Recommendations on the formation of communicative competence of a modern teacher

A high level of empathy, reflection, self-acceptance, focus on interaction and social intelligence is the basis for the development of communicative competence of teachers, which, in turn, contributes to the maximum possible disclosure of the teacher’s potential, the diverse, harmonious development of their personality and increased overall performance.

The use of active methods, as well as the introduction of training programs aimed at increasing the level of empathy, reflection, social intelligence, will help to increase the level of communicative competence of teachers.

Among the active methods that contribute to the development of communicative competence of teachers, we identified problem lectures, educational discussions and analysis of pedagogical situations.

By active teaching methods, we understand ways of enhancing educational and cognitive activities that encourage active mental and practical activity in the process of mastering the material. The essence of active teaching methods is to stimulate students' awareness of the phenomena under discussion through collective mental activity, as well as to ensure that students fulfill the tasks in the process of solving which they independently master skills.

An important place is given to educational discussions, which contribute to the revitalization of the educational process, the activation of cognitive activity, allow the teacher to manage the collective opinion of the group, use it to convince, overcome unwanted attitudes and erroneous opinions. Communication during the discussion encourages you to look for different ways to express your thoughts, increases susceptibility to new information, a new point of view; These personally developing results of the discussion are directly implemented on the training material discussed in the groups. An essential feature of the educational discussion is the teacher’s dialogical position, which is realized in the special organizational efforts undertaken by him, sets the tone for the discussion and compliance with its rules by all participants.

The purpose of solving pedagogical situations is a joint analysis and discussion of the situations presented by the teacher that are characteristic of pedagogical activity. Analysis of pedagogical situations involves participation in the discussion, identifying the causes of difficulty in the process of interaction, a joint search for optimal ways to solve the problem. The teacher focuses on the proposed solutions, directs the discussion in the right direction. Then, relying on the correct statements and analyzing the wrong ones, gently but convincingly leads students to a collective conclusion or generalization. In addition to the educational role, the analysis of the pedagogical situation contributes to the activation of attention and interest on the part of students.

By training, we understand the combination of active methods of practical psychology that are used to work with mentally healthy people in order to assist them in self-development. We consider training as a means of influence aimed at developing knowledge, social attitudes, skills and experience in the field of interpersonal communication, as a means of developing competence in communication, as a multifunctional method of deliberate changes in the phenomena of a person or group in order to harmonize professional and personal life of a person.

In order for the training to contribute to the development of the communicative culture of teachers, we defined its tasks:

• -    development of empathic listening skills, support of a communication partner, sensitivity to his condition;

• -    development of skills for analyzing oneself, one's actions, causes of communication barriers;

• -    removal of emotional and behavioral clamps, the development of openness and sincerity in the manifestation of emotions;

• -    development of emotional stability and expressiveness;

• -    development of skills to understand the reasons for one or another behavior of a communication partner, forecasting the interaction process and its result;

• -    development of unconditional self-acceptance, acceptance of others, valuebased attitude to a communication partner, etc.

Work in the training group allows participants not only to develop the necessary psychological characteristics, but also to master valuable communicative skills; gain experience in the analysis of their own and group interpersonal relationships, their dynamics and cause-effect relationships; expand the range of emotional and behavioral manifestations; develop competence in communication.

In addition, group work has several advantages over individual:

• 1.    Group experience counteracts exclusion, helps solve interpersonal problems.

• 2.    The group reflects society in miniature, making obvious such hidden factors as partner pressure, social influence and conformism.

• 3.    There is the possibility of receiving feedback and support from people with similar problems.

• 4.    In a group, a person can learn new skills, experiment with different styles of relationships among equal partners.

• 5.    In the group, participants can identify with others, “play” the role of another person to better understand him and himself and to get acquainted with new effective ways of behavior.

• 6.    Interaction in a group creates tension that helps clarify everyone’s psychological problems.

• 7.    The group facilitates the processes of self-disclosure, self-exploration and self-knowledge.

We give an example of training exercises.

Exercise “We look in the book, we see ...”

Purpose: to demonstrate the features of perception and transmission of information.

Required material: a sheet of paper containing verbal information and a picture.

From the group, 5-6 volunteers are called up who leave the door. The rest is briefly explained what will happen now. A ban on hints, laughter, etc. is introduced. Then the first subject is invited, who is given the following instruction: “Now you will be presented with a sheet of paper containing some information. This is text and picture. Within one minute, you examine the sheet, trying to remember everything that is written and depicted there. After that, you should bring as much as possible all the remembered information to the next subject. ”

Next, a second test subject is invited, who is given the following instruction: “Some information that you must remember in order to pass it on to the next participant in the experiment will be verbally transmitted to you. You have no right to ask clarifying questions.”

The experiment continues until, finally, the last participant tells what he remembered to the whole group.

Sources used:

• 1.    Zhukov, Yu.M. COMMUNICATIVE TRAINING [Text] / Yu.M. Zhukov. -M.: Gardariki, 2004 .-- 223 p.

• 2.    Seer, E.F. PSYCHOLOGY OF PROFESSIONS [Text]: textbook. manual for university students / E.F. Zeer. - M.: Academic Project; Yekaterinburg: Business Book, 2003. - 336 p.

• 3.    Abidova M. I. PROFESSIONALIZATION OF THE TEACHER OF THE FOREIGN LANGUAGE OF THE HIGHER EDUCATION INSTITUTION //Теория и практика современной науки. – 2018. – №. 1. – С. 5-7.

• 4.    Guzacheva N. I., Abidova M. I. ROLE OF MODERN TRAINING FACILITIES AT TEACHING ENGLISH IN HIGHER EDUCATIONAL INSTITUTION //Теория и практика современной науки. – 2017. – №. 4. – С. 21-23.

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