Relations between a teacher and a student in the pedagogical heritage V. O. Sukhomlynsky
The article deals with the problem of the relationship between the teacher and student, the interaction in the pedagogical team in the pedagogical heritage of V. Sukhomlynsky. The theoretical and practical experience of V. Sukhomlynsky concerning the organization of the activity of the teacher and his relationships with children is analyzed; characterized by the forms and methods that contribute to the formation of positive motivation in learning, skills and abilities of active independent cognitive activity in the students. The psychological and pedagogical views of the scientist on the personality of the teacher and his professional training are analyzed; The methods of V. Sukhomlynsky's work in work with pedagogically neglected pupils are covered. The essence of the individual approach to pupils is revealed; features of communication between teacher and student in the legacy of V. Sukhomlynsky. It was revealed that the scientist identified the features of the relationship between the teacher and the student, characterized the types of communication: communication-dialogue, intellectual and business communication; Psychologically substantiated types of lessons were developed that gave the teacher the opportunity to establish unconventional relationships with a pupil - a lesson of thinking, a lesson-game, a lesson-fairy tale. It is noted that the daily communication between the teacher and the student, their cooperation in the educational work of V. Sukhomlynsky, depending on the business qualities of the teacher, the direction of his interests, appraisal orientations, from his emotional and mental state. The development of psychologically grounded requirements for the communicative skills and abilities of the school teacher is determined by the teacher-innovator: the ability to evaluate the pedagogical situation promptly and correctly, penetrate into the inner world of the students, orient themselves in the external manifestations of his psychological state, effectively use the word as a means of persuasion of the students, able to manage their emotions. The experience of V. Sukhomlynsky's practice in Pavlyshii school is analyzed: aspects of comprehensive education of pupils and peculiarities of work of a scientist with a teacher collective; democratic style of relationship between a teacher and a schoolboy; creation of conditions for the teacher to improve his communicative qualities; the need for organizing a pedagogically thought-out humanistic relationship in a school team based on spirituality and benevolence, mutual respect and mutual trust. The possibility of creative application of the ideas of V. Sukhomlynsky at the present stage of the revival of the national school is shown.