Features of relationship between the teacher and the student

An integral component of the educational process in a university is the relationship between teachers and students that occurs during pedagogical communication. The revealed structure of relations made it possible to determine their features that are characteristic of each qualitatively new stage of student learning. To consider these features, the revealed types of a university teacher as a subject of the educational process are presented.

The first type (conditionally called “professional”) is distinguished by its pedagogical orientation, high intelligence, and deep knowledge of its specialty in theory and practice. In teaching, he has a good command of the methodology and has worked out a knowledge submission system. Has achievements in research thanks to a developed creative orientation. The extroverted nature helps him to establish positive relationships with students and colleagues. Students usually enjoy high moral and intellectual authority. They imitate him, they admire him openly and praise him in his absence.

The second type (conditional name - “organizer”) is characterized by an active focus on social work. Often distracted to carry out various tasks. He is fluent in specialization and methodology, knows how to establish contact with students. At the same time, a number of carriers of this type lack a pronounced desire for research work, and this hinders the strengthening of their authority not only among students, but also among colleagues. As a curator, he takes care of his followers in detail, and this also does not contribute to a positive attitude towards him.

The third type (the conditional name is “methodologist”) has a pronounced tendency to a constant desire to improve teaching skills, developed methodological and speech abilities. Often his methodological orientation in the work prevails over the depth of the scientific content of the material, but the teacher himself, as a rule, does not consider this a negative side of his purposeful activity. He enjoys authority among averageperforming students, but does not always satisfy the demands of creative (“intellectuals” or “ideal”) students. Its low scientific potential reduces the credibility of the teacher. In relations with students is even, demanding, but not always beyond the scope of educational activities.

The fourth type (the conditional name is “scientist”) is distinguished by the creative, analytical nature of the mind, a tendency to theoretical activity, creative processing of information, etc. In some cases, his research activities exceed his ability and inclination to teach, spoken language is poorer than written. His passion for science, which takes up a lot of strength and energy, does not contribute to business and interpersonal communication with students. Some teachers of this type come into conflict with students, express and, in fact, show contempt for their “stupidity," hopelessness in science. Due to its focus on scientific activity, the “scientist” underestimates the educational work entrusted to him. The limitedness of its educational potential prevents the impact on students.

The fifth type (the conditional name is “passive”) is distinguished by an indifferent attitude to all areas of work at the university: teaching, upbringing, research and social activities. Authoritative teachers and students in the team are not respected. Contact with pupils does not carry educational potential. In turn, students distinguish groups of modern teachers:

• 1)    teachers - “eternal students” - they understand students, see students as a person, willingly discuss various topics, have high intelligence and professionalism;

• 2)    teachers - “former sailors” - trying to impose military discipline in a university, by the word discipline these people understand the total unconditional separation of their points of view, they value “slavery” and not intellect and the ability to think logically, try to crush the personality, “I” student through administrative measures;

• 3)    a group of teachers who are serving hours allow students to do everything, if only they are not disturbed.

Undergraduates among teachers see: “indifferent”, “envious”, “limited”, “gentlemen-gentlemen”, “robots”, etc., but they also notice those who “give all the best in work”, “enjoy working with students” - foodies, "friends." In their opinion, the most common type of teacher in higher education is the “standard teacher”: “knows the subject, lives his job, is difficult to communicate, stubborn, ambitious, not interesting to himself or the students.” Traditional relations in the system “teacher - student" depend on the described types of teachers and are subjective. Their classification by the method of pedagogical impact can be represented as follows: Subjective pedagogical relations do not take into account the characteristics of the three stages of student learning and, for this reason, do not contribute to the formation of moral education of future highly qualified specialists. The whole process of training and education of a student can be divided into three stages: the first stage (1-2 courses) - the formation of the moral-volitional basis of personality in the period of adaptation; the second stage (3 year) - the expansion and deepening of the moral potential of the individual during the period of specialization; the third stage (4-5 courses) - completion of the formation of the morality of a young specialist in the period of selfexpression and personal self-realization.

Peculiarities of students' moral development during adaptation at the university are such that, with differentiated, detailed characteristics, there is a significant “amplitude of fluctuations” in their moral stability in various behavioral situations - from conscious self-control to frivolity and lack of moral framework, permissiveness and lack of control in behavior and communication. This is the range of moral attitude to life. In connection with the main goal of moral education - to help a student form the moral-volitional basis of his personality - at the first stage a number of specific pedagogical tasks are put forward. One of the most important should be the establishment in the process of teaching, the educational impact of such a style of teacherstudent relations, which would predetermine and serve as an example for the implementation by a future specialist of socially significant business and interpersonal relationships. It is important that students of 1-2 courses do not see discrepancies with moral truths and principles proclaimed in the process of education in relation to teachers; the teachers themselves, showing a model of collectivism, humanism, optimism, honesty and justice, would hide from students their own shortcomings, showing themselves to the best.

In the relations “teacher - student” feedbacks “student - teacher” as a junior partnership should increasingly develop. Stimulating active, proactive feedback is an important part of the educational process of the middle course. At the third stage, individualized pedagogical relations “on equal terms” become the essential content of educational activity. This will achieve an indirect educational impact on the consolidation and development of positive moral principles of the personality of a modern highly qualified specialist. The mediation of moral education by adequate pedagogical relations at graduation courses should become a pedagogical “super task”. Differentiation of pedagogical relations depending on each educational stage and their simultaneous individualization as applied to the individual genotype and phenotype of an individual student made it possible in the course of a special study to achieve the effective formation of a socially significant set of moral traits, qualities and properties of a future specialist - a university graduate.