception of sound and color combinations, sensation of the interlocutor’s body and the warmth emanating from him. As a result of all this, non-verbal communication with this partner will be established.

4. Proxemics - based on the use of spatial relationships. This type of communication implies the direct influence of distances and territories on the manifestation of relationships between people. There is a certain limit on the permissible distance between interlocutors; it depends on the type of interaction and is determined as follows:

· intimate distance (up to 0.5 m) corresponds to intimate relationships. Occur in sports - in those types of sports where the bodies of athletes come into contact;

· interpersonal distance (0.5 - 1.2 m) - for a conversation between friends with or without contact with each other;

social distance (1.2 - 3.7 m) - for informal social and business relations, and the upper limit is more consistent with formal relations;

· public distance (3.7 m or more) - at this distance it is not considered rude to exchange a few words or refrain from communicating.

People generally feel comfortable and make a good impression when they stand or sit at a distance consistent with the types of interaction described above. Too close, as well as too far away, has an adverse effect on communication.

5. Chronemics - involves the use of time in the non-verbal communication process. For communication, time is no less important a factor than words, gestures, postures and distances. The perception and use of time is part of nonverbal communication.

The study of the chronicles of various cultures allows us to distinguish two main types of time use:

· monochronic (this model of time, which is represented as a road or a long tape, divided into parts. This division of time into segments leads to the fact that a person prefers to do only one thing at a time, and also divides time for business and for emotional contacts) ;

· polychronous (this model does not have any clear schedule; a person can do several things at once).

6. Paraverbal communication - the means of achieving this type of communication are such characteristics of the human voice as speech speed, volume, articulation, voice pitch, speech mode. In paraverbal communication, information is transmitted through vocal tones, so the utterance of any words is never neutral. The one who knows how to listen, like the one who reads between the lines, understands more than the words of the speaker mean.

To understand the transmitted message the following are also useful:

· Tone of voice is a particularly significant clue to understanding the speaker's feelings. Feelings find their expression regardless of the meaning of words. Feelings can be clearly shown even when reading the alphabet. Anger and sadness are usually easy to recognize; nervousness and jealousy are among the feelings that are more difficult to recognize.

· Strength and pitch of voice are also useful cues for reading the other person's message. Some feelings, such as enthusiasm, joy and disbelief, are usually conveyed in a high-pitched voice. Anger and fear are also expressed in a high-pitched voice, but in a wider range of tonality, strength and pitch. And feelings such as sadness, grief and fatigue are usually conveyed in a meek and quiet voice with a decrease in intonation towards the end of each phrase.

· Speed ​​of speech also recreates the feelings of the interlocutor. People talk quickly when they are excited or worried about something, when they are talking about their personal troubles. Anyone who wants to assure or persuade us usually speaks quickly. Slow speech is most often a sign of depression, grief, arrogance or fatigue.

It is also important to understand the meaning of interjections, sighs, nervous coughs, and snorts. This series is uninterrupted. After all, sounds can mean more than words.

Thus, the effectiveness of listening depends not only on the correct understanding of the interlocutor’s words, but also on the understanding of non-verbal signals. Communication, in turn, contains nonverbal signals that can prove and sometimes challenge the verbal message. Understanding these non-verbal signals - gestures and facial expressions of the interlocutor - will help the listener to correctly understand the words of the interlocutor, which will increase the effectiveness of communication.

Chapter 2. Nonverbal communication in the activities of a teacher

2.1 Features of nonverbal communication in the learning process

The essence of a teacher’s work is to help the student’s mental development, and the most important tool is his mental connection with the child, pedagogical communication.

Communication, according to A.A. Leontiev, constitutes a mandatory and special condition attribution of achievements by the child historical development humanity. The teacher’s speech is the main means of connecting students to the cultural heritage, teaching them ways of thinking and its content. At the same time, the teacher must have a high linguistic culture, a rich vocabulary, expressive abilities and intonation expressiveness of speech, and have legible diction. As can be seen from this definition, the main emphasis in it is on speech, that is, the verbal component of communication. In any case, recently a large number of publications have appeared related to various aspects of nonverbal communication.

According to L.M. Mitina, “the interaction between a student and a teacher consists, first of all, in the exchange of information between them of a cognitive and affective-evaluative nature. And the transfer of this information is carried out both verbally and with the help of various means nonverbal communication".

When communicating with students, the teacher receives most of the information that concerns their emotional state, intentions, and attitude towards something not from the children’s words, but from intonation, posture, gestures, facial expressions, gaze, and manner of listening. “Gesture, facial expressions, gaze, posture sometimes turn out to be more expressive and effective than words,” says E.A. Petrova.

Nonverbal aspects of communication play a significant role in managing relationships, establishing contacts, and largely determine the emotional atmosphere and well-being of both the student and the teacher.

Let us point out that the means of nonverbal communication are always properly involved in the educational process, despite the fact that, most often, the teacher does not comprehend their meaning. It is generally accepted that in the relationship between a teacher and children, as, indeed, any subjects of communication, nonverbal communication occurs through several channels:

· facial expressions;

· touch;

· gestures;

· communication distance;

· visual interaction;

· intonation.

Let us dwell on the analysis of each of the components of the process of nonverbal interaction in the “teacher-student” system.

The facial side of communication is very important - you can sometimes learn more from a person’s face than he can or wants to say, and a smile that appears at the right time, an expression of self-confidence, and a disposition to communicate can greatly help in establishing contacts.

The almost endless variety of facial movements and their combinations gives the teacher a chance to express his emotional state and attitude towards a particular child, his response or action: to reflect interest, understanding or indifference. A.S. Makarenko said this: “A teacher who does not have facial expressions, cannot give his face the necessary expression or control his mood cannot be a good teacher.”

Analysis of research shows that teachers prefer teachers with a friendly facial expression and a high level of external emotionality. But it was also noticeable that overly mobile muscles of the eyes or face, as well as their immobility, create serious problems in communicating with students.

Some researchers note that many teachers consider it necessary to create a “special facial expression” to influence students. Often this is a demanding facial expression with a frowning forehead, compressed lips, and a tense lower jaw. This is a face-mask, an invented image, it is believed that it promotes good behavior and academic performance of children, facilitates leadership and classroom management. Also, there is a fairly well-known phenomenon - “a certain person for a certain student.” But, as a professional, the teacher is obliged to control his behavior to such an extent as to avoid this.

The next means of nonverbal communication is touch, sometimes referred to as tactile communication. The use of touch is very important when working with children, primarily of primary school age. With the help of touch, you can attract attention, establish a connection, and show your attitude towards the child. The free movement of the teacher around the classroom during the lesson facilitates the use of this technique. Without interrupting the lesson, he can return to work a child who was distracted only by touching his hand or shoulder; calm down the excited one; mark brilliant answer.

Nevertheless, L.M. Mitina cautions that for many students, touch can cause tension. Firstly, this happens in children, for whom a decrease in psychological distance creates inconvenience and is tinged with anxiety. “Extracurricular” touches turn out to be unpleasant, because they leave an undesirable aftertaste in the child and force him to avoid the teacher in the future. A touch that carries a hint of pressure or force is unpleasant.

A special place in the system of nonverbal communication of a teacher has the gaze with which he expresses his attitude towards the student and his behavior.

The impact of the teacher’s gaze depends on the communication distance. Looking from afar, from top to bottom, allows the teacher to see all the students at once, but does not allow him to peer into each of them individually. The effect of gaze, as noted by E.A. Petrov, the stronger the closer the student is to the teacher.

Staring, which can also be unpleasant, has a particularly strong influence. Accompanying a teacher’s remark with his gaze has a negative impact on the child’s condition and interferes with maintaining communication.

Researchers note that there is a certain optimal rhythm for exchanging glances with children in the classroom, when personal eye contact alternates with eye coverage of the entire class, which forms a working circle of attention. A change of gaze is also important when listening to an answer. The teacher, looking at the respondent, makes it clear that he hears the answer. Looking at the class, the teacher draws the attention of all remaining students to the answerer. An attentive, friendly look while listening to the answer gives the right to provide feedback.

Communication distance is also important.A. A. Leontyev notes that the question of the relative location of communication participants in space is quite relevant, since depending on this factor, other non-speech components are used in communication to varying degrees, and the nature of feedback from the listener to the speaker is different.

Researchers argue that the distance between students depends on the relationship between them. It is especially important for a teacher to know the connection between the flow of the communication process and the location of the interlocutors relative to each other in space.

Without a doubt, every teacher uses spatial factors of communication, subconsciously choosing the best distance from the listeners; In this case, the nature of the relationship with the class, the parameters of the room, and the size of the group play a big role. He can use spatial proximity to establish more trusting relationships with children, but he must be careful, because being too close to the interlocutor is sometimes perceived as an attack on the person and looks incorrect.

While observing the work of a teacher in a lesson, you can notice that the zone of most effective contact is the first 2-3 desks. It is the first desks that enter the personal or even intimate zone throughout almost the entire lesson. The rest of the students, as a rule, are at a public distance from the teacher, according to the classification of communication zones according to A. Pease.

If a teacher moves around the classroom at random, then by changing the distance, he achieves proxemic diversity and equality in communication with each student.

When analyzing the communication space, one cannot help but touch upon such an aspect as the organizational conditions of learning, namely, the placement of furniture (tables and chairs) in the classroom space.

So, N.V. Samukina notes that the furniture is placed in the office in such a way that the teacher’s desk is in front of the class and, as it were, opposite it. Such an organizational solution for the classroom space, according to the author, consolidates the directive influencing position of the teacher. The students' desks are placed in several rows and create the impression of a "common mass". Being in such a class, the child feels “inside the class”, part of it. Therefore, a call to the board and one-on-one communication with the teacher are factors that cause an unpleasant and tense state in the student.

At the same time, N.V. Samukina suggests organizing the classroom space in a different way, making it more democratic: the teacher’s desk should be placed in front in the center, and the students’ desks should be arranged in a semicircle at an equal distance from the teacher’s desk.

A special place in the system of non-verbal communication of a teacher is occupied by the system of gestures. As noted by E.A. Petrova, the teacher’s gestures are for children one of the indicators of his attitude towards them. A gesture has the property of “making the secret obvious,” which the teacher must always remember.

The nature of the teacher’s gestures from the first minutes creates a certain mood in the class. Research proves that if a teacher’s movements are impetuous and nervous, the result is a state of tense anticipation of trouble instead of readiness for the lesson.

Gestures also play a huge role in ensuring students’ attention, which is a very important condition effective learning. It is the gesture, the emotional intensity of which, most often, that attracts the attention of the audience, that has significant potential for concentrating the attention of listeners. Among the means of organizing attention, almost all teachers actively use such gestures as pointing gestures, imitation gestures, and underlining gestures.

As noted by E.A. Petrova, just as important in the use of gestures is such a function as the activation of various cognitive processes: perception, memory, thinking and imagination. Gestures can accompany the teacher’s story; with their help, visual perception, memory, and visual-figurative thinking can be activated.

The joint activity of the teacher and students involves not only the influence of the teacher, but also mandatory feedback. It is with the help of a gesture that the teacher often “turns on” it, increases its intensity (gestures of approval, evaluation), or ends the contact. Gestures are an integral component of feedback, without understanding which it is difficult to adequately assess the state of the student, his relationship with the teacher and classmates.

Gestures, in combination with other nonverbal communications, are used by the teacher to ensure control over the activities of students. For this purpose, evaluating, regulating and disciplining gestures are most often used.

The teacher's gestures often become role models. Children are especially attentive to cases of inaccurate use of gestures, which distract them from performing various types of tasks. It is necessary to make high demands on the culture of non-verbal behavior of a teacher in general and on his gestures in particular.

In communication between a teacher and students, the tone of speech is also of great importance. According to M.M. Rybakova, intonation when communicating between adults can carry up to 40% of the information. However, when communicating with children, the impact of intonation increases.

Intonation reveals those experiences that are accompanied by the teacher’s speech addressed to the child, and he reacts to them. The student very accurately recognizes by intonation the attitude of adults towards him, he has an exceptional “emotional ear”, deciphers not only the content and meaning of the spoken word, but also the attitude of others towards him.

When perceiving words, the child first of all reacts to intonation with a response action and only then assimilates the meaning of what was said. The teacher’s scream or monotonous speech loses its impact because the child’s sensory inputs are either clogged (by screaming) or he does not perceive the emotional accompaniment at all, which gives rise to indifference. In this regard, we come to the idea that the teacher’s speech should be emotionally rich, but it is necessary to avoid extremes; It is very important for a teacher to choose a tone of communication with students that corresponds not only to the communication situation, but also to ethical standards.

So, we can conclude that the nonverbal aspect of communication occupies a significant place in the process of interaction between a teacher and students. In order to make his work easier and more enjoyable, the teacher must be able to communicate with students without even talking, must take into account not only the child’s speech, but also his every gesture, glance, every movement, in turn, very strictly control his non-verbal behavior .

2.2 Recommendations for the development of nonverbal communication for teachers and students

If you want to learn to understand people better, then set yourself the task of at least 15 minutes a day to study and understand the gestures of other people, as well as analyze your own gestures.

1. You can start by looking through your album of photos again, especially group photos. Pay attention to how, in what sequence, the characters stand, where they look, how they smile, what their overall posture is, how they relate to each other.

2. The same can be done with other people’s photographs, since in this case all the characters depicted will be unknown to you.

3. The next step is to start observing the people around you on the street, in a traffic jam, on a bus, in a cafe or cinema.

4. It's time to observe your own body language. Videos from holidays, feedback from loved ones, friends and comrades can help you with this. You will be surprised how different what you do is from what you imagine it to be. You will have something to work with, although you can leave everything as it is. You decide.

5. Also, news releases, no matter how you feel about them, can serve you well. Your task is to simply turn off the sound and watch the announcer. After some time, you will begin to understand, without his words, where and what exactly is happening in our unstable world.

6. If watching the news is beyond your strength, then films will help. Just go and watch your favorite movie without sound. You have the opportunity to catch many nuances that you had not noticed before. And if you watch a film unknown to you from beginning to end, without sound, then it will be top notch!

Doing these exercises will help you become aware of certain aspects of body language. But still, the main goal of these classes is to learn how to use the acquired knowledge in everyday life. After all, they say correctly: theory is useful only when it can be applied in practice. Suddenly look at the world with different eyes. Gradually, through purposeful searching, you will feel that understanding signals is now happening consciously, whereas before you did it unconsciously. Watch not only what people say, but also how they look. Stop seeing and hearing only what you want to see and hear, make every effort to hear and understand what is actually being said. In the end, this will save you a lot of time and save you from a lot of trouble.

Conclusion

Thus, in the process of interaction in the teacher-student system, nonverbal communication plays a significant role. Based on this, the teacher must have not only a high linguistic culture, but also a culture of nonverbal behavior, or a culture of using so-called expressive movements, since it is known that various types of nonverbal communication sometimes contain much more information than words.

Understanding of nonverbal language is mainly acquired through learning. The use of non-verbal communication methods in lessons not only contributes to a more thorough understanding of educational material and activating the attention of students, but also contributes to the development of the child’s communicative abilities, subsequently making him more capable of interpersonal contacts and opening up the widest opportunities for personal development.

However, it must be remembered that people are not alike. As usual, sensitivity in nonverbal communication increases with age and experience.

Bibliography

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2. V.A. Barabanshchikov. Perception of facial expressions. - M.: Institute of Psychology of the Russian Academy of Sciences, 2009. - 448 p.

3. Birah A. Psychology of facial expressions. - M.: "Marketing", 2004. - 152 p.

4. Birkenbil V. Language of intonation, facial expressions, gestures. - St. Petersburg: "Peter", 2008. - 176 p.

5. Verber R. Psychology of communication. / Verber R., Verber K. - St. Petersburg: Prime-Eurosign, 2005. - 320 p.

6. Vinokur T.G. Speaker and listener. Variants of speech behavior. - M.: "Science", 2005. - 179 p.

7. Zhiderova O.S. Interesting about gestures. / O.S. Zhiderova, M. A Maslennikova. // Primary School. - 2003. - No. 4. - P.52-54.

8. Kann-Kalik V.A. Fundamentals of professional and pedagogical communication. - St. Petersburg: Neva, 2002. - 248 p.

9. Kann-Kalik V.A. To the teacher about pedagogical communication. - M.: Slovo, 2001. - 179 p.

10. Knapp M.L. Nonverbal communications. - M.: "Science", 2007. - 308 p.

11. Cordwell M. Psychology. A-Ya.: dictionary-reference book / trans. from English K.S. Tkachenko. - M.: FAIR PRESS. - 2000. - 448 p.

12. Kreidlin G.E. Body language and kinesics as a section of non-verbal semiotics // “Body in Russian culture”. - M.: "New Literary Review", - 2005, pp. 19-37.

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15. Labunskaya V.A. Psychology of nonverbal expression of personality. - Rostov on/D: Phoenix, 2009. - 340 p.

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19. Mitina L.M. To manage or suppress: choosing a strategy for a teacher’s professional activity // School Director. - 1999. - No. 2. P.15.

20. Mitina A.K. The teacher as a person and professional. - M.: Delo, 2002.

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Introduction

Chapter 1. Characteristics of nonverbal communication

1.1 Facial expression (facial expressions)

1.2 Visual contact

1.4 Postures and gestures

1.5 Interpersonal space

1.6 Responding to nonverbal communication

Chapter 2. Nonverbal communication in pedagogical interaction

Conclusion

Bibliography

Application

Introduction

Even before mastering the native language, the child learns to understand the nonverbal (non-speech) context of communication, which helps to encode and decode speech messages. For example, a verbal message such as “don’t touch me” may appear in the context of an angry tone, a tone of request, and may be accompanied by moving away hand movements, facial expressions, and body positioning in space.

The language of nonverbal messages can be accurately interpreted by a person raised in a given culture and often helps to correctly understand the meaning of the verbal message and the context of the relationship in general.

Environment, space and time can also be indicators of nonverbal communication. Regulation of non-verbal aspects of the environment, space and time means regulation of the context of communication.

Cultural diversity always influences the regulation of the communication context and the characteristics of nonverbal communication itself. Along with culture, nonverbal behavior is also determined by a person’s membership in certain social groups and characteristics such as gender, age, socioeconomic status, occupation and specific environment.

The main goal of nonverbal communication is to achieve interpersonal synchrony. According to Hall, interpersonal synchrony refers to the consistency of rhythmic movements between two people at the verbal and nonverbal levels.

It has been established that interpersonal synchrony or coherence is achieved when nonverbal communication between two individuals is aimed at breadth, uniqueness, productivity, compliance, smoothness, spontaneity and when there is an open and calm exchange of opinions. Interpersonal inconsistency occurs when nonverbal communication between two people becomes difficult, stylized, rigid, constrained, awkward, indecisive, formal, and at risk of open judgment or insult.

Interpersonal synchrony reflects growing sympathy, mutual attention, and a growing connection, while interpersonal inconsistency reflects growing antipathy, rejection, and indifference.

Pedagogical communication is professional communication between a teacher and students, which has certain pedagogical functions and is aimed at creating a favorable psychological climate, as well as other types of psychological optimization of educational activities and relationships between the teacher and students and within a given team.

Insufficient attention to the student’s personality in the learning process, the predominant orientation of the teaching methods used on the student’s activity to the detriment of attention to his personality results in major pedagogical miscalculations. Optimal pedagogical communication is such communication between a teacher and students in the learning process that creates the best conditions for the development of student motivation and the creative nature of educational activities, for the correct formation of the student’s personality.

Purpose of the work: To analyze the nonverbal aspect of pedagogical communication.

Study the characteristics of nonverbal communication.

Consider the features of nonverbal communication in pedagogical interaction.

The object of research is pedagogical communication.

Subject of research – Nonverbal aspect of pedagogical communication.

Research method: Theoretical analysis of literature on the topic.

1.1 Facial expression (facial expressions)

Facial expression is the main indicator of feelings. The easiest to recognize positive emotions are happiness, love and surprise. As a rule, negative emotions - sadness, anger and disgust - are difficult to perceive. Typically emotions are associated with facial expressions as follows:

surprise - raised eyebrows, wide open eyes, downturned lips, parted mouth;

fear - eyebrows raised and drawn together above the bridge of the nose, eyes wide open, the corners of the lips lowered and slightly pulled back, lips stretched to the sides, the mouth may be open;

anger - eyebrows are lowered, wrinkles on the forehead are curved, eyes are narrowed, lips are closed, teeth are clenched;

disgust - eyebrows are lowered, the nose is wrinkled, the lower lip is protruded or raised and closed with the upper lip;

sadness - eyebrows drawn together, eyes dull; often the corners of the lips are slightly lowered;

happiness - the eyes are calm, the corners of the lips are raised and usually pulled back.

Artists and photographers have long known that the human face is asymmetrical, causing the left and right sides of our face to reflect emotions differently. Recent research explains this by saying that the left and right sides of the face are controlled by different hemispheres of the brain. Left hemisphere controls speech and intellectual activity, the right controls emotions, imagination and sensory activities. Control connections are crossed so that the work of the dominant left hemisphere is reflected on the right side of the face and gives it an expression that is more controllable. Since the work of the right hemisphere of the brain is reflected on the left side of the face, it is more difficult to hide feelings on this side of the face. Positive emotions are reflected more or less evenly on both sides of the face, negative emotions are more clearly expressed on the left side. However, both hemispheres of the brain function together, so the differences described relate to the nuances of expression.

Human lips are especially expressive. Everyone knows that tightly compressed lips reflect deep thoughtfulness, while curved lips reflect doubt or sarcasm. A smile, as a rule, expresses friendliness and the need for approval. At the same time, smiling as an element of facial expression and behavior depends on regional and cultural differences: for example, southerners tend to smile more often than residents of northern regions.

Since a smile can reflect different motives, you should be careful in interpreting the smile of your interlocutor. However, excessive smiling, for example, often expresses a need for approval or deference to superiors. A smile accompanied by raised eyebrows usually expresses a willingness to submit, while a smile with lowered eyebrows expresses superiority.

The face expressively reflects feelings, so the speaker usually tries to control or disguise his facial expression. For example, when someone accidentally bumps into you or makes a mistake, he usually feels the same unpleasant feeling as you do and instinctively smiles, as if expressing a polite apology. In this case, the smile may be in a certain sense “prepared” and therefore forced, conveying a mixture of concern and apology.

The one who knows how to listen, like the one who reads between the lines, understands more than the words of the speaker mean. He hears and evaluates the strength and tone of the voice, the speed of speech. He notices deviations in the construction of phrases, such as unfinished sentences, and notes frequent pauses. These vocal expressions, along with word choice and facial expressions, are helpful in understanding the message.

Tone of voice is a particularly valuable key to understanding the feelings of the interlocutor. One famous psychiatrist often asks himself: “What does the voice say when I stop listening to the words and listen only to the tone?” Feelings find expression regardless of the meaning of words. You can clearly express feelings even when reading the alphabet. Anger and sadness are usually easily recognized; nervousness and jealousy are among those feelings that are more difficult to recognize.

Voice strength and pitch are also useful cues for deciphering a speaker's message. Some feelings, such as enthusiasm, joy and disbelief, are usually conveyed in a high-pitched voice. Anger and fear are also expressed in a high-pitched voice, but in a wider range of tonality, strength and pitch. Feelings such as sadness, grief and fatigue are usually conveyed in a soft and subdued voice, with a lower intonation towards the end of each phrase.

The speed of speech also reflects the speaker's feelings. People talk quickly when they are excited or worried about something, when talking about their personal difficulties. Anyone who wants to convince or persuade us usually speaks quickly. Slow speech more often indicates depression, grief, arrogance or fatigue.

By making minor mistakes in speech, such as repeating words, choosing them uncertainly or incorrectly, or breaking off phrases mid-sentence, people involuntarily express their feelings and reveal their intentions. Uncertainty in word choice occurs when the speaker is unsure of himself or is about to surprise us. Typically, speech impediments are more pronounced in a state of excitement or when the interlocutor is trying to deceive us.

It is also important to understand the meaning of interjections, sighs, nervous coughs, snorts, etc. This series is endless. After all, sounds can mean more than words. This is also true for sign language.

1.4 Postures and gestures

A person’s attitude and feelings can be determined by his motor skills, that is, by the way he stands or sits, by his gestures and movements.

When a speaker leans towards us during a conversation, we perceive this as a courtesy, apparently because such a posture indicates attention. We feel less comfortable with those who lean back or slump in their chair when talking to us. It is usually easy to talk with those who adopt a relaxed posture. People with a higher position can also take this position, probably because they are more confident in themselves at the moment of communication and usually do not stand, but sit, and sometimes not straight, but leaning back or leaning to one side.

The inclination at which sitting or standing interlocutors feel comfortable depends on the nature of the situation or on differences in their position and cultural level. People who know each other well or work together usually stand or sit sideways next to each other. When they greet visitors or negotiate, they feel more comfortable facing each other. Women often prefer to talk, leaning slightly towards the interlocutor or standing next to him, especially if they know each other well. In conversation, men prefer facing each other, except in situations of rivalry.

The meaning of many hand gestures or foot movements is somewhat obvious. For example, crossed arms (or legs) usually indicate a skeptical, defensive attitude, while uncrossed limbs express a more open, trusting attitude. They sit with their chins resting on their palms, usually deep in thought. Standing with your arms akimbo is a sign of disobedience or, conversely, readiness to get to work. Hands placed behind the head express superiority. During a conversation, the heads of the interlocutors are in constant motion. Although nodding your head does not always mean agreement, it effectively helps the conversation, as if giving permission to the interlocutor to continue speaking. Head nods also have an approving effect on the speaker in group conversations, so speakers usually address their speech directly to those who constantly nod. However, a quick tilt or turn of the head to the side or gesticulation often indicates that the listener wants to speak.

It is usually easy for both speakers and listeners to converse with those who have animated facial expressions and expressive motor skills.

Active gestures often reflect positive emotions and are perceived as a sign of interest and friendliness. Excessive gesturing, however, can be an expression of anxiety or insecurity.

Another important factor in communication is interpersonal space - how close or far away the interlocutors are in relation to each other. Sometimes we express our relationships in spatial terms, such as “staying away” from someone we don’t like or are afraid of, or “staying close” to someone we’re interested in. Typically, the more interested the interlocutors are in each other, the closer they sit or stand to each other.

intimate distance (up to 0.5 m) corresponds to intimate relationships. Can occur in sports - in those types of sports where there is contact between the bodies of athletes;

interpersonal distance (0.5 - 1.2 m) - for talking between friends with or without contact with each other;

social distance (1.2 - 3.7 m) - for informal social and business relationships, with the upper limit more consistent with formal relationships;

public distance (3.7 m or more) - at this distance it is not considered rude to exchange a few words or refrain from communicating.

People generally feel comfortable and make a good impression when they stand or sit at a distance consistent with the types of interaction described above. Too close, as well as too far away, has a negative impact on communication.

In addition, the closer people are to each other, the less they look at each other, as if as a sign of mutual respect. On the contrary, when they are at a distance, they look at each other more and use gestures to maintain attention in a conversation.

These rules vary significantly depending on age, gender and level of culture. For example, children and old people stay closer to the interlocutor, while teenagers, young people and middle-aged people prefer a more distant position. Typically, women stand or sit closer to the interlocutor (regardless of his gender) than men. Personal properties also determine the distance between interlocutors: a balanced person with a sense of self-esteem approaches the interlocutor closer, while restless, nervous people stay away from the interlocutor. Social status also affects the distance between people. We tend to keep a great distance from those whose position or authority is higher than ours, while people of equal status communicate at a relatively close distance.

Tradition is also an important factor. Residents of Latin American and Mediterranean countries tend to approach their interlocutor closer than residents of Northern European countries.

The distance between interlocutors can be affected by the table. The table is usually associated with high position and power, so when the listener sits at the side of the table, the relationship takes on the form of role-playing communication. For this reason, some administrators and managers prefer to conduct personal conversations, sitting not at their desk, but next to the interlocutor - on chairs standing at an angle to each other.

1.6 Responding to nonverbal communication

When responding to the speaker’s nonverbal behavior, we unwittingly (subconsciously) copy his posture and facial expression. Thus, we seem to say to the interlocutor: “I am listening to you. Continue."

How to react to the non-verbal communication of your interlocutor? Typically, you should respond to a nonverbal “message” taking into account the entire context of the communication. This means that if the speaker’s facial expressions, tone of voice and posture correspond to his words, then there are no problems. In this case, nonverbal communication helps to more accurately understand what is said. When, however, non-verbal “messages” contradict the words of the speaker, we tend to prefer the former, since, as the popular proverb goes, “one is judged not by words, but by deeds.”

When the discrepancy between words and nonverbal “messages” is small, as is the case when someone hesitantly invites us somewhere several times, we may or may not respond verbally to these contradictory expressions. Much depends on the participants in communication, the nature of their relationship and the specific situation. But we rarely ignore gestures and facial expressions. They often force us to postpone fulfilling, for example, a request we have made. In other words, our understanding of nonverbal language tends to lag.

Consequently, when we receive “conflicting signals” from the speaker, we can express the answer in something like this: “I’ll think about it” or “We’ll come back to this issue with you,” leaving ourselves time to evaluate all aspects of the communication before making a firm decision.

When the discrepancy between the words and the speaker’s nonverbal signals is pronounced, a verbal response to “conflicting signals” is quite appropriate. Contradictory gestures and words of the interlocutor should be responded with emphatic tact. For example, if the speaker agrees to do something for you, but shows signs of doubt, for example, making frequent pauses, asking questions, or his face expresses surprise, the following remark may be possible: “It seems to me that you are skeptical about this. Could you please explain why? This remark shows that you are attentive to everything the other person says and does, and thus will not cause him anxiety or defensiveness. You are just giving him the opportunity to express himself more fully.

So, effective listening depends not only on accurately understanding the speaker's words, but also, no less, on understanding non-verbal cues. Communication also includes nonverbal cues that can confirm or sometimes contradict verbal messages. Understanding these nonverbal signals - the speaker's gestures and facial expressions - will help the listener to correctly interpret the words of the interlocutor, which will increase the effectiveness of communication.

Communication, according to A.A. Leontiev, constitutes a necessary and special condition for a child to appropriate the achievements of the historical development of mankind. The teacher’s speech is the main means of introducing students to the cultural heritage, teaching them both ways of thinking and its content. At the same time, the teacher must have a high linguistic culture, a rich vocabulary, possess expressive capabilities and intonation expressiveness of speech, and have clear diction. As can be seen from the above definition, the main emphasis in it is on speech, that is, the verbal component of communication. At the same time, recently an increasing number of publications related to various aspects of nonverbal communication have appeared.

According to L.M. Mitina, “the interaction between a student and a teacher consists, first of all, in the exchange of information between them of a cognitive and affective-evaluative nature. And the transmission of this information is carried out both verbally and through various means of non-verbal communication."

When communicating with students, the teacher receives a significant part of the information regarding their emotional state, intentions, and attitude towards something not from the words of the students, but from gestures, facial expressions, intonation, posture, gaze, and manner of listening. “Gesture, facial expressions, gaze, posture sometimes turn out to be more expressive and effective than words,” says E.A. Petrova.

Nonverbal aspects of communication also play a significant role in regulating relationships, establishing contacts, and largely determine the emotional atmosphere and well-being of both the teacher and the student.

It should be noted that this aspect of pedagogical communication was in the field of view even before the studies of the above mentioned authors. So, A.S. Makarenko wrote that for him, in his practice, “like for many experienced teachers, such “trifles” became decisive: how to stand, how to sit, how to raise your voice, smile, how to look.” However, only recently has it begun to increasingly attract the attention of researchers of the phenomenon of communication.

Let us point out that the means of nonverbal communication are always appropriately involved in the educational process, despite the fact that, as a rule, the teacher is not aware of their significance. It is generally accepted that in the interaction of a teacher with children, as, indeed, with any subjects of communication, nonverbal communication is carried out through several channels:

touch;

communication distance;

visual interaction;

intonation.

Let us dwell on the consideration of each of the components of the process of nonverbal interaction in the “teacher-student” system.

As mentioned above, the facial side of communication is extremely important - you can sometimes learn more from a person’s face than he can or wants to say, and a timely smile, an expression of self-confidence, and a disposition to communicate can significantly help in establishing contacts.

The almost endless variety of facial movements and their combinations (E.A. Petrova notes that there are more than 20,000 of them in total) allows the teacher to express his emotional state and attitude towards a particular student, his answer or action: to reflect interest, understanding or indifference, etc. . A.S. Makarenko wrote the following about this: “A teacher who does not have facial expressions cannot be good, cannot give his face the necessary expression or control his mood.”

A number of studies show that students prefer teachers with a friendly facial expression and a high level of external emotionality. It is noted that excessive mobility of the muscles of the eyes or face, as well as their lifeless static nature, creates serious problems in communicating with children.

If the teacher moves around the class at ease, then, by changing the distance, he achieves proxemic diversity and equality in communication with each child.

When considering the space of communication, one cannot help but touch upon such an aspect as the organizational conditions of learning, in particular, the placement of furniture (tables and chairs) in the classroom space.

So, N.V. Samukina notes that the furniture is placed in the classroom in such a way that the teacher’s desk is in front of the class and, as it were, opposed to it. Such an organizational solution of the classroom space, according to the author, consolidates the directive influencing position of the teacher. The students' desks are placed in several rows and give the impression of a "common mass". Being in such a class, the student feels “inside the class”, part of it. Therefore, calling to the board and communicating with the teacher “one-on-one” are factors that cause an unpleasant and tense state in the child.

At the same time, N.V. Samukina suggests organizing the classroom space in a different way, making it more democratic: the teacher’s desk is placed in front in the center, and the students’ desks are located in a semicircle at the same distance from the teacher’s desk.

G.A. Zuckerman also addresses the issue of spatial classroom organization in Types of Communication in Teaching. The author, in particular, writes that when organizing group work, a different arrangement of desks in the classroom, which optimizes the learning process, is more acceptable than the traditional one. At the same time, she offers the following options for organizing the educational space, among which options a) and b) are considered the most favorable, while option c) is considered one of the most unfavorable (see Appendix 1).

A special place in the teacher’s nonverbal communication system is occupied by the system of gestures. As noted by E.A. Petrov, the teacher’s gestures are for students one of the indicators of his attitude towards them. A gesture has the property of “making the secret obvious,” which the teacher must always remember.

The nature of the teacher’s gestures from the first minutes creates a certain mood in the class. Research confirms that if a teacher’s movements are impulsive and nervous, the result is a state of tense anticipation of trouble instead of being prepared for the lesson.

Gestures also play an important role in ensuring students’ attention, which is the most important condition for effective learning. It is the gesture, the emotional intensity of which, as a rule, that attracts the attention of the audience, that has significant potential for focusing the attention of listeners. Among the means of organizing attention, almost every teacher actively uses such gestures as pointing gestures, imitation gestures, underlining gestures, etc.

So, learning to understand the language of nonverbal communication is important for several reasons. Firstly, words can only convey factual knowledge, but to express feelings, words alone are often not enough. Sometimes we talk. “I don’t know how to put it into words,” meaning that our feelings are so deep or complex that we cannot find the right words to express them. However, feelings that cannot be expressed verbally are conveyed through nonverbal communication. Secondly, knowledge of this language shows how much we can control ourselves. If the speaker finds it difficult to cope with anger, he raises his voice, turns away, and sometimes behaves more defiantly. Finally, nonverbal communication is especially valuable because it is usually spontaneous and occurs unconsciously. Therefore, despite the fact that people weigh their words and sometimes control their facial expressions, it is often possible to “leak” hidden feelings through facial expressions, gestures, intonation and voice coloring. Any of these nonverbal elements of communication can help us verify the accuracy of what is said in words, or, as is sometimes the case, question what has been said.

Understanding of nonverbal language is mainly acquired through learning. However, it should be remembered that people are very different from each other in this regard. Generally, sensitivity in nonverbal communication increases with age and experience.

1. Krizhanskaya Yu.S., Tretyakov V.P. Grammar of communication. - L.: Leningrad University Publishing House, 2002. – 326 p.

2. Leontiev A.A. Psychology of communication. - 3rd ed. - M.: Smysl, 1999. – 294 p.

3. Makarenko S.A. Collection Op. T.4. – M.: Pedagogy, 1989. – 310 p.

4. Mitina L.M. To manage or suppress: choosing a strategy for a teacher’s professional activity // School Director. - 1999. - No. 2. P. 15.

6. Petrova E.A. Gestures in the pedagogical process: Textbook. - M.: Moscow. city ​​ped. society, 1998. – 278 p.

8. Rybakova M.M. Conflict and interaction in the pedagogical process: Book. for the teacher. - M.: Education, 1991. – 418 p.

Makarenko S.A. Collection Op. T.4. – M.: Pedagogy, 1989. P. 34.

Rybakova M.M. Conflict and interaction in the pedagogical process: Book. for the teacher. - M.: Education, 1991. P. 211.

MINISTRY OF EDUCATION AND SCIENCE OF THE ARKHANGELSK REGION

state budgetary professional educational institution

Arkhangelsk region

"WELSKY ECONOMIC COLLEGE"

(GBPOU JSC "Velsky Economic College")

Romashova S.V.

Sulzhitskaya G.P.

VERBAL AND NON-VERBAL COMMUNICATION

TEACHER WITH STUDENTS

Toolkit

Romashova S.V., Sulzhitskaya G.P. Verbal and nonverbal communication between the teacher and students. Toolkit. GBPOU JSC "Velsk Economic College", Velsk, 2016

This methodological manual is intended for teachers, heads of study groups and educators of professional educational organizations. The manual is intended to assist in organizing communication between teachers and students. Includes theoretical material and a practical part on developing communication skills.

Reviewed and approved at a meeting of the subject (cycle) commission of accounting and economic disciplines of the State Budgetary Educational Institution of the Velsk Economic College JSC, minutes No. 11 dated May 12, 2016

© Romashova S.V., Sulzhitskaya G.P., 2016

© state budgetary professional educational institution of the Arkhangelsk region “Velsky Economic College”

Conditional p.l. - 1.6

INTRODUCTION………………………………………………………………………………..3

1. GENERAL THEORETICAL FOUNDATIONS OF PROFESSIONAL COMMUNICATION between TEACHER AND STUDENT…………………………………………..5

1.1. The main components of verbal and non-verbal communication………….5

1.2.Features of nonverbal communication in activities

modern teacher………………………………………………………...8

2. PRACTICAL EXPERIENCE OF VERBAL AND NON-VERBAL COMMUNICATION IN THE ACTIVITY OF A MODERN TEACHER………….15

2.1. Practical lesson No. 1 on the topic “Communication as the exchange of information”15

2.2. Practical lesson No. 2 on the topic “Processes of social

knowledge"…………………………………………………………………………………...20

CONCLUSION…………………………………………………………….25

REFERENCES……………………………………………………….27

INTRODUCTION

Communication - one of the most important mechanisms that allows a person to navigate his environment. It is impossible to imagine the life of a modern person without communication.

Verbal communication - communication through speech.

Non-verbal communication – does not use audible speech, but uses facial expressions, gestures, pantomime, direct sensory or bodily contacts as means of communication. These are tactile, visual, auditory, olfactory and other sensations and images received from another person. No matter how paradoxical it may seem, words convey only 7% of information.

Currently, on the pages of psychological and pedagogical literature, much attention is paid to the problem of communication in professional and pedagogical activities. One aspect of this problem is the study of the nonverbal component. This problem of interpreting nonverbal aspects of interpersonal communication has a long history. However, this problem began to be developed lethally only in recent decades. In this regard, it remains practically unexplored.

The use of nonverbal communication techniques in classrooms not only promotes a deeper understanding of educational material and activates students’ attention, but also contributes to the development of the child’s communicative abilities, as a result of which he becomes more capable of interpersonal contacts and opens up greater opportunities for personal development. It is widely known that during the first twelve seconds of communication when meeting, non-verbal signals account for approximately 92% of the total volume of information received.

The culture of using nonverbal means of pedagogical communication reflects the level of the teacher’s pedagogical skills. You can master the basics of pedagogical communication in the process of professional self-education. An important role here belongs to special skills to mobilize students for cognitive activity, pose questions, communicate with an individual student and the whole class, conduct observations, control their mood, voice, facial expressions, and movement. Pedagogical technique is a set of techniques, its means are speech and non-verbal means of communication.

GENERAL THEORETICAL FOUNDATIONS OF PROFESSIONAL COMMUNICATION between TEACHER AND STUDENT.

1. Basic components of verbal and nonverbal communication.

Among the means of nonverbal communication, the following main components can be distinguished:

– intonation (monotonous – monotonous, changeable – mobile);
– diction – (clear, illegible);
– rate of speech (slow, moderate, fast);
– timbre singing voice(clean, voluminous, beautiful, dull, flat);
– speech timbre (euphonious, dull, sonorous);
– facial expressions (static, mobile, expressive);
– eye contact (observed, not observed);
– gestures (moderate, restrained, excessive);
– postures (relaxed, constrained, free);
– appearance (aesthetic, unaesthetic).

Spatial structure of communication.

American anthropologist E. Hall was one of the first to describe the norms of approaching a person to a person:

– intimate distance (from 0 to 45 cm) – communication between the closest people;
– personal (from 45 to 120 cm) – partnerships between people of equal social status;
– social (from 120 to 400 cm) – formal communication. For example, boss and subordinate;
– public (from 400 to 750 cm) – when speaking in front of an audience.

The relative position of the interlocutors.

– position face to face, opposite each other – indicates a tense and aggravated relationship;
– the position “interlocutors are sitting side by side” – indicates cooperation, a friendly attitude.

Facial expressions.

Facial expressions play a special role in transmitting information. The face is the main source of information about a person’s psychological state, since facial expressions are consciously controlled many times better than the body. It is a known fact that when the teacher’s face remains motionless, up to 10-15% of information is lost.

There are six basic emotional states - joy, anger, fear, surprise, disgust and sadness. In the facial expression of these states, all movements of the facial muscles are coordinated. The main burden is borne by the eyebrows, the area around the eyes and the gaze itself. Psychologists note that the direction of gaze during communication depends on individual differences, the content of communication and the previous development of these relationships. When a person forms a thought, he most often looks to the side; when the thought is ready, he looks at the interlocutor. 1

Visual contact indicates a willingness to communicate. Have you noticed that the students are looking at you attentively - an indicator of interest in the lesson, good attitude to you and to what you say and do. And vice versa. With the help of the eyes, the most accurate signals about a person’s condition are transmitted, since the dilation and contraction of the pupils cannot be consciously controlled. 1

For example: the student is interested, in high spirits, his pupils dilate four times. On the contrary, an angry, gloomy mood causes the pupils to constrict.

Pose.

– “Closed” (a person tries to close the front part of the body and take up as little space as possible) – means distrust, disagreement, opposition, criticism.
– “Open” (standing – arms open, palms up; sitting – arms outstretched, legs extended) – trust, agreement, goodwill, psychological comfort.

Gestures.

(Farewells, greetings, attracting attention, affirmative, negative, gestures of trust, confusion)

As experiences intensify, the number of gestures increases and general fussiness occurs.

Voice.

– High voice – enthusiasm, joy.
– Soft, muffled voice – grief, sadness, fatigue.
– Slow speech – depression, grief or arrogance.
– Rapid speech – excitement, anxiety, experiencing personal problems. 1

So, the teacher needs to be able not only to listen, but also to hear the child’s intonation, the strength and tone of the voice, and the speed of speech.

1 Bityanova M. Features of human communication//School psychologist.-1999. - No. 30. P.2-15.

This will help to understand the feelings, thoughts, and aspirations of students.

Tactile influences.

These include shaking hands, patting, touching, kissing, etc. They, more than other nonverbal means, serve as an indicator of role relationships. It is difficult to imagine communication between teacher and students only through words. Gesture, facial expressions, glance, posture sometimes make a stronger impression than words. American psychologist F. Selge believed that during a conversation, the significance of words is only 7%, intonation - 38%, and gestures and facial expressions - 55%.

The problem of nonverbal communication has been considered in psychology since recent times. She was approached by H. Mikkin, I.N. Gorelov, A. Pease, etc. It is also relevant for modern schools and is part of pedagogical communication. Analysis of the literature shows that nonverbal behavior:

– enhances the emotional intensity of what is said;

– is an indicator of role relationships;

– creates the image of a teacher and student;

– maintains an optimal psychological climate in the classroom.

Features of nonverbal communication in the activities of a modern teacher

The specifics of professional communication are predetermined by the general laws of transmission and perception of information. Information is transmitted using verbal (speech) and non-verbal (non-speech) means of communication.

“A bullet will hit one, but a well-aimed word will hit a thousand,” says a military proverb. Needless to say, for a teacher the importance of verbal communication, including explanation of new material in class, speaking to students and colleagues, educational conversation, and analysis of students’ mistakes cannot be overestimated. “I am firmly convinced,” wrote V.A. Sukhomlinsky, “that many school conflicts, often ending in great disaster, have their source in the teacher’s inability to speak with his students.” 1 Practice shows that the effectiveness of educational work also decreases due to the teacher’s inability to use the rich possibilities of the native language.

The amount of verbal influence is not the same in the work of different teachers. And the smaller it is, the higher the value of each word should be and the more significant the role of the ability to master it. Moreover, verbal communication is not identical to the simple transfer of information. First of all, the student is not only an object, but also a subject of verbal contact. He actively perceives what he hears. I don't always agree with my elders. The right to have your own point of view. And correct communication requires convincing him, not silencing him, if he argues, if he does not agree with what he heard. Communication involves the exchange of information, i.e. the movement of information in both directions, as well as the ability of the elder not only to speak, but also to listen. 2

The ability and willingness not to broadcast the truth, but to jointly develop a common point of view, for which, at a minimum, it is necessary that the interlocutor is not afraid to express doubts, argue, hopes that he will not be interrupted, but will be listened to to the end, if necessary, tactfully corrected and helped to understand in a difficult problem, is necessary for a real teacher.

1 Leontyev A.A. Psychological characteristics of the lecturer's activity. – M.: Knowledge, 1981. Mitina L.M.

2 Pedagogical communication: contact and conflict // School and production. – 1989. - No. 10. – P. 10 – 12.

Finally, communication participants must speak the same language and understand each other. This doesn't always happen.

Sh.A. Amonashvili called pedagogical communication- the “whale” on which all education rests. Thus, exactly concept of pedagogical communication allows you to characterize the structure, functions, tasks, etc. in a more multifaceted way.

Today, under pedagogical communication understand the system of techniques and skills of interaction between teacher and student, the content of which is the exchange of information, knowledge of personality, organization of relationships. The teacher acts as an activator of the educational process, organizes it and manages it.

Pedagogical communication presupposes the presence of certain teacher skills:

– correctly and quickly navigate the changing lesson environment;

– correctly implement speech influence;

– quickly find communicative means that correspond to the individual characteristics of the student;

One of the authors of social psychology, A. Maslow, considered the need for contacts, love, and recognition to be primary human needs. Students are not the only ones who experience the need for emotional support and personal self-affirmation. The teacher also needs the approval of the children, a clear recognition of authority on the part of the students. According to Sh. Amonashvili, a teacher needs the protection of his students even more than they need his patronage.

An indicator of successful communication between teacher and students in the classroom is a favorable moral and psychological climate in the classroom, atmosphere

1 Leontyev A.A. Psychological characteristics of the lecturer's activity. – M.: Knowledge, 1981.

creativity and mutual cooperation

The basic component of pedagogical communication is professional morality, which is manifested in respect for the dignity of each child and his personal uniqueness. Music teacher communication culture , his artistry and creative originality stimulate students to experience emotional satisfaction and a sense of beauty.

There is no doubt that the success of pedagogical communication in the classroom is determined by the mastery of the teacher’s individual expressive abilities: facial expression, gesticulation, pantomimic, speech, vocal. The need to own your voice was also pointed out by A.S. Makarenko: “You can become a teacher only when you learn to say “come here” in twenty-six ways. 1

I.A. Rydanova in her book “Fundamentals of Communication Pedagogy” notes that all teachers, according to the nature of their speech, can be divided into three groups. The speech of some is ordinary and, as they say, you can listen to it. The speech of others is so vocally unpleasant that it cannot be listened to. The speech of others is so melodic and expressive that it is impossible not to listen to it. Based on characteristics speech activity teachers, it depends on the sonority, speed, intonation and timbre of the voice.

An important means of pedagogical communication is the dynamics of the voice. For example, by raising and strengthening our voice at the beginning of each phrase, we retain the initiative in communication and change the intonation palette of influence in the same way that a monotonous presentation of material reduces the child’s perception.

Intonation reveals those experiences that accompany the teacher’s speech addressed to the student, and he reacts to them.

1 Kan – Kalik V.A., Nikandrov N.D. Pedagogical creativity. – M.: Pedagogy, 1990.

The student will definitely recognize the attitude towards him by intonation.

The teacher communicates with students not only when he speaks, but also when he is expressively silent. Often, a teacher's prolonged silence can be a good disciplinary tool for a noisy class. As a nonverbal signal, silence can mean:

–lack of mutual understanding;
– consent or disagreement to perform an action;
- to attract attention;
- giving weight to the subsequent statement. 1

The expressiveness of speech depends on the teacher’s skillful use of nonverbal means of communication - facial expressions, gestures, pantomimes. They enhance the impression of the spoken speech, save lesson time, add semantic nuances, and allow you to highlight the main thing. They rely on expressive means artistic languages– acting, music, choreography . 2 All motor skills of the face, hands and body are united by the concept of “gestures”. Their importance in pedagogy is difficult to overestimate. Being a physical expression of the teacher's efforts, gestures give him some internal satisfaction with the work process.

Non-verbal means of communication also include handshakes, hugs, touches, kisses, stroking, patting on the back, shoulder, etc. Such ways of expressing emotions require tact and a special culture. Not every touch from a teacher can be pleasant for a student. Caution is especially necessary during adolescence.

The teacher's facial expression also plays an important communicative role in the lesson. An expression of severity, inflexibility, and a cold gaze alarms children and deprives them of openness. The friendliness of a person encourages active interaction.

1 Stepanov S. Secrets of face and character // School psychologist. – 1999, - No. 44. P.2-3.

2 Belicheva S.A. The influence of classroom management style on interpersonal relationships in the classroom // Soviet pedagogy. – 1985. No. 8. pp. 60 – 62.

The teacher's gaze carries a serious nonverbal function. With a glance you can announce a vocal introduction, highlight accents, demonstrate location, condemnation, irony or bewilderment. A close gaze enhances the suggestive effect of a word, while a heavy gaze is alarming and repulsive. It is known that every child needs visual contact with the teacher, his attention, and a personally interested look. But you need to know that a gaze lasting more than 10 seconds causes a feeling of discomfort in the interlocutor.

L.N. Tolstoy described about a hundred types of smiles. The teacher needs to understand that mocking, mocking, and condescending facial expressions repel children. And vice versa, an open, sincere, heartfelt smile attracts. 1

The teacher's appearance plays an important role in creating the overall impression. Visual attractiveness and charm make it easier to establish emotional contacts with children, while negative perception makes communication difficult. The structure of nonverbal behavior also includes odors - natural and artificial; they are an additional indicator of the teacher’s culture. The interlocutor is repulsed by odors that indicate physical unkemptness, addiction to smoking, and abuse of perfume.

Emotions are of great importance in the life of any person. They, to a greater extent than thoughtful speech, show a true attitude towards the world around us and other people. Human emotions are determined by our subconscious, they cannot be faked. Therefore, they are trusted more than ordinary verbal communication.

Communication management is an essential element of professional communication. It is understood as communicative communication of one or another method of educational influence.

1 Fundamentals of pedagogical mathematics: A textbook for special higher education. textbook institutions / I.Ya.Zyazyun, I.F. Krivonos and others; edited by AND I. Zyazyuna. – M.: 1989.

In the first moments of communication with children, the teacher must clarify the possibilities of work, the general mood of the students, their psychological readiness to work using the adequate method chosen for this. 1

The effectiveness of pedagogical communication is determined by the extent to which the teacher is able to remain in collaboration with students as a participant, and not as a subject.

The joint activity of the teacher and students involves not only the influence of the teacher, but also mandatory feedback. With a gesture, the teacher often “turns it on” (questioning nod of the head, inviting gestures, etc.), increases its intensity (gestures of approval, evaluation), or ends the contact. Gesture is an important component of feedback, without understanding which it is difficult for the teacher to adequately assess the student’s condition, his attitude towards the teacher, classmates, etc.

1 Mitina L.M. Manage or suppress: choosing a strategy for a teacher’s professional activity. – M.: September, 1999. – (Library of the journal “School Director”, issue 2, 1999). Leontyev A.A. Psychology of communication. -3rd ed. – M.: Smysl, 1999.

PRACTICAL EXPERIENCE OF VERBAL AND NON-VERBAL COMMUNICATION IN THE ACTIVITY OF A MODERN TEACHER.

1. Practical lesson No. 1 on the topic “Communication as the exchange of information”

Target: Training in the effective use of verbal and non-verbal means of communication, accurate transmission of information and establishing rapport.

Training rules.

The rule of activity is that everyone participates in everything that happens.

Right hand rule - you want to say raise your hand.

Rule of organization (no break, we go out one at a time as needed).

Today we continue to study the topic of “communication” and will talk about communication as communication. Remember, communication as communication is ....? ( communication as information exchange).

Communication barriers may arise when transmitting information. What it is? Barriers prevent adequate transmission of information, and some of it may be lost or distorted.

Give examples.

Let's look at how this happens in practice.

1. Game “Broken Phone”

Purpose of the game: Show ways of distorting information when transmitted from one person to another.

(An experiment with a story that is played one by one. 6 people participate, 5 go out the door, 1 listens to a short story containing a large number of semantic blocks. Task 1: tell what he remembers to the person who came in, and so on along the chain. Completeness is assessed " information delivered" to 6 people).

“One day there was almost a robbery at the Solnechny Wind trading company. This happened not at night or even in the evening, but at the height of the working day on July 27, 2006. On that cloudy day, only the director of the company, Ivan Semenovich Belyaev, and accountant Elizaveta Matveevna Tumanova were in the office. At 13.55 Elizaveta Matveevna went to lunch, for which she was supposed to leave 5 minutes later. It must be said that Tumanova’s plans did not at all include a visit to the Orion cafe closest to the office; during lunch hour she wanted to have time to get to the Luch store and buy the handbag she had looked at the day before. At the same time, Ivan Semenovich took the documents to his partners at the Myasnoy Rai company and was planning to return no earlier than 15.00. Forgetting that there were no other employees besides them today, neither Belyaev nor Tumanova informed each other about their plans and forgot to close the door to the office. At 14.20, the recently released Stepan Orlov came into the company’s office, looking for a job. Naturally, he did not plan a robbery, but decided not to miss this chance. Unfortunately, there was a large amount of money in the director’s office that day, which he did not have time to put in the safe, but simply put it in the bottom drawer of the table.

But Orlov's attempt to get rich was unsuccessful. Ivan Belyaev unexpectedly returned to the office, having forgotten the documents on the table, and deftly detained the criminal.”

Analysis after the game.

Has the information you received at the beginning of the game changed? Why did this happen? What difficulties did you experience during the game?

CONCLUSION.

2. Gestures as means of non-verbal communication.

3. Exercise “Thick Glass”

Goal: learn to transmit information using non-verbal means.

Participants are divided into 6 groups of 4-5 people.

Each group receives several cards with different situations that need to be depicted using non-verbal means of communication.

The participants themselves assign roles.

Come see me tomorrow with your neighbor and dog for a cup of tea.

I'm going to Paris soon. What should I buy you?

My apartment is such a mess that I can’t find anything.

Yesterday I jumped with a parachute, I thought I would die of fear.

I'm in such a good mood that my soul is singing.

The ice cream is so cold it hurts your teeth.

Some woman called you and said in an angry voice that she would call you back later.

I've eaten too many strawberries and can't move.

Our neighbors argued all night, and I eavesdropped.

I love riding on carousels! And you?

The concert yesterday was wonderful, I sat in the front row.

I dream of acting in films.

Please water the flowers and place them on the windowsill.

Let's celebrate New Year at a Chinese restaurant?

Yesterday I missed the bus and had to walk.

A lilac blossomed under my window.

Conversation after the game. Participants share their impressions, difficulties they encountered, and discoveries they made while completing tasks.

4. Exercise “BUS”.

(2 interested persons sit opposite each other)

You are riding on a bus and suddenly you see a person in the oncoming bus whom you have not seen for a long time. You want to arrange a meeting at a specific place and time. You have 1 minute at your disposal while the buses are at the traffic lights.

Discussion: Is it easy to understand? Is it easy to express your thoughts non-verbally?

What means did you use? What helped or hindered?

5. Student’s message on the topic “Rules and errors of listening.”

6. Game “IN OTHER WORDS”

Goal: training verbal fluency and flexibility, the ability to select synonyms, and adequately convey the same idea in different words.

3 participating teams. 3-4 referees.

Teams take turns passing the phrase for a while, each time you need to pronounce it using different words.

Help me rearrange the furniture

Run faster, we're late for the bus.

Don't bother me, I'm reading an interesting book.

Discussion: Is it difficult to construct a phrase differently? How exactly did you construct the new phrase?

7. "Account".

The goal is to develop the ability to listen carefully to your interlocutor and to maintain the thread of the story.

Mobile exercises to establish and maintain contact.

A). Exercise “Free chair” (“Flashing lights”)

Goal: development of communication skills

First, pay for “first”, “second”. All the second numbers sit on chairs, the first ones stand behind the backs of the chairs. The person left without a pair stands behind the back of an empty chair. His job is to invite someone to his chair. However, he can only use non-verbal means of communication. Everyone who sits on chairs really wants to get into an empty chair. The task of those who are standing is to hold their “wards”; for this you just need to put your hands on their shoulders.

Discussion: who was invited to your chair? How did you understand that you were invited? What did you like more: sitting or standing?

b). Exercise “FIND A PAIR”

Goal: development of communication skills

Everyone sits in a circle. 1 person walks inside the circle and looks for a person with whom he wants to change places. The task is to agree on an exchange non-verbally. The task of everyone sitting is to stop him as soon as you notice that your neighbor is being called, simply by placing your hand on your knee.

Discussion: what means did you use? Which method of invitation was the most successful?

RESULTS of the lesson:

What new things did you learn during this lesson?

Practical lesson No. 2 on the topic “Processes of social cognition”

Target: Formation of communication and interaction skills.

1.Organizing moment.

Remember the signs of joint activity (single goal, take into account the individual characteristics of other labor participants, provide them with assistance, obey general requirements)

2.Warm up.

A). Claps on the knees.

Description.

Participants sitting in a circle place their hands on the knees of their neighbors so that each person’s right hand is on the left knee of the neighbor on the right, and the left hand is on the right knee of the neighbor on the left. After this, they are asked to count in a circle clockwise so that the numbers are pronounced in the order corresponding to the position of the hands on the knees: the one who starts says “one”, the neighbor on the right says “two”... Whoever makes a mistake is eliminated from the game. The counting continues until approximately half of the participants leave the game.

The point of the exercise: The exercise serves as a good intellectual warm-up, develops attentiveness, and creates conditions for observing communication partners.

Discussion:

b). Ah ah ah.

Description.

Participants stand in a circle, with the driver standing in the center. Participants, starting with the driver, are counted in order from 1 to .... Then the driver calls out two numbers of the participants; upon hearing their number, the participants must slap their knees, say “ah, ah, ah” and change places. At this moment, the driver must take the vacant seat. The late participant becomes the driver.

The point of the exercise: The exercise serves as a good warm-up, develops attentiveness, and creates conditions for observing communication partners.

Discussion: A lengthy discussion is not required, a short exchange of impressions is sufficient.

3. Main part

Participants must remember the means of non-verbal communication and use them in the next exercise.

A). Knot.

Preparation

To play you will need a rope or a strong rope about 15 m long (for a group of 25 people - at the rate of 40-50 cm per participant).

Description.

The group lines up in a column, each holding a rope. The task is given - without taking your hands off the rope, tie a knot in the center of the rope. The technique for completing the task is not explained to the participants; they themselves must find a way to tie a knot.

The meaning of the exercise. This exercise requires coordination of joint actions, brings the group closer together and creates conditions for the manifestation of leadership abilities. In addition, it promotes the activation of creative thinking, since the method of its implementation is not specified; participants must find it on their own.

Discussion. Participants should pay attention to the fact that when performing this exercise, it is possible to achieve success only if the group begins to act coherently, having previously thought through and discussed how to solve the problem.

b). Living circle.

Description.

Participants leave the room and close (blindfold) their eyes. At this time, a rope (approximately 15 meters long) tied with a knot in a circle is placed on the floor in the center of the room.

The participants all enter together. Their task is to find a rope, grab it with their hands, and then form a figure called by the coach - a square, circle, rhombus, etc. When the team decides that the figure is ready, everyone opens their eyes and evaluates the result.

The meaning of the exercise. The exercise is aimed at developing skills in coordinating joint actions and uniting the group. It creates very good conditions for observing the behavior of participants.

Discussion. What does this game provide besides the opportunity to have fun? Who exactly is to blame for not getting the perfect figure? And who stood in the absolutely right circle? The point is not to look for those to blame, but for the participants to understand that the issue here is not about specific people, but about the general consistency of their actions.

V). Confusion.

Description.

The participants stand in a close circle, and at the command of the leader, each of them grabs the hands of the people standing opposite. After that, they need to untangle themselves without letting go. If there are more than 10 participants, divide into 2 teams and arrange a competition.

The meaning of the exercise

Discussion. What emotions did the participants experience at different stages of the work? Who felt comfortable during the game and who didn’t? What is this connected with? Who led the process? Who came up with the ideas that allowed us to get closer to solving the problem?

G). Ring.

Description.

Participants stand holding hands. The first person standing puts a rope ring with a diameter of about 1 meter on his hand. The task is to pass the ring to the last participant.

The meaning of the exercise. In addition to modeling a problem situation that requires a collective solution, the exercise helps to increase the level of cohesion among the participants, “breaking” spatial barriers between them. In addition, it allows you to observe the distribution of roles in the team.

Discussion. What emotions did the participants experience at different stages of the work? Who felt comfortable during the game and who didn’t? What is this connected with? Who led the process? Who came up with the ideas that allowed us to get closer to solving the problem?

d). Let's get into formation.

At the signal from the leader, all participants must line up according to the indicated sign:

By hair color, starting with the lightest and ending with the darkest.

By height.

Based on the distance of residence relative to the educational institution.

By age, etc.

The meaning of the exercise. In addition to modeling a problem situation that requires a collective solution, the exercise helps to increase the level of cohesion among the participants, “breaking” spatial barriers between them. In addition, it allows you to observe the distribution of roles in the team.

Discussion. Which of these tasks was more difficult? Why? What difficulties did you encounter while completing these tasks? Who helped deal with them?

4. Summary of the lesson.

Conclusions. What difficulties did you experience? Why?

What did you learn that was new to you?

CONCLUSION

In order to facilitate the successful implementation of pedagogical tasks, the teacher’s speech must meet certain requirements, or, as scientists say, have the required communicative qualities. Yes, the requirement correct speech The teacher is provided with its normativity, i.e. compliance of speech with modern standards literary language– accentological, spelling, grammatical, etc., accuracy of word usage; the requirement of expressiveness of speech - its imagery, emotionality, brightness. In general, such communicative qualities of a teacher’s speech as correctness, accuracy, appropriateness, lexical richness, expressiveness and purity determine the culture of speech.

American scientist Albert Meyerabian notes that the transfer of information occurs through verbal means (words only) by 7%, through audio means (including tone of voice, intonation of sound) by 38%, through non-verbal means by 55%. Professor Birdwill conducted similar studies regarding the proportion of non-verbal means in human communication. He found that the average person speaks only 10-11 minutes a day, and that each sentence lasts an average of 2.5 seconds. Like Meyerabian, he found that verbal communication in a conversation takes up less than 35%, and more than 65% of information is transmitted using non-verbal means of communication.

It should be noted that the means of non-verbal communication are always appropriately involved in the educational process, despite the fact that many teachers, unfortunately, do not realize their importance.

An analysis of the problems of nonverbal communication in the professional and pedagogical activities of a modern teacher allows us to draw the following conclusions:

The nonverbal aspect of communication has not been sufficiently studied by science;

In the “Teacher-student” interaction system, nonverbal communication plays an important role and requires the teacher to have a high language culture, a culture of nonverbal communication, and a deep study of all the applied components of nonverbal communication.

BIBLIOGRAPHY

Belicheva S.A. The influence of classroom management style on interpersonal relationships in the classroom // Soviet pedagogy. – 1985. No. 8.

Bityanova M. Features of human communication//School psychologist.-1999. - No. 30.

Grigorieva T.G., Usoltseva T.P. Fundamentals of constructive communication. - Novosibirsk: Novosibirsk University Publishing House; M.: “Perfection”, 1997.

Gorelov I., Zhitnikov V., Zyuzko M., Shkatov L. The ability to communicate // Education of schoolchildren. – 1994. No. 3. – P. 18 – 21.

Kan - Kalik V.A., Nikandrov N.D. Pedagogical creativity. – M.: Pedagogy, 1990.

Konyukhov N.I. Dictionary - reference book practical psychologist. – Voronezh: Publishing house NPO “Modek”, 1996.

Leontyev A.A. Psychological characteristics of the lecturer's activity. – M.: Knowledge, 1981.

Mitina L.M. Manage or suppress: choosing a strategy for a teacher’s professional activity. – M.: September, 1999. – (Library of the journal “School Director”, issue 2, 1999). Leontyev A.A. Psychology of communication. -3rd ed. – M.: Smysl, 1999.

Fundamentals of pedagogical mathematics: A textbook for special higher education. textbook institutions / I.Ya.Zyazyun, I.F. Krivonos and others; edited by AND I. Zyazyuna. – M.: 1989.

Stepanov S. Secrets of face and character // School psychologist. – 1999, - No. 44.

Mitina L.M. Pedagogical communication: contact and conflict // School and production. – 1989. - No. 10.

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Final qualifying work

Nonverbal means as an important part of pedagogical communication

Introduction

Conclusion

Bibliography

Application

Introduction

Currently, in the pages of psychological and pedagogical literature, much attention is paid to the problem of communication in professional and pedagogical activities. Thus, without communication, as a fundamental human need, it is, in principle, impossible to imagine the process of transferring social experience from one generation to another. In the process of pedagogical communication, training in techniques and methods of mental activity is carried out, the formation of thought processes, management of learning processes, training in work techniques, constant maintenance of student interest in the lesson itself, motivational support for the educational process, normative relationships with the team and with the teacher, and the removal of emotional tension./ 17; 324/

One aspect of this problem is the study of the nonverbal component. Every year, scientists become more and more convinced of how significant nonverbal means are in the course of human interaction. Let us note that this circumstance is confirmed in experiments conducted mainly by psychologists.

In particular, it was found that the transfer of information occurs through verbal means (words only) by 7%, through sound means (including tone of voice, intonation) - by 38%, and through non-verbal means - by 55%./23; 12-18/

Alan Pease conducted a similar study and came to the conclusion that in the process of interaction between people, from 60 to 80% of information is transmitted through non-verbal means of expression and only 20-40% through verbal means. /20;34/

These data speak eloquently about the decisive importance of nonverbals for the psychology of communication, in particular, for the process of interaction between teachers and children.

Thus, the problem of dependence of the effectiveness of pedagogical communication on the frequency of teachers’ use of nonverbal components in pedagogical activity is revealed. This problem determined the topic of the study: “Nonverbal means as an important part of pedagogical communication.”

The object of the study is pedagogical communication.

Subject - non-verbal means of communication in teaching activities.

Contingent - teachers of MOUSOSH No. 2, teachers and students of the State Educational Institution of Professional Education "Osinsk Pedagogical School".

Based on the problem, we can set the following goal: developing notes for a series of classes that will help increase the level of development of students’ nonverbal means of communication. To achieve this goal, it is necessary to solve the following tasks:

1. collect, study, analyze and systematize literature on the research topic;

2. reveal the essence of the concepts of “pedagogical communication” (compare several definitions from different authors) and “non-verbal means of communication” (classify them);

3. conduct observation of the activities of teachers in the process of pedagogical communication in order to identify the problem of their use of non-verbal means;

4. conduct testing of students to determine their level of development of non-verbal means of communication;

5. draw up lesson notes aimed at increasing the level of development of students’ non-verbal means of communication.

The work has the following structure: introduction, 2 chapters, conclusion, bibliography and appendix.

The introduction reveals the relevance of the chosen topic, defines the object, subject, population, and also formulates the goals and objectives of this study.

Chapter 1 “Theoretical approaches to the issue of the role of nonverbal means of communication in the pedagogical activity of a teacher” examines the role of communication in practical activities teacher, reveals the concepts of pedagogical communication and nonverbal components, gives their classification and information about the history of the development of nonverbalism. It also contains a paragraph examining the importance of nonverbal means in pedagogical communication.

Chapter 2 “Identifying the problem of the development of non-verbal means of communication between teachers and students acquiring the teaching profession” contains the results of observations of the activities of teachers, the results of testing students and notes of developed classes.

The conclusion contains general conclusions on this research work and its practical significance.

The bibliography lists those books and magazines that we used.

The appendix contains tables recording observation results, diagnostics used to test students and descriptions of games included in lesson notes.

Chapter 1. Theoretical approaches to the issue of the role of nonverbal means of communication in the pedagogical activity of a teacher

1.1 Pedagogical communication as an important part of a teacher’s pedagogical activity

The interaction of a person with the world around him is carried out in a system of objective relations that develop between people in their social life.

Any production involves the unification of people. But no human community can carry out full-fledged joint activities if contact is not established between the people included in it. For effective interaction and achievement of a common goal, mutual understanding must be achieved between them. And for this, people must enter into communication with each other./19; 280/

The need for communication, being fundamental for a person, is of paramount importance in the process of educating and training a person. Currently, in the pages of psychological and pedagogical literature, much attention is paid to the problem of communication in professional and pedagogical activities.

According to the opinion of modern scientists and teachers (V.A. Slastenin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov), the meaning of the teaching profession lies in pedagogical activity. It is a special type of social activity aimed at transferring from older generations to younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and preparing them to perform certain tasks. social roles in society./17; 24/ Traditional types of pedagogical activities - teaching and education - in modern conditions are combined in school with the methodological work of the teacher, with management and research activities./21; 214/

Speaking about pedagogical activity, it is impossible to imagine it without the interaction between teacher and students. Thus, without it, in principle, it is impossible to carry out the process of transferring social experience from one generation to another. In addition, at school age, the desire of a young person to get closer to the inner world of another, to see his surroundings through his eyes, to be heard and understood by others acquires special importance. And the school attracts students not only with new knowledge, but with the opportunity to satisfy current needs for communication, self-affirmation, creativity, discovery best sides of your "I". In this regard, an indispensable and most important condition for effectiveness pedagogical work A teacher's skill, according to scientists, is his ability to organize interaction with children, communicate with them and manage their activities.

In the psychological and pedagogical literature they increasingly talk about the communicative abilities of a teacher, which are necessary for carrying out fruitful teaching activities. Experience shows that for successful interaction With children, it is not enough just for the teacher to know the basics of science and methods of teaching and educational work. All his knowledge and practical skills can be transferred to students only through a system of live and direct communication. It seems to us that the utmost important element Pedagogical activity is precisely the establishment of psychological contact between the teacher and the child, mutual understanding, that is, communication. The absence or loss of mutual understanding isolates the child and the adult, complicates the already complex process of upbringing and learning, the transmission of existing social experience to adults and the creation of a new individual experience by the child. The process of communication between a teacher and children thus acts as an important indispensable condition and content of professional pedagogical activity. At the same time, due to the specifics of pedagogical activity, communication from a factor accompanying the activity, accompanying it, turns into a professionally significant category, lying in the nature of the profession. Therefore, in this case, communication acts not as an ordinary form of human interaction, but as a functional category. But a teacher must be able not only to communicate, but to carry out pedagogical communication in his professional activities./18; 7-11/

What is the essence of pedagogical communication?

In modern scientific literature, several approaches to the problem of interpreting pedagogical communication have been recorded.

Thus, in the theoretical and experimental developments of S.V. Kondratyeva, pedagogical communication is considered primarily as the interaction of a teacher with students, and the role of the teacher in this process is to manage their behavior and activities./11; 110-112/

Somewhat inconsistent with most points of view on the essence of pedagogical communication as a system of professional actions is the view of V.V. Ryzhov, who believes that pedagogical communication is natural human communication that takes place between people, individuals, which are all participants in school life./18; 9/

Another approach to the problem of pedagogical communication is proposed by a number of researchers (N.V. Kuzmina, E.A. Maslyko, L.N. Dichkovskaya), who understand it as one of the factors of learning, which is professional in terms of goals, objectives, content, level of skill , quality and effectiveness of subject-subject communication. It is these aspects of pedagogical communication that, in their opinion, ensure the optimization of education and training in a school subject during its teaching, motivation for mastering this subject, expansion of the cognitive sphere of students, involving them in joint cognitive activities, personal development students, creating conditions for developing skills and abilities of self-education, self-education and self-control./3; 4/

Summarizing the analysis of approaches to understanding the essence of pedagogical communication, we can conclude that in modern psychological and pedagogical literature, pedagogical communication in general is understood as a system of interaction between a teacher and students, the content of which is the exchange of information, optimization of learning and education processes, organization of joint work of an individual student, classroom staff and teachers, providing educational influence, knowing the student’s personality and oneself, creating conditions for the self-development of the child’s personality.

It cannot be emphasized enough that the role of organizer and leader of pedagogical communication rests with the teacher. The optimality of pedagogical communication and, as a result, the effectiveness of the entire learning process will depend on the teacher having all the knowledge, skills and abilities necessary for this, his mastery of pedagogical techniques and the degree of development of his communicative abilities.

1.2 Gestures and the history of the development of nonverbalism as a science of gestures

It is well known how difficult it is to learn a foreign language. How much effort and time do you need to spend? But there is one language on earth that is accessible and understandable to everyone - this is the language of body movements that we use every moment of our lives. This language is also called a non-verbal method of communication (as opposed to verbal - verbal) or sign language.

From a scientific point of view, “sign language is a system of signs carried out by conventional gestures and used for linguistic communication along with or instead of auditory speech. It is used by peoples of primitive culture, as well as developed cultures in multilingual conditions, in connection with ancient everyday rituals, as well as for muteness.”

The effectiveness of communication is determined not only by the degree of understanding of the interlocutor’s words, but also by the ability to correctly assess the behavior of the participants in communication, their facial expressions, gestures, movements, posture, and direction of gaze. Adults control their bodies and know how to hide their feelings, some good, some bad, but everyone, without exception, supplements their speech with gestures. And not only when, due to muteness, age or illness, they cannot speak. Nonverbal language can sometimes express (or hide) even more information and in a more emotional way than speech. If you meet, for example, an arrogant and mocking look, you will immediately stop, the word will get stuck in your throat. And if there is also a contemptuous smile on the interlocutor’s face, then you no longer want to pour out your soul, share your secret. Another thing is a sympathetic, encouraging, interested look. He inspires confidence and encourages frank conversation. And no matter how hard some people try to control their behavior, monitor their facial expressions and gestures, this is not always possible. Nonverbal communication “gives away” the interlocutors, sometimes casts doubt on what was said, and reveals their true face. Therefore, we must learn to understand this language.

At first glance, gestures do not represent anything complicated. Indeed, many gestures are understandable on an intuitive level: when denying something, a person shakes his head from side to side; when frightened, he raises his eyebrows and opens his eyes wide; grieving, he slouches. Language is taught from childhood, and gestures are acquired naturally, and although no one explains or deciphers their meaning in advance, speakers correctly understand and use them. This is probably explained by the fact that the gesture is most often used not on its own, but accompanies the word, serves as a kind of support for it, and sometimes clarifies it./8; 5/

According to the Russian language dictionary by S.I. Ozhegov, “a gesture (in the broad sense of the word) is a movement of the hand or other body movement that signifies or accompanies something.”/16; 114/ A slightly different interpretation of the gesture in explanatory dictionary Russian language (modern version) by V.I. Dahl: “a gesture is a human body movement, a silent language, voluntary or involuntary; detection by signs, movements of feelings, thoughts.”/6; 132/

We use gestures both involuntarily - gestures of jubilation, despair, hopelessness, unexpected surprise and many others - and quite meaningfully, in order to emphasize this or that voiced thought or, on the contrary, in order not to betray our true feelings. If we do not always speak, then we constantly make movements, without even noticing it. We can’t even imagine how many different gestures a person uses when communicating, how often he accompanies his speech with them.

Here we can talk about the existence of such sign languages ​​as dactylology (manual alphabet) - a language for the deaf and dumb; slang and antisocial gestures with the help of which criminal and antisocial individuals communicate; cult and ritual gestures that are used in various rituals; sign languages ​​of primitive peoples, used, for example, in hunting, so as not to frighten off animals; family and group languages ​​- gestures used only in a given family or group of like-minded people.

There are gestures that cannot be understood without special study. For example, having arrived in a foreign country and seeing a familiar gesture performed by the aborigines, you decipher it according to your national and cultural tradition, but the gesture may have a completely different meaning than you attributed to it./5; 154/

Studying various means of nonverbal communication (postures, gestures, facial expressions, temporal-spatial organization of communication) will help you understand not only the people around you, but also yourself. Knowing and being able to apply these skills in nonverbal communication, you can easily and pleasantly communicate with other people.

We can conclude that nonverbal communication in general plays a huge role in human interaction, mainly “working” at the subconscious level of the psyche. It is one of the main means of transmitting feedback to a communication partner. Nonverbal means are an important addition to verbal communication, naturally woven into the fabric of interpersonal communication. Their role is determined not only by the fact that they enhance the speech influence on the communicator, but also by the fact that they help the participants in communication to identify each other’s intentions and make the communication process more open./8; 6-8/

Unfortunately, despite the importance of body language in life, many people today are still unaware of the existence of body language. At the same time, the problem of perception and psychological interpretation of nonverbal behavior is a problem with a long history.

Philosophers, psychologists, doctors, linguists, and art historians have addressed the problem of nonverbal communication at various times. Over the course of thousands of years, this problem has been overgrown with scientific and pseudoscientific facts. Aristotle, for example, is considered one of the pioneers of nonverbalism, as a science of gestures. Supporters of his school believed that by the general expression and some facial features one can recognize a person’s character and assess the level of his abilities. Before Aristotle, Pythagoras studied nonverbalism. Consistent conductors of his ideas in the area under consideration were prominent ancient scientists, outstanding doctors Celsus and Galen. And the greatest Roman thinker and orator, Cicero, taught orators to gesticulate correctly. The first dictionary of gestures belonged to the Roman rhetorician Quintilian (1st century BC).

In the Middle Ages, individual views of non-verbal scientists were shared and, to one degree or another, improved by Ibn Sina and a number of leading alchemists. In the Renaissance - John Duns Scotus and Leonardo da Vinci, in the 16th-18th centuries - Francis Bacon and the unsurpassed non-verbal speaker, Swiss priest, poet and artist Johann Gaspar Lavater. In his essay “The Art of Knowing People by Physiognomy,” he made practically the first scientific attempt to systematically study expressive movements. In the 16th century, the outstanding German surgeon Paracelsus also used facial expressions in his practice, although his ideas were not widely used. In 1664, John Baliver published two books on human sign language: Chirology, or the Natural Language of Signs and Chironomy, or the Art of Rhetoric of the Hands. These books contained the first known European countries tables with systematization of signs of expressive gestures.

A classic example of understanding the role and meaning of gestures, facial expressions, and intonation in people’s lives can be considered the work of Jean-Baptiste Dubos, a French philosopher-educator of the 18th century, “Critical Reflections on Poetry and Painting,” where the author comes to the idea that science has long existed “mute”, who, without opening her lips, speaks with her hands and some body movements.

The most influential work by the beginning of the twentieth century was Charles Darwin’s “The Expression of the Emotions in Men and Animals,” published in 1872. It stimulated modern research in the area of ​​body language. Since the publication of this work, scientists have discovered and recorded more than 1000 non-verbal signs, and many of Charles Darwin’s ideas and observations are recognized today by researchers around the world.

Serious research into “body language” since the late 70s. The 20th century began to be studied by the Australian scientist Allan Pease, who is a recognized expert in the psychology of human communication and the author of a methodology for teaching the basics of communication.

In our country, research into nonverbal means of human communication began in the 60s. in the works of B.A. Uspensky and T.M. Nikolaeva, later continued by O.S. Akhmatova, I.N. Gorelov, A.A. Kapnadze, E.V. Krasilnikova, G.A. Kovaleva, V.A. Labunskaya, A.A. Leontiev and other scientists.

Thus, the listed facts indicate that the nonverbal aspect of communication has been studied to a certain extent, although to this day there are quite a lot of “blank spots” in it. Scientists began to seriously and systematically study the problems of nonverbal communication only in the 60-70s. XX century. The literature mainly presents only fragmentary data on the history of the development of this problem, which does not make it possible to some extent to trace the dynamics of the development of scientific research in the field of non-verbal language, or to highlight the main stages. But every year, scientists become more and more convinced of how significant nonverbal means are in the course of human interaction./18; 10-14/

1.3 Nonverbal communication in the aspect of the teacher’s pedagogical activity

Communication constitutes a necessary and special condition for a child to appropriate the achievements of the historical development of mankind. The interaction between a student and a teacher consists, first of all, in the exchange of information between them of a cognitive and affective-evaluative nature. And the transmission of this information is carried out both verbally and through various means of non-verbal communication.

When communicating with students, the teacher receives a significant part of the information regarding their emotional state, intentions, and attitude towards something not from the words of the students, but from gestures, facial expressions, intonation, posture, gaze, and manner of listening. Gesture, facial expressions, gaze, posture sometimes turn out to be more expressive and effective than words.

Nonverbal aspects of communication also play a significant role in regulating relationships, establishing contacts, and largely determine the emotional atmosphere and well-being of both the teacher and the student.

Means of nonverbal communication are always appropriately involved in the educational process, despite the fact that, as a rule, the teacher is not aware of their significance. In addition, the gesture has the property of “making the secret obvious,” which the teacher must always remember./3; 10/

The nature of the teacher’s gestures from the first minutes creates a certain mood in the class. Communication between schoolchildren and the teacher begins from the moment he appears in the classroom. Everything is important: how he entered, how he moves, how he turns the pages of a magazine, how he holds a book. The teacher has not yet said a word, but has already informed the children about his attitude towards them, about his mood, and well-being. After all, you can enter the classroom abruptly and throw a magazine on the table, or you can do the same calmly and respectfully. If the teacher’s movements are impetuous and nervous, then instead of being ready for the lesson, a state of tense anticipation of trouble arises./14; 11-14/

Gestures also play an important role in ensuring students’ attention, which is the most important condition for effective learning. It is the gesture, the emotional intensity of which, as a rule, that attracts the attention of the audience, that has significant potential for focusing the attention of listeners. Among the means of organizing attention, almost every teacher actively uses such gestures as pointing gestures, underlining gestures, etc.

No less important in the use of gestures is the activation of various cognitive processes: perception, memory, thinking and imagination. Gestures can illustrate the teacher’s story; with their help, visual perception, memory, and visual-figurative thinking can be activated.

The joint activity of the teacher and students involves not only the influence of the teacher, but also mandatory feedback. It is with the help of a gesture that the teacher often “turns on” it (a questioning nod of the head, inviting gestures, etc.), increases its intensity (gestures of approval, evaluation), or ends the contact. Gestures, in combination with other nonverbal means of communication, are used by the teacher to ensure assessment and control of student activities.

Thus, one cannot ignore the importance of gestures in pedagogical communication. With their help, you can convey information, draw children’s attention to any important point, activate mental processes, “turn on” feedback, and provide emotional comfort in the lesson./18; 15/ But in order for a teacher to correctly “read” and use expressive movements, he needs to know the classification of the main elements of nonverbal behavior. What components should you pay attention to during communication? In the psychological and pedagogical literature there are different approaches to the problem of classifying nonverbal means of communication. Let's look at some of them.

It is generally accepted to classify nonverbal means of communication according to sensory channels. One of such classifications is presented in the article by M. Bityanova./3; 2-15/ She, in particular, singles out optical and acoustic systems among the most popular communication systems among modern people. The optical system includes the appearance and expressive movements of a person - gestures, facial expressions, postures, gait, etc. An analysis of the relevant literature makes it possible to classify such a specific form of non-verbal human communication as eye contact as an optical system. The acoustic system represents the various qualities of the communicator's voice (timbre, pitch, volume), intonation, speech rate, phrasal and logical stress. Of no less importance, as M. Bityanova notes, are various inclusions in speech - pauses, coughing, laughter, etc. In addition to the two most important systems indicated, a person, according to M. Bityanova, also uses in communication such a system as the kinesthetic system - touch, the information value of which is associated mainly with such parameters as force and pressure.

A.A. Leontiev proposes to classify non-speech components of communication into several types depending on their role in the communication process: “search” components, taken into account by the speaker and listener during orientation prior to communication; signals used to correct already established communication; regulators, divided into signals coming from the listener and confirming understanding, and signals coming from the communicator (speaker) and “requesting” listeners for understanding; modulation of communication, that is, the reaction of the speaker and listeners to changes in communication conditions./12; 45/

Allan Pease distinguishes between pointing, emphasizing (intensifying), demonstrative and tangent gestures./20; 18/ Pointing gestures are directed towards objects or people in order to draw attention to them. Emphasizing gestures serve to reinforce statements. Decisive importance is attached to the position of the hand. Demonstrative gestures explain the state of affairs. With the help of tangential gestures, they want to establish social contact or receive a sign of attention from a partner. They are also used to weaken the meaning of statements.

A. Pease also distinguishes between voluntary and involuntary gestures. Voluntary movements are movements of the head, arms or hands that are performed consciously. Such movements, if performed frequently, can turn into involuntary gestures. Involuntary movements are movements made unconsciously. They are often also referred to as reflex movements. As a rule, they are congenital (defensive reflex) or acquired./20; 19/

E. Petrova offers a classification of non-verbal components of everyday communication:

1. Gestures-symptoms that perform the function of self-expression: express a state, a process; modal (express the subject’s assessment of someone).

2. Regulatory gestures perform a regulatory and communicative function of influencing a partner.

3. Informative gestures perform an informative and communicative function./18; 25/

We will consider in more detail the classification proposed by V.A. Mizherikov and T.A. Yuzefavicius /13; 192-193/, since it classifies non-verbal means of communication used by teachers and shows the role of individual components in pedagogical communication:

1. Expressive movements - visually perceived behavior of the teacher, where posture, facial expressions, gesture, and visual interaction play a special role in the transmission of information:

Posture is the position of the body, which is divided into open and closed postures. It has been established that closed postures of the teacher (when he tries to close the front part of his body and take up as little space as possible; “Napoleonic” standing posture: arms crossed on the chest, and sitting: both hands resting on the chin, etc. ) are perceived as poses of distrust, disagreement, opposition, criticism. An open pose (standing: arms open, palms up; sitting: arms outstretched, legs extended) is perceived as a pose of trust, agreement, goodwill, and psychological comfort. All this is perceived unconsciously by students./22; 14/

Facial expressions are contractions of facial muscles that change facial expression and signal human states. This includes smiling, movements of the lips, eyebrows and nose(!). The facial side of communication is extremely important - you can sometimes recognize more from a person’s face than he can or wants to say, and a timely smile, an expression of self-confidence, and a disposition to communicate can help in establishing contacts./22; 230-231/ An almost endless variety of facial movements and their combinations allows the teacher to express his emotional state and attitude towards a particular student, his answer or action: to reflect interest, understanding or indifference, etc. A number of studies show that students prefer teachers with a friendly facial expression and a high (but not exaggerated) level of external emotionality. In addition, when the teacher’s face is motionless or invisible, up to 10-15% of information is lost./13; 192/

Gesture (in the narrow sense) is hand movements that can clarify a thought, enliven it, in combination with words, enhance its emotional meaning, and contribute to better perception. Gestures, in turn, are divided into:

o Pointing gestures (with a finger or a pointer) are often seen as gestures of aggressiveness and superiority, although they are most often used as gestures that reinforce information or orient the student in the educational space.

o Clasped fingers is a tense gesture that is considered undesirable during pedagogical communication.

o The use of hidden barriers (with the help of objects, a table, etc.) - gestures of protecting the teacher from unwanted influences from the environment, seeking support in case of self-doubt.

o Hands on the sides (resting against the waist) - a gesture of pressure on children, dominance and aggressiveness.

o When listening to answers, the index finger (palm) props up the cheek - a gesture of a critical, negative attitude towards the interlocutor, the information he is communicating.

o Knocks on the table - an expression of dissatisfaction, rage, anger.

o Leans on a table or chair with his hands - gestures expressing a certain degree of dissatisfaction with the situation, searching for support to give self-confidence.

o Descriptive-figurative gesture (with hands) - gestures that help describe a particular object, process, phenomenon, that is, gestures that complement verbal information.

o Covering the mouth, rubbing the ear, eyes are gestures of self-doubt.

Visual interaction - eye contact, gaze. The eyes are the most important expressive element of the face, and indeed the entire external appearance of a person. Eyes directed at us indicate, at least, the attention and interest shown to us, albeit sometimes short-term and insignificant./22; 242/ Children are very sensitive to the teacher’s gaze. Accompanying a teacher's remark with his gaze has a negative impact on the child's condition and interferes with maintaining contact. The teacher, looking at the answerer, makes it clear that he hears the answer. Looking at the class, the teacher attracts the attention of all other children to the person answering./13; 192/

According to research, the eyes convey the most accurate information about a person’s condition, and it’s all about the pupils. Their contraction and expansion are beyond conscious control. The teacher’s angry, gloomy state causes the pupils to narrow, his face becomes unfriendly, students feel discomfort, and work efficiency decreases./13; 193/

2. Takesical means of communication - stroking, touching, shaking hands, patting. Science has proven that this component is a biologically necessary form of stimulation, especially for children from single-parent families for whom the teacher replaces the missing parent. But only the teacher who enjoys the trust of the students has the right to do this./18; 10/ In a civilized society, touching another person is determined by a number of social norms and restrictions and therefore is a rather rare element of communication, although very expressive. /22; 190/ The general function of touch is to enhance contact, focusing attention on the emotional personal side.

3. Proxemic means of communication - the orientation of the teacher and students at the time of learning and the distance between them. The norm of pedagogical expediency of the distance is determined by the following distances:

· personal communication between teacher and students - from 45 to 120 cm;

· formal communication in the classroom - from 120 to 400 cm;

· public speaking in front of the audience - from 400 to 750 cm.

Without a doubt, any teacher uses spatial factors of communication, intuitively choosing the optimal distance from listeners. He can use spatial proximity to strengthen more trusting relationships with students, but be careful at the same time, since excessive proximity to the interlocutor is sometimes perceived as an attack on the person and looks tactless./18; eleven/

So, in this paragraph, the importance of nonverbal means of communication in the professional activity of a teacher and several approaches to the classification of nonverbal means of communication that a teacher needs to know to effective use sign language in the pedagogical process. Particular attention is paid to the classification of V.A. Mizherikov and T.A. Yuzefavicius, which takes as a basis the non-verbal components used specifically by teachers in their teaching activities.

Conclusions on the first chapter

No human activity can be carried out without their interaction. It is the most important condition for successful collaboration. In education and training, as important types of human activity, communication plays an invaluable role, since the entire process of transferring accumulated experience from generation to generation is impossible without it. Nowadays, more and more psychological and pedagogical literature addresses the problem of communication in teaching, where a high level of development of a teacher’s communicative abilities is one of the main professional requirements. Just a teacher’s knowledge of the basics of science and methods of teaching and educational work is not enough for successful interaction with children. This requires the teacher’s ability to communicate and carry out pedagogical interaction, because only through a system of live and direct communication can all knowledge and practical skills be transferred to students.

Particular attention is paid here to non-verbal means of communication, the serious study of which scientists began to study in detail and systematically only in the 60-70s. XX century. Their role in the pedagogical process, according to modern scientists and teachers, cannot be overestimated. It is increasingly said that the effectiveness of pedagogical communication and the entire learning process as a whole depends on the degree of development of the teacher’s nonverbal means of communication.

Chapter 2. Identification of the problem of the development of non-verbal means of communication between teachers and students receiving the teaching profession

2.1 Results of observation of teachers’ activities

In order to identify the frequency of teachers’ use of nonverbal means of communication in teaching activities, a study was conducted. Its essence was that over the course of five lessons the activities of teachers were observed, and at the same time those means of non-verbal communication that were used by them in the process of pedagogical communication were noted.

The contingent was made up of 2 teachers from MOUSOSH No. 2 and 19 teachers from the State Educational Institution of Secondary Professional Education “Osinsk Pedagogical School”. Among them: 1 man and 20 women; 16 humanities teachers and 5 teachers natural sciences(6 foreign language teachers, 6 teachers of social disciplines such as history, philosophy, ecology and law, 4 teachers of mathematics and computer science, 3 teachers of psychological and pedagogical subjects, 2 teachers of Russian language and literature).

The age range of respondents ranges from 22 to 60 years, i.e. were observed as experienced teachers, with extensive experience working in schools, as well as young specialists just starting their teaching career.

When determining the non-verbal components of communication, the classification proposed by V.A. Mizherikov and T.A. Yuzefavicius, which was discussed in detail in the previous chapter, was taken as a basis./13; 192-193/

The results of the table are reflected in Table 2 “Results of observation of the use of nonverbal means of communication in the activities of teachers.”

Results of observation of the use of nonverbal means of communication in teachers’ activities

	Type of gesture	Number of teachers who used this gesture	Number of teachers as a percentage (%)
	Gestures (hand movements)
	Visual interaction
	Proxemics
	Open pose
	Closed pose
	Takeshika

From the data given in the table, it is clear that the activities of teachers are dominated by such non-verbal means of communication as gestures (hand movements), visual interaction and facial expressions. These components correspond to rank 2. All respondents use them. And this is not surprising, because human interaction is often always accompanied by eye contact, gestures and facial expressions, and in the activities of teachers, the obligatory mastery of these non-verbal components is also a professionally significant requirement./11; 111/

Proxemics ranks 3 - it was used by 90.4% of teachers. Indeed, the teacher often has to move around the classroom. Often, but not always. It depends on the form of the lesson (compare: lecture and group work, where the teacher has to move from one group to another). In fact, proxemics should be present in every lesson. According to the observations of E.A. Petrova, the zone of most effective contact in the classroom is the first 2-3 desks. It is the first desks that fall into the teacher’s personal zone throughout the lesson. The remaining students are at a public distance from the teacher (according to the classification of V.A. Mizherikov and T.A. Yuzefavicius). If the teacher moves around the class at ease, then, by changing the distance in relation to the students, he achieves proxemic diversity and equality in communication with each child./18; 12/

Ranks 4 and 5 are occupied by open and closed poses. They are used by 85.7% and 81% of teachers, respectively. It should be noted that such a non-verbal means of communication as posture is always used by teachers, due to their professional activities. The teacher is constantly in the students’ field of view and takes one pose or another. Depending on the teacher's temperament and psychological state, he may use both open and closed postures or may use both interchangeably./22; 122/ According to the data in the table (namely: 81% of teachers used a closed-type pose), we can conclude that either all teachers who used this non-verbal component are phlegmatic and melancholic, and to isolate themselves from others using a closed-type pose is simply mental for them a feature of their temperament, or the teachers experienced discomfort during lessons. However, the "closed pose", regardless of the reasons for its use, is a non-verbal device that should not be used in the classroom. It was previously mentioned that the closed posture is perceived by students as a posture of criticism, distrust and dissatisfaction, which is one of the reasons for the presence of emotional tension in the lesson./22; 14/

The most rarely used nonverbal component of communication is the tactical component. It was used by 19% of respondents, which corresponds to rank 6. There is nothing surprising. In modern society, this gesture has a number of norms and restrictions, and therefore is a rarely used element of communication./22; 190/ But in pedagogical activity it represents one of the most expressive means of communication. Thus, patting a naughty or offended person on the head can sometimes achieve more than all other means combined. But only the teacher who has managed to build trusting relationships with students has the right to do this./18; 10/ Therefore, in order to achieve psychological comfort in the classroom, the teacher needs to carefully build his relationships with children, based on mutual respect and understanding.

Thus, after analyzing the data obtained during the observation, the following conclusions can be drawn:

1. In their teaching activities, absolutely all teachers use one or another nonverbal means of communication, which suggests that nonverbalism has a place in teaching activity and, moreover, is a significant element of pedagogical communication.

2. Among all non-verbal means of communication, the most used are facial expressions, eye contact and gestures, which is a natural phenomenon in the pedagogical process, where communication plays an important role.

3. Also, some teachers use non-verbal means that it is advisable to avoid in pedagogical communication, for example: a closed posture, which is perceived by students as a posture of dissatisfaction, distrust and irritation.

4. There are also non-verbal components, the use of which is necessary in the pedagogical process, but, according to our research, they are the most rarely used non-verbal means. Thus, the tactical component was used by only a fifth of respondents, despite the fact that it is one of the most expressive nonverbal components of communication.

5. The problem of using nonverbal means of communication by teachers in their professional activities is obvious: it is necessary to pay more attention to those nonverbal components that are professionally significant for a teacher, and to work to eliminate those nonverbal components, the use of which negatively affects pedagogical communication.

2.2 Student testing results

Based on the results of monitoring the activities of teachers given in the previous paragraph, we came to the conclusion that the problem of teachers’ use of non-verbal means, so necessary in pedagogical communication, exists. Most likely, one of the reasons for this problem is that teachers are simply unaware of the importance of nonverbalism in teaching and the importance of developing their nonverbal means of communication. After all, previously no attention was paid to this aspect, and teachers were simply not taught this. What is the situation now? Do students studying to become teachers know about the existence of sign language and is it sufficiently developed in them?

In order to find an answer to the above question, testing was carried out. Students preparing to become teachers were asked to answer a test to determine whether their nonverbal communication skills were low, medium, or high.

A low level is characterized by a person’s complete lack of understanding of body language and facial expressions, and difficulties in correctly assessing others. The problem is not even that these people lack the necessary abilities - they simply do not attach importance to nonverbal language. Such people need to develop observation skills and pay more attention to the small gestures of others.

People with an average level of nonverbal communication are those who enjoy watching others. They interpret facial expressions and gestures well, but do not yet know how to use this information in real life, for example, in order to properly build relationships with others. Such people tend to take literally the words spoken to them and are guided by them. Here it is necessary to develop intuition and rely more on sensations.

With the development of non-verbal means at a high level, people have excellent intuition, the ability to understand other people, and observation. But they sometimes tend to rely too much on gestures and facial expressions, forgetting the meaning of words.

As a test, we used the diagnostic “What do facial expressions and gestures tell you?”, presented in Sergei Stepanov’s book “Language of Appearance”. /22; 15/ The full text of the methodology is included in Appendix 2(..)

The contingent was made up of students of the 1st, 2nd, 3rd and 4th years of the Osinsk Pedagogical School. In total, the study involved 110 people. Among them: 39 1st year students, 35 2nd year students, 16 3rd year students and 20 4th year students; 67 representatives of the foreign department, 16 students of the specialty educator, 17 of the department of computer science teachers and 20 future mathematics teachers. Thus, both first-year students and graduate students participated in the survey.

Testing took place from March to April 2008.

The test results are presented in Table 3 “Results of testing students to determine their level of development of non-verbal means of communication” and Figure 1 of the same name.

Results of testing students to determine their level of development of nonverbal means of communication

Level of development of nonverbal means of communication	Number of students with a given level of development of nonverbal means	Number of students as a percentage (%)
1st Border
2nd Border

Results of testing students to determine their level of development of non-verbal means of communication (as a percentage, %)

Having analyzed the data presented in the table and diagram, one can see that the level of development of non-verbal means of the majority of students - 69.9% - is characterized as average. In principle, this level is the norm for modern society. Many people know about the existence of sign language and pay attention when communicating to the facial expressions and gesticulations of the interlocutor, but often they do not realize the importance of non-verbal communication and do not use their knowledge and skills to establish contacts with others and improve relationships. For students to have average level is enough to communicate normally, but to carry out pedagogical communication, where the development of non-verbal means of communication is one of the professional requirements, a higher level is needed. Unfortunately, only 2.8% (!) of respondents have this level. This means that only one out of thirty-seven students has adequately developed non-verbal means of communication.

Even more distressing is the fact that there are students with a low level of development of non-verbal means of communication. There were 4.5% of such students. The percentage is not relatively high, but it suggests that these future teachers will subsequently have difficulties not only with the implementation of their professional activities, but also with interpersonal communication as such. The situation can be corrected by making great efforts.

It should be noted that we have additionally identified two border levels between low and medium and medium and high levels.

The first borderline level included students whose development of nonverbal means was only 1-3 points higher than the low level. Such students - 14.5% of them - need to be addressed Special attention, since their level is characterized as close to low. The level of development of nonverbal components in 8.2% of respondents belongs to the second borderline level. Their level is close to high, but not yet high. Therefore, such students cannot relax. It is necessary not to stop there and work to improve your level.

So, after analyzing the test results of students receiving the specialty Teacher, we can draw the following conclusions:

1. Most students have an average level of development of non-verbal means of communication, which itself is the norm in our society, but is not enough for pedagogical communication.

2. Only three (!) out of one hundred and ten respondents have non-verbal means of communication developed at the proper level, and another nine students have a level close to high.

3. There are students whose level of development of non-verbal means is too low not only for professional and pedagogical, but even for simple communication with others.

4. We are faced with the problem of insufficient development of nonverbal means of communication among students preparing to acquire a teaching profession, in which knowledge of the basics of nonverbal communication and the ability to effectively use sign language are among the main requirements. Thus, in pedagogical educational institutions it is necessary to pay more attention to the importance of the role of the nonverbal component of communication in the pedagogical process and begin to work on its development among future teachers.

2.3 Lesson notes to increase the level of development of non-verbal means of communication of students

Based on the analysis of the results obtained during observation of the activities of teachers and testing of students, we identified the problem of the nonverbal aspect in pedagogical communication. Its essence lies in the fact that in our time we can talk about the insufficient development of non-verbal means of communication, which are so significant for the learning process, among teachers, as well as students receiving the specialty Teacher. In particular, it has been noticed that teachers quite often use those non-verbal means that cannot be used at all when communicating with children. Conversely, some gestures, expressive from the point of view of pedagogical influence, are the most rarely used among teachers. As for students, most of them do not have a level of development of non-verbal means of communication sufficient to carry out the pedagogical process. Moreover, the level of some students is so low that it will be difficult for them to even simply communicate with others. Thus, in pedagogical educational institutions it is necessary to pay more attention to the importance of the nonverbal component of communication in the pedagogical process and begin to work on its development among future teachers.

The most optimal way, in our opinion, to solve this problem is to conduct a series of classes within the elective course “Culture of Communication” aimed at developing the non-verbal component in communication among students. The purpose of the course: formation, improvement and development of communication abilities. This paper presents lesson notes for the second section “Nonverbal Communication”. The goals of the section: to familiarize students with the theoretical aspects of nonverbals, as a science of gestures, to develop students’ interest in the material being studied and to develop nonverbal communication skills. These lessons are presented below.

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