The main features of pedagogical activity

Methods are methods of the interconnected activities of a social educator and a child that contribute to the accumulation of positive social experience that promotes the socialization or rehabilitation of the child. It should be noted that since social pedagogy is a young branch of pedagogical science and social pedagogical activity has recently taken shape as an independent kind of professional activity, it is too early to talk about the system of methods of social pedagogy. They are in their infancy. In addition to the method, the concepts of “reception” and “means” are widely used. Reception is understood as a particular expression of a method, its concretization, has a private, subordinate character in relation to the method. The relationship between the method and the technique can be considered as the interaction of the generic (method) and species (method) concepts. In fact, each method is implemented through a set of individual techniques that are accumulated by practice, generalized by theory and recommended for their use by all specialists. The tool is a broader concept than the method and method, since the latter themselves in certain circumstances can act as means. Means is a combination of material, emotional, intellectual and other conditions that are used by a social educator to achieve a goal. The means themselves, in their essence, are not modes of activity, but become them only when they are used to achieve some goal. So, the game can be relaxation, entertainment, etc.

An instruction as a method of education is the fulfillment by a student of a matter. Participation in collective affairs at all stages (planning, execution, evaluation) develops abilities and forms personality traits. Training, exercise, commission are effective if they rely on positive motives. activities and in turn form them. Exercise can be somewhat artificial, specially organized in nature, then it is called an educational situation. A pedagogical requirement is understood as the presentation of requirements for the implementation of certain norms of behavior, rules, laws, traditions adopted in society and in its groups. A requirement can be expressed as a set of rules of social behavior, as a real task, as a specific instruction on the performance of any action, as a request, advice, instruction. In the form of requirements are direct and indirect. The former are in the form of orders, directions, instructions; they differ in a decisive tone, especially at the initial stage of education. Indirect requirements are presented in the form of a request, advice, hint, they appeal to the experiences, motives, interests of the pupils. In a developed team, indirect requirements are preferred.

Public opinion is an expression of group demand. It is used in developed groups in assessing actions and is expressed in norms, values, outlooks on the life of all members of a group, class. The problem here is that often unofficial public opinion, for example of students, does not coincide and is directly opposite to the opinion of the teacher. This indicates a low level of education and is a pedagogical task for the class teacher. The teacher should form a healthy public Opinion, stimulating students' presentations with an assessment of their performance, discussing facts from the life of the class. Educative situations are circumstances of difficulty, choice, impetus for action, they can be specially organized by the educator. Their function is to create the conditions for conscious vigorous activity, in which established and new norms of behavior and values are checked. These can be situations of conflict in a group, choosing the right solution, etc. In essence, these are exercises in a situation of free choice. The student in them is faced with the need to choose a specific solution from several possible options: take advantage of the privileges yourself, give way to another, keep silent, tell the truth, say "I don’t know." In search of a way out of the situation created by the teacher, the student revises, reinterprets and realigns his behavior, brings it into line with new requirements, changing conditions of activity and communication. In other words, the search for a way out of the situation specially created by the teacher is an exercise in moral behavior, work not only of the mind, but also of the heart.

In order to reinforce and enhance the impact on the personality of the student of various factors, various methods of stimulation are used, among which the most common are competition, cognitive play, encouragement, punishment, etc. The competition in the pedagogical process is built by the teacher, taking into account the undoubted socio-psychological fact that children, adolescents and youths are highly characterized by a desire for healthy rivalry, priority, primacy, and self-affirmation. Involving students in the struggle to achieve the best results in their studies, work and social activities raises the laggards to the advanced level, stimulates the development of creative activity, initiative, innovative initiatives, responsibility and collectivism. The competition can be collective and individual, designed for a long time and episodic. In the process of organizing and conducting it, it is necessary to observe traditional principles: transparency, specificity of indicators, comparability of results, the possibility of practical use of best practices.

Role-playing games, which, given the age, are widely used in elementary grades. They are adjacent to situations of experiencing success, since they are also aimed at creating situations, but games that cause, like the previous, vivid emotional experiences. As a rule, “participants in the pedagogical process” in this case, along with children, become fairy-tale characters that are widely familiar to them. Encouragement is an expression of a positive assessment, approval, recognition of qualities, deeds, behavior of a foster child or group. It causes a feeling of satisfaction, self-confidence, a positive self-assessment, stimulates the pupil to improve his behavior. Forms of encouragement: praise, thanks to the teacher, adults, books and / or other material awards. The methodology of encouragement recommends approving not only the result, but the motive and method of activity, to teach the pupils to appreciate the very fact of approval, and not its material weight. Encouragement is often required for younger students and insecure children.