УДК 378


Шибаев Владимир Петрович
Ставропольский государственный аграрный университет
доцент кафедры математики

В статье приводится описание эффективных форм семинарских занятий и роль преподавателя на них. А также приводится характеристика стилей взаимодействия преподавателя со студентами и ряд коммуникативных приемов для эффективной коммуникации

Ключевые слова: коммуникативные приемы, педагогическая коммуникация, преподаватель, семинар, студент


Shibaev Vladimir Petrovich
Stavropol State Agrarian University
Associate Professor of the Department of mathematics

The article describes the effective forms of seminars and the role of Professor. And also the characteristic of interaction styles between Professor and students and a number of communicative techniques for effective communication are given.

Библиографическая ссылка на статью:
Шибаев В.П. Ways of creating effective interaction with students in the process of organizing seminars // Современная педагогика. 2014. № 7 [Электронный ресурс]. URL: http://pedagogika.snauka.ru/2014/07/2504 (дата обращения: 30.05.2017).

The seminar is always a direct contact of a professor with students, establishing trust relationships, productive pedagogical communication.
The seminars focused on the following pedagogical objectives (by A.M. Matushkin):
1. development of creative professional thinking;
2. cognitive motivation;
3. professional knowledge usage in educational terms:
a) language acquisition of a science;
b) skills of operating the language, concepts, definitions;
c) mastering skills for setting and solving intellectual problems and tasks, rectification, defending one’s own point of view [1].
In addition, during the seminars the professor sets such specific tasks as:
1. knowledge retention;
2. control;
3. pedagogical communication.
Experienced professors, creating an atmosphere of creative work, orient students on public performances, discussions, combining them with reports and presentations. A professor focuses students’ attention on the assessment and discussion depending on the theme and situation.
Organization of seminars is based on the principle of joint activities, co-creativity. According to researches of the joint educational activity the processes of thinking and learning are more effective if the solution of a problem require collective efforts [2].
A professor interacts with the group as a whole, fulfills the learning function. While an oral report of a student the group method of communication remains.
A very effective form of seminars’ organization is the “round-table discussion”. Such a seminar is carried out cooperation and mutual assistance, each student has the right for intellectual activity, he is interested in achieving the overall goal of the seminars, he takes part in the collective elaboration of conclusions and decisions. While working as a part of a whole, the student takes an active position.
The most topical problem questions of studied disciplines are brought up for discussion. Each of the participants of a discussion should learn to express their thoughts precisely in the report, to actively defend their point of view, to protest reasonably, to refute erroneous position.
It is important to teach students the culture of communication and interaction. A special role in such a seminar belongs to the professor. The professor must:
1. To define problems and issues for discussion.
2. To find the basic and additional literature on the topic of the seminar for speakers.
3. To distribute the forms of participation and functions among students in collaborative work.
4. To prepare students for their role participation.
5. To direct the work of the seminar.
6. To summarize the overall results of the discussion [3].
The skill of a professor is defined by the opportune and well-grounded choice of a pedagogical communication style. Most scientists of fundamental psychology and pedagogic pick out 3 main styles of communication between students and a professor:
1. Authoritarian style. A professor allows the possibility for students to participate in the discussion of educational or questions, but he takes the decision on his own in accordance with his principles.
2. Democratic style assumes attention and taking into account the student’s opinions, a professor tries to understand them, to persuade than to order, he leads dialogic communication on equal terms.
3. Laissez-faire style is evident in case when a professor keeps himself aloof from the leadership of a group of students or allows them to do everything they want.
The most effective and optimal style of communication in such a case is situational, flexible and dynamic style, which is consistently changing depending on the pedagogical situations. With the development of pedagogical communication and educational collectives communication styles change. The main direction of styles’ changing should come from authoritarian to dialogic towards the development of pedagogic interaction. Optimal style of pedagogical communication helps to establish good relations of the subjects of the studying and increases the efficiency of transmission of educational information.
The democratic style which means the professor takes into account individual peculiarities of each student, his personal experience, the specificity of his needs and opportunities effectively solve pedagogical problems of a young professor. Professor who uses such a style sets the tasks for students, does not show negative attitudes, he is objective, multiple personality with various contacts. In fact, this style of communication can be characterized as personal. Only person with a high level of professional self-consciousness, capable of continuous self-analysis of his behavior and adequate self-esteem can chose this style of communication [5].
Setting the optimal pedagogical communication in the classroom helps to use the following communication techniques:
1. methods of prevention of communication affects (communicative retardation, embarrassment, frustration, stiffness, uncertainty):
a) creation of the good communication atmosphere on the lesson;
b) support of students by approving the each attempt of the answer, the very fact of participation in the dialogue;
c) approval of students’ attempts of asking for help from a professor or classmates;
d) approval of oral answers on students own initiative;
e) creation of flexible conditions for the students with a distinct communicative retardation;
f) preventing of individual students’ actions that stifle their classmates’ creativity.
2. methods of rendering of communication support in the process of communication:
a) timely help with the selection of adequate vocabulary, with the right usage of statements;
b) explanation of the sense of communicative norms in specific situations;
c) teaching (direct and indirect) communication techniques, techniques of presentation and conversation;
d) positive criticism (if necessary) of the student behavior in the dialogue with the professor;
e) demonstration of verbal and non-verbal means of the interested attention to the students, the support of their desire to participate in the dialogue with the professor;
f) giving the possibility to answer as soon as possible when students raise their hands;
g) giving students the opportunity to sort out the situation, “to think”.
3. methods of initiating a counter-educational-cognitive activity of students:
a) direct motivation of the students for active interaction with the professor in class;
b) motivation of the students by rewarding their initiative;
c) positive criticism of their mistakes;
d) “gaming provocation” (phrases like: “Look at Ivan! He smiles at your answer. Prove to him that you are actually right…”) [4].
For the best mastering of the content of a discipline it is necessary to set and solve communication tasks along with pedagogical tasks and goals of education. They allow choosing the most effective ways of communication and organizing on their basis the efficient communication between professor and student, or group.
The most fruitful process of University education and training is provided by an institutional system of relations. Pedagogical communication with the students in Russian Universities aimed at achieving a high level of relationship and communication between professors and students which creates the best conditions for adaptation, motivation, training activities, teaching of students

  1. Ingilizova M.D. Features of pedagogical communication at the University // Bulletin of the Saratov State University. 2013. №2. P. 15.
  2. Larionova M.A. Professional-pedagogical communication of a professor of Higher school // Psychopedagogy in law enforcement. 2009. №3. P. 55.
  3. Pozdnyakov I.A., Bagrova N.G. Development of pedagogical communication in the course of preparation of students at the Higher school of Russia // Vestnik of Saint Petersburg University of State fire service. 2011. №3. P. 341.
  4. Sorokopud, Yu.V., 2011. Pedagogic of high school: training manual. Phoenix, Rostov-on-Don. ISBN: 978-5-222-17781-5, pp: 544
  5. Spivakova V.V. Pedagogical communication in the system “professor-student” // Bulletin of the Russian State pedagogical University by name of A.I. Gertsen. 2008. №72-2. P. 247.

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