The success of teacher-pupil cooperation

Yuri A. Malyushkin

3^rd year student of the faculty of preschool, primary and special education

Belgorod State National Research University,

Belgorod

Scientific supervisor

Alexander V. Markov

senior lecturer

Foreign languages department

NRU BSU

The success of teacher-pupil cooperation

Summary:

It is easy to develop many positive qualities in the character of a pupil, most of which are mandatory when raising such a phenomenon as success in a child. Teachers who interact positively with their pupils create classroom environments that are more rewarding for learning and that meet pupil developmental and educational needs. The pupil must be totally absorbed and interested.

Key words:

Success, education, cooperation, teacher, development, pupil, pedagogy of cooperation, attitude, research, interaction, success.

Every day, teachers make countless real-time decisions and facilitate dozens of interactions between themselves and their pupils. Although they have this in common, educators across the country often speak about these decisions and interactions in different ways.

During classes with a teacher, such important qualities as discipline, accuracy, punctuality, politeness, and, most importantly, determination are laid in a child for life. Especially for elementary school children, interaction with the teacher is quite important. Speaking at competitions and winning awards, winning at olympiads, encouraging teachers and parents, the child feels the joy of a successful result from an early age, which serves as the basis for the makings of success in the future. Thus, the problem of cooperation between a teacher and a pupil in learning is relevant and important, because the interaction of a child with a teacher helps to form success factors in a child.

The child learns to fulfill the requirements of the teacher without repeated repetitions, learns to look neat and follow the rules of behavior, to cope with anxiety and anxiety.

The purpose of the article is to study the cooperation of a teacher and a pupil in teaching.

This goal led to the solution of the following tasks

to determine the essence of the phenomenon of "successful cooperation between a teacher and a pupil in learning", to study its structure and content;

to analyze the features of teacher-pupil cooperation in teaching;

to analyze the cooperation of a teacher and a pupil on the example of the study of success in the process of literary reading classes;

to diagnose the development of younger schoolchildren as a result of literary reading classes and interpret the results.

Thus, in our time, the success of the child is given great importance. In modern society, a child should be much more mobile and erudite, since new devices in the field of technology make it possible to gain knowledge faster and easier. The development of success is one of the most important tasks set for any teacher. Success is preceded by the factor of effective cooperation between the teacher and the pupil during the training period.

"Pedagogy of cooperation" is one of the richest pedagogical generalizations, which includes numerous innovative processes in education.

The most important place in the system of cooperation is occupied by the teacher—pupil relationship. Traditional teaching is based on the fact that the teacher is the subject and the pupil is the object of the pedagogical process. The pedagogy of cooperation represents the pupil as a subject. It follows from this that two subjects should interact, be partners, associates, representing a community of the older and more experienced with the less experienced.

It is important to note that the cooperation of the teacher and the pupil takes various forms, such as participation, fellowship, co-creation, empathy and co-management. Depending on the academic discipline and methodological requirements, the approach to cooperation between a teacher and a pupil may change. In order for cooperation to take place, it is very important to have positive emotions and relationships. When the pupil is interested, then the transfer of experience and knowledge from the teacher is more fruitful. He learns to make decisions independently under the loyal guidance of an experienced mentor.

The word "success" comes from "to keep up", "to keep up" – to have success, good luck in something, to achieve what you want. Of great importance for the success of the educational process is the authoritative nature of the relationship in the system "teacher-pupil" and "pupil-teacher". To determine the authority or non-authority of the teacher, you can use an algorithm table, data on which is collected by observing and analyzing the reactions of schoolchildren to the requirements of the teacher. It is easy to develop a lot of positive qualities in the character of a schoolboy, most of which are mandatory when raising such a phenomenon as success in a child. Success includes adequate self-esteem, positive status among peers, his communication skills, and academic performance.

Through the cooperation of the teacher and the pupil, the experience is transferred. The pupil learns to make decisions independently under the guidance of an experienced and loyal mentor. Teacher-pupil interaction influences classroom management and influences learning and personal effectiveness growth. From a developmental perspective, establishing a positive teacher-pupil relationship promotes the cognitive, social and emotional development of the pupil and improves his mental well-being.

The teacher-pupil relationship has a productive effect on the pupil's self-esteem and improves his skills. Pupil-teacher interaction is very important for developing pupils' academic self-esteem and increasing their enthusiasm and success.

We conducted a questionnaire, which reflects the organization and conduct of the study of the cooperation of teachers and primary school children in the lessons of literary reading, describes diagnostic tools, presents and summarizes the results of the study.

Figure 2.1 shows the results of a study using the "Mittens" technique.

Figure 2.1. The level of development of cooperation in primary school children at the first stage of the study.

As a result of the experimental work , the following conclusions were made:

1. Children who have a high level of cooperation, interact with peers, actively engage in dialogue with the teacher, listen to the teacher and express their point of view.

2. Children who have had an average level of cooperation are a little stiff, there is a constraint in communicating with peers and with the teacher.

3. Children with a low level of cooperation have independence in completing tasks, limited contact with peers and the teacher, while children do not respond to the teacher's comments and advice.

The article revealed the concepts of "the success of teacher-pupil cooperation" and "successful", considered the issues of the formation of the success of younger schoolchildren in the educational process. In the aspect of the problem we are considering, we were interested in the question of what qualities lead to success at the age of elementary school, how the teacher contributes to the formation of these qualities.

Thus, during the cooperation of a teacher and a pupil, such important qualities as discipline, accuracy, punctuality, politeness, and, most importantly, purposefulness are laid in a child for life. Interaction with the teacher allows the child to critically evaluate his achievements or his failure in various activities, compare himself with other children. The child evaluates his movements, thinking, and himself.

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