The Art of Becoming a Teacher

There are such proverbs in the great Russian language: "What are themselves, so are the sleigh"; "What goes around comes around"; "What is the father, so are his children." These and other proverbs directly relate to the tasks that teachers face in our difficult times. What will the children take from us, what will their life be filled with for 10 years in school? K.D. Ushinsky said: "The art of education has that feature that almost everyone seems to be a matter of light and familiar, but very few have come to the conviction that besides patience, innate ability and skill, special knowledge is also needed." "For, judging by the time, you ought to be teachers; But you need to teach the first principles of the word of God, and you need milk, and not solid food. Everyone who is fed with milk is not well versed in the word of truth, because he is a child "(Heb., 5: 12,13) [2]. The situation today, in the author's view, is such that humanity faces very "adult" tasks and the child needs a Teacher in the highest sense of the word.

The crisis of modern society has affected virtually all aspects of human life, including pedagogical, creating a difficult situation for the development of the educational environment and pedagogy, as a science, in general. The essence of the crisis has already been found - this is a reliance on formal-logical thinking and learning. But an ever-increasing flow of information requires intensification of the educational process - "a special, socially and personally determined, purposeful activity to connect human beings to the life of the society" [3]. This process requires a deep awareness of the laws, principles and methods of teaching and upbringing, the formation of personality, by educators at all levels of the educational system . Time itself requires changing the educational paradigm, rethinking the pedagogical experience accumulated by mankind; Realizing the true basic laws of life, changing the way of life, constant work on the inseparability of the spiritual and physical connection in every person. And it can really be called a transfiguration of the inner world of man: it is right to build relationships with any phenomena and processes, responsibly approach oneself and people. And if today we reveal the beauty of the inner world of our children with possible means and methods, then opportunities will be created for "ensuring the self-determination of the individual, for her self-realization; Development of society; Strengthening and improving the rule of law "[1].

Considering the main categories in pedagogy, I would like to touch upon one of the main reasons for the crisis of modern education and upbringing: a withdrawal from spiritual work, a refusal to search for one's destiny, one's way to justify its failure in any activity and even all life. In fact, this can be called myth creation. Teachers, thinking that they give knowledge to the children, in fact transmit information about knowledge, talking about upbringing, show edification, saying "smart" words, even giving historical examples. And this almost does not matter in the educational process. For a long time people have been using the wording of the word upbringing on its components: the child's nutrition by what he himself has. Who pawns in the process of upbringing good and unselfishness, but ...).

Ya. A Komensky wrote: the disciple is an empty vessel, which must be filled. Who and what will fill it? We must realize the greatest responsibility for the future, to help those who need our help, especially children. How? First of all, to see in the child is not a student, but a person who is learning. In the mass pedagogical practice, the attitude towards schoolchildren is different. "We usually say," he wrote. Soloveitchik, that the child is also a man, although it is not entirely clear, in comparison with whom "too" - with us, or what? For himself, the child is a person today, and no words can convince him that he is not yet a man or a subhuman. The more sincerely I see a person in a child today, the better he will be when he grows up. "[4]

Speaking about the possibilities of choosing an education strategy, one can point to a cultural-creative model [3]. Here the mastery of experience is built not on the logic of the subject, but on the humanistic orientation of education, in the process of developing cultural self-awareness, in direct correspondence with the age characteristics of the child's psychophysical and intellectual capabilities. The initial principle is the integrity of the "picture of the world" and the person in it. E. The orientation is not on the state, not on the market, but on culture. This undoubtedly guarantees the presence of a spiritual and moral coefficient in the future of the child in any sphere of social practice. There must be other components in teaching methods in our material world. The person and any thing in the world is the essence of the result of interaction.

In our opinion, it is necessary to learn to change the quality of interaction in order to find the optimal and favorable variant of education and training of the younger generation. "At the heart of today, it is required to put the personality of the child, and not the results of academic achievement in the subjects. It is necessary to return to school education. " Today, the school needs to create effective educational programs aimed at developing and developing the personality of the student, and for this it is necessary to look for that truth, the education paradigm, those educators born for this activity, that the development and formation of personality is a constant phenomenon, and at the output, As a consequence, we had a beautiful future.

Literature

1. Law of the Russian Federation "On Education." - M., 1994.
2. The Bible.-М .: Moscow Patriarchate, 1992.
3. Krayevsky V.V. How many teachers do we have? // Pedagogy, 1997, №4.
4. Collection of proverbs and sayings of the Russian people. -M.: Cron-Pres, 1996