Personality approach in teaching and education

All pedagogical theories, as a rule, are conditioned by that ideal model of personality to which they are oriented. It, in turn, is determined by the social and economic needs of the society in which the process is taking place. In the conditions of the formation of a market economy, there is almost no field of production or vital activity that should not be taken out of the crisis. In this regard, increasingly important is the creative, intelligent, competitive personality. At the same time, it should strive for permanent self-development.

Person-centered approach

основной упор делается на индивидуальное развитие. In education, the emphasis is on individual development. All components of the system, the conditions in which it functions, are realized taking into account the given result. This, however, does not mean that in other theories the ideal model is not considered. предполагает приоритетную роль индивидуальных особенностей ребенка. But only the personal approach presupposes the priority role of the individual characteristics of the child. It is used in the schools of Montessori, Celestin Frenet, in the Waldorf system. Let us consider them in more detail.

Waldorf School

в первую очередь направлен на признание ребенка как уникального, своеобразного индивида. The personal approach in education is primarily aimed at recognizing the child as a unique, unique individual. This orientates the instructor into a timid, careful attitude to children, with all their shortcomings and virtues. The initial task of the adult is to create the necessary conditions for the development and growth of the child, mainly in the spiritual and moral plane.

Historical reference

Previously, the future of the child was determined by the way in which he was born and developed. His parents could be intellectuals, workers, peasants. Accordingly, family opportunities and traditions largely determined the trajectory of the level of upbringing and the subsequent path. In the Valdorska school social conditions are not so important. и развитии ребенка не ставит цель создать человека конкретного типа. Moreover, the personality-oriented approach in the education and development of the child does not set a goal to create a person of a specific type. It is focused on the formation of prerequisites for self-development and growth of the individual. The Montessori School, on the other hand, aims to create the most favorable conditions for the development of the child. As for the Frenet system, its peculiarity is that it is built on pedagogical improvisation. With its realization, freedom of creativity of both adults and children is manifested.

Emotional condition

, преподаватель уделяет внимание не только индивидуальным, возрастным особенностям. Using the personal approach in teaching , the teacher pays attention not only to individual, age features. Important is the emotional state of the child. The problem of its accounting for today is still unfinished. Along with this, the range of states - joyful, excited, irritated, tired, oppressed, and so on - has a special, and in some cases, crucial importance in the development, the formation of positive or negative behavior.

Solutions to the problem

Realizing the personal approach in education, the teacher should know which emotional states are most characteristic for a single child. Given their manifestations, the adult sets the conditions for harmonious cooperation with children, their joint creativity. Conflicts are of special importance. They are considered complex emotional manifestations. Over the past few years, the personal approach has been implemented through the role model of child development. Such a way of interaction is envisaged in the concept of Talanchuk. The author emphasizes that a person is the social essence of an individual. It is expressed in the level of mastering the system of public roles. The social capacity of the individual depends on her quality. So, in the family the child learns the appropriate culture of life: the boy learns and realizes the functions of the son, and subsequently of the father, the girl - the daughter and then the mother. Within the framework of collective interaction, the individual comprehends the communicative culture. He can act as a performer or leader. Subsequently, a person develops the functions of a member of the work collective. Within the framework of socialization in the interaction of society and man, the individual understands the tasks of a citizen of his country. At the same time there is an intensive formation of the "I-concept". It is enriched with new values and meanings.

Nuances

It is worth saying that modern literature and advanced teaching practice places particular emphasis on the personal approach. However, this does not mean that the problems of child development in the team and through it are removed as irrelevant. On the contrary, many issues concerning, in particular, the socialization of the individual, can not be solved without relying on educational opportunities and strength not so much the teacher as the social group in which it is located. However, the emphasis in this situation is still on individual development. If in the Soviet period, education in the collective and through it often led to the leveling of the personality, since it was formed for a specific social group, today the individual must get a space and a real opportunity to realize his essential powers and abilities.

Recommendations

принесет эффект, если преподаватель будет: The personal approach will have an effect if the teacher will:

1. Loving children. This does not mean that you need to stroke every child on the head. Love is realized through a benevolent-trusting attitude towards children.
2. Strive to understand the goals, actions, motivations of the child in any situation.
3. Remember that each student is a unique person. All children have their own characteristics, the amplitude of which is very high.
4. Remember that every child is talented at least in some way.
5. Give a chance to improve, even if the student committed a blatant act. Do not remember evil.
6. Avoid comparing children with each other. It is necessary to strive to search for each child individual "points of growth".
7. Remember that mutual love will come from cooperation and mutual understanding.
8. Search and enable each child to self-actualize and assert himself.
9. To predict, stimulate, design the creative development of children.

Personality-activity approach

The potential of man is realized through his activity. This pattern formed the basis for the personality-activity approach in education. Its key principle is the active involvement of children in feasible and interesting activities. In the framework of the analysis of the organization of schoolchildren's activity, particular importance should be given to its structure. In the works of psychologists Leontief and Rubinstein, activities include needs, motivation, actions, factors (conditions), operations and results. Platonov simplified this scheme. In his writings, activity is represented in the form of a chain consisting of motive, method and result. Shakurov proposed a system-dynamic structure. It also introduces ideas about the phases of activity: orientation, programming, implementation, completion.

Situational method

The organization of the activities of children should be directed to the activation of the motivational, needful, substantive and procedural spheres. Activity occurs under specific conditions. In this regard, within the framework of education, a situational approach is used. It involves the implementation of several rules:

1. In any situation, the teacher should not rush to make a decision. You need to think through, weigh options, losing a few strategies.
2. When making a decision, one should give preference to moral methods of getting out of the situation. This is necessary to ensure that children are confident in the professional honesty and justice of an adult.
3. Do not solve all the problems that have arisen in a difficult situation, immediately. It is necessary to act step by step.
4. As events unfold, you need to adjust your decisions.
5. If a mistake is made, the teacher must confess to this first of all to himself and, if necessary, to the children. This will help increase authority more than the desire to always look infallible.

Conclusion

Within the framework of the humanistic paradigm, it is necessary to create real conditions in which the pendulum of values of both the teacher and children shifted to truly human qualities. In turn, this requires improving the pedagogical culture of communication, creative self-expression, dialogue. It is not a question of renouncing traditional methods and forms of upbringing. This refers to shifting priorities, improving the quality of self-development of the system.