Individual style teacher activities- this is the set of the most effective techniques building activities that allow strengthening positive aspects temperament and weaken negative ones.

The basis for distinguishing between a teacher’s style and a teacher’s work is the following: the content characteristics of the style (the teacher’s predominant orientation towards the process or result of his work, the teacher’s deployment of indicative and control-evaluative stages in his work); dynamic characteristics of the style (flexibility, stability, switchability, etc.); effectiveness (the level of knowledge and learning skills of schoolchildren, as well as students’ interest in the subject). Based on this, a number of individual styles were identified:

· Emotional-improvisational style (EIS);

· Emotional-methodical style (EMS);

· Reasoning-improvisational style (RIS);

· Reasoning-methodical style (RMS).

Emotional-improvisational style (EIS).

Teachers with EIS are distinguished by a predominant focus on learning process. Such a teacher constructs an explanation of new material in a logical and interesting way, but in the process of explanation he often lacks feedback with students. During the survey, the teacher with the EIS turns to a large number students, mostly strong ones, who are of interest to him, interviews them in fast pace, asks informal questions, but doesn’t let them talk much, doesn’t wait. until they formulate the answer on their own. A teacher with EIS is characterized by insufficiently adequate planning of the educational process: he selects the most interesting educational material for practice in the lesson; less interesting, although important, is left for students to independently analyze. Reinforcement and repetition are not sufficiently represented in the activities of teachers with EIS. educational material. control of students' knowledge. Teachers with EIS are distinguished by high efficiency and the use of a large arsenal of various teaching methods. He often practices collective discussions and stimulates spontaneous statements from students. A teacher with EIS is characterized by intuitiveness, which is expressed in a frequent inability to analyze the characteristics and effectiveness of his activities in the lesson.

Question No. 17(2)

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Results of a teacher’s work: schoolchildren’s training and learning ability.

Training and learning ability form the fourth block of a teacher’s professional competence, which records the results of his work, i.e., qualitative changes in the mental development of students that occurred under the influence pedagogical activity, pedagogical communication, teacher’s personality.

A teacher’s assessment of the results of his work requires new facets of his competence, primarily diagnostic thinking and diagnostic skill. Nowadays, the psychodiagnostic function of a teacher is usually considered not as a side function, but as one that lies at the very basis of the teaching profession, because in order to develop the personality and individuality of students, one must first of all be able to study them.

At school, the term “trainability”, or less commonly “learning”, is used quite widely. The content of each of these concepts is better revealed by comparing them.

Training- according to those mental characteristics child development, which developed as a result of the entire previous course of learning. What is it made of?

Training includes both the current stock of knowledge available today, as well as the established methods and techniques for acquiring it (the ability to learn). All this taken together constitutes what the child has been taught. Training is a certain result of previous training (organized or spontaneous), past experience. everything that you can and should rely on when working with a student.

Learning ability- these are those characteristics of the child’s psyche that constitute the reserves for its development and future possibilities. Learning ability is the student’s receptivity to acquiring new knowledge and new ways of acquiring it, as well as readiness to move to new levels of mental development.

If learning is a characteristic of the actual development of what a student already has, then learning ability is a characteristic of his potential development.

Starting work with a student (class), the teacher needs to identify the state of training and learning ability of students, set teaching and development tasks on this basis, and then, after completing a certain stage of work (for example, at the end academic year), re-evaluate the state of students’ learning and learning ability and changes in them.

Let's reveal more details content the above components training.

1. Knowledge (images of objects, phenomena of the material world, human actions with these objects) is the first result of learning. At school, this component of training is given central importance, while psychologists are sometimes characterized by underestimation of their role.

2. The state of those types of active activity (educational, mental, mnemonic, etc.) of the student that ensured assimilation.

For a teacher studying a student’s state of knowledge, it is not enough to indicate general view on their insufficiency, but it is important to determine what exactly is missing in the knowledge of a given student. To do this, it is advisable to take into account the knowledge parameters described in psychology and didactics. These include:

1) types of knowledge (knowledge of facts, concepts and terms, knowledge of laws and theories, knowledge of methods of activity and methods of cognition, etc.);

2) stages of knowledge acquisition (memorization, memorization, understanding, application in familiar and new conditions, evaluation);

3) levels of knowledge acquisition (reproductive, consisting of reproducing samples, and productive search for new solutions);

4) qualities of knowledge and their groups: a) scientific character, consistency, systematicity, generality, awareness; b) flexibility, mobility, efficiency; c) effectiveness, focus on practical use; d) completeness, volume, strength (see the works of I. Ya. Lerner). By studying a student’s knowledge, it can be revealed, for example, that the student knows only facts, the level of literal memorization prevails, rather than understanding and application, that although the knowledge is complete and solid, it is inflexible, etc.

Let's turn to psychological indicators of learning ability.

As noted above, learning ability is receptivity, readiness to move to new levels of training, that is, to master new knowledge, methods of acquiring it, to move to new levels of mental development.

There are different approaches to learning ability. One of the most productive is, in our opinion, one in which learning ability is interpreted as a concept very close to the concept of “zone of proximal development.” Thus, B.V. Zeigarnik wrote: “The most significant criterion for the mental development of children is the range of their potential abilities to master new knowledge in work friendly with adults. This quality was called teachability."

Psychological indicators of learning ability are:

· activity of orientation in new conditions;

· initiative in choosing optional tasks, independently turning to more difficult tasks;

· persistence in achieving educational goal, ability to work in situations of interference, obstacles, monotonous activities, “difficult” tasks, etc.;

· receptivity to the help of another person and sensitivity to a hint, willingness to accept the help of another person and lack of resistance.

In this case, the level of learning is determined by the nature of the dosed assistance: general reinforcement (“you can do this”), leading questions (“what is the rule for this task?”), showing the beginning of an action, showing the entire action to the end, etc. In general, the less dosed the student needs help to solve the problem, the higher the level of his learning ability;

the total indicator of learning ability, according to Z. I. Kalmykova, is efficiency and pace of thinking: quantity specific material, on the basis of which the solution to a new problem is achieved, the number of “steps” for its independent solution and the portion of dosed assistance on the basis of which the result was achieved, as well as the time spent on the solution;

ability to self-learn; performance, endurance.

Thus, A high level of learning is characterized by: the ability to act “in the mind”, to carry out orientation and transfer, openness to help, the ability to independently set learning goals. Low learning ability is characterized by: poor responsiveness to help, but at the same time the need for more of it, lack of initiative and independence.

Learning ability is, apparently, a psychologically more significant result of a teacher’s work than training.

Students have individual options for the relationship between learning and learning. Thus, training can be low (for example, in pedagogically neglected children), but learning ability can be quite high. For others, training is quite high (due to diligence), but learning ability is low. Learning is ensured in different ways: one student learns through good abilities, but quickly gets tired; the other understands the material with great difficulty, but is more efficient.

The necessary pedagogical skills and positions are realized in the presence of a number of psychological qualities of a teacher: his motivation for psychological diagnostics of students in the learning process itself (for example, during the survey), specific diagnostic thinking and diagnostic abilities, forecasting the capabilities of students. The essence of a teacher’s diagnostic thinking is to link together all the student’s manifestations, see cause-and-effect relationships between them, and outline ways of development and correction. .

Question No. 18(2)

ABOUT One of the problems of modern school is the increase in the number of stressful situations in the educational process. Combined with unfavorable social conditions, this leads to an increase in the number of students with various emotional difficulties.

An analysis of the emotional state of schoolchildren showed that more than 40% of children at school are dominated by negative emotions. Among them are suspicion, mistrust (17%), sadness, irony (8% each), fear, fear (8%), anger (18%), boredom (17%). There are also children who experience only negative emotions at school. According to students and teachers, they often experience negative emotions in the classroom. As a result, school and the educational process lose their emotional appeal for children, being replaced by other, sometimes destructive interests for the individual. Emotional problems Children can also cause headaches, which sometimes lead to more severe symptoms: muscle spasms and sleep disturbances. The survey revealed the presence of various types of sleep disorders in 26% of students. The presence of internal psycho-emotional stress in a child leads to psychosomatic disorders and general physical weakening of his body.

Psychosomatic ill-being also affects the personal development of children. IN recent years More and more often, along with balanced characters, there are emotionally unstable ones. In children one can often observe the most different options personal accentuation that complicates the learning process. These are impulsiveness, aggressiveness, deceit, criminal tendencies, increased vulnerability, shyness, isolation, and excessive emotional lability.

82% of children are diagnosed with imbalance and irritability. In addition, studies show that modern schoolchildren have dulled emotional hearing. More than 60% of students rate angry and threatening intonations as neutral. This indicates a deep degeneration of the psyche: aggression in the minds of children and adolescents displaces the norm and takes its place. Many of them believe that speech is given to attack and defend, and among the character traits, the most attractive are firmness, determination, and the ability to confront others. Children often cannot build constructive communication and interaction with the people around them: adults and peers.

Psychological support The educational process involves identifying the difficulties experienced by schoolchildren in learning, behavior and mental well-being. IN practical work It is often difficult to determine the emotional background of a child’s personal development.

Modern children are characterized by emotional deafness; it can be difficult for them to determine what they are feeling and to verbally reflect their feelings. A weak ability to recognize both one’s own emotions and the feelings of other people leads to a low level of empathy development. Their incorrect interpretation is one of the factors leading to an increase in aggression, rejection, alienation, and anxiety.

The use of projective methods in diagnosing emotional states experienced by students allows us to respond to them, remove negative psychological defenses, determine the emotional background of the child’s development, and build work in accordance with his personal characteristics. Observation of drawing activity, analysis of the drawing and post-drawing conversation help to identify characteristics of the student that are hidden from the observer in ordinary school life.

P The proposed projective techniques allow us to establish the contact necessary for subsequent correctional and developmental work. They also contain developmental opportunities, since in the process of using them, schoolchildren learn to recognize their emotional states and verbally reflect them.

Projective technique
"Map of emotional states"
(author's development)

Target: identifying the emotional background of students’ development.

Materials: information cards for each student (Appendix 1), sheets of paper, pencils.

Methodical recommendations: Before starting a diagnostic examination, it is advisable to talk with children about what emotional states are and how they manifest themselves in humans. The technique can be used both in the process of individual work and in group examination.

Instructions. In front of you is an information map that shows the most typical emotional states of a person. Consider them. Think about which of them you yourself have experienced, in which situations(with younger schoolchildren you can discuss situations in which certain emotions are manifested).

Now write the word “school” on a piece of paper, choose 2-3 emotions that you most often experience at school, and draw them.

Write the word "home" and do the same.

Write the word “classmates (peers).” What emotions do you think your classmates (peers) experience most often? Choose 2-3 emotions and draw them.

Write the word “teacher”, choose 2-3 emotions that teachers most often experience in the classroom, and draw them.

Now write the word “parents” and draw the emotional states that parents most often experience.

Use case: You can invite schoolchildren to select and draw the emotional states that they experience in individual lessons.

Analysis of diagnostic material: The frequency of expression of positive and negative states is determined.

As a result, you can identify:

What emotional states predominate in the child (positive or negative);

How does he feel at school and at home, where is he more comfortable, or does he feel discomfort everywhere (lack of positive states);

How he perceives the people around him, what emotional background he feels around him.

During a group examination, it is possible to determine what emotional states prevail among students in a given class, how teachers, parents, and classmates are perceived by students.

Projective technique “My mood”
(author's development)

Target: identification of the current (or typical) emotional state for the child, awareness of it.

Materials: paper, pencils or wax crayons.

Instructions. Close your eyes and remember the condition that occurs to you most often(option: which has arisen for you now, at the moment). Think about what phenomenon of nature and the surrounding world you can connect your inner state with. Maybe it looks like the calm surface of a forest lake or a raging ocean.

Or maybe a slowly flowing river, smoothly carrying its waters, or a rapidly bubbling waterfall. Or your usual state is similar to clear, sunny weather or a gloomy, rainy day. Look carefully at the picture that appears before your inner gaze. Is this really your normal emotional state? Now open your eyes.

Take a sheet of paper, pencils or crayons and draw a natural phenomenon that corresponds to your usual internal state.

Questions to consider

Was it difficult to imagine natural phenomenon, corresponding to your internal state?

Is this condition constant for you or does it occur at certain moments?

Does your usual internal state help or hinder you in life?

Would you like to change it? If so, how would you like to feel? (You can suggest drawing the desired state.)

Description of individual styles

According to the book A.K. Markov "Psychology of teachers' work." M., 1993

Reasoning-methodical style of RMS

Focusing primarily on the learning outcome While planning the educational process well, a teacher with RMS shows conservatism in the use of lesson methods and tools. High methodicality (systematic reinforcement, repetition of educational material, control of students’ knowledge) is combined with a small, standard set of teaching methods, preference for students’ reproductive activity, and rare collective discussions. During the questioning process, the teacher with RMS addresses a small number of students, giving each a lot of time to answer, special attention focusing on weak students. A teacher with RMS is generally characterized by reflexivity.

Reasoning-improvisation style RIS

Teacher oriented on the learning process and outcome, adequate lesson planning. He shows ingenuity in selecting and varying teaching methods and means, is not always able to ensure a high pace of work, and rarely practices collective discussions. A teacher with RIS speaks less himself, especially during a survey, preferring to influence students indirectly (through hints, clarifications, etc.), giving respondents the opportunity to fully formulate their answer.

Emotional-methodical style of EMS

The teacher is characterized by an orientation on the learning outcome process, good planning educational process, high efficiency, predominance of intuitiveness over reflexivity. During the lesson, all educational material is gradually worked out, attention is paid to the activities of both strong and weak students, consolidation, repetition of material, and control of knowledge are constantly carried out. The teacher is distinguished by high efficiency and frequent changes in methods of work in the classroom. Unlike a teacher with EIS, this teacher strives to activate children not with external entertainment, but to interest them in the features of the subject itself.

Emotional-improvisational style of EIS

This type of teacher is primarily focused on the learning process. The explanation of new material is logical and interesting, but little attention is paid to the students. For the lesson, the teacher selects the most interesting material, important in content, but less interesting, invites students to study on their own. Reinforcement and repetition of knowledge are not sufficiently represented in activities. During the survey, he addresses mainly strong students, interviews at a fast pace, and gives little opportunity to speak. Teachers are responsible for efficiency and the use of a variety of methods. He is characterized by intuitiveness, which is sometimes expressed in the inability to analyze his activities and its results. The teacher doesn't like preparatory stage, pays little attention to lesson planning.

Reasoning-methodical style of RMS

Advantages	Flaws	Result
Highly methodical. Attentive attitude to the level of knowledge of students. High demands. Attentive attitude towards weak students. Tolerance for children's shortcomings and mistakes. Lack of haste, leisurely speech and actions. Careful lesson planning.	Inability to constantly maintain students' interest in what is being studied. Using a standard set of teaching forms and methods. Preference for students' reproductive activities. Lack of a favorable psychological climate in the classroom. Inability to express yourself emotionally in class.	Formulated learning skills Strong knowledge, Lack of interest in the subject

1. Use student rewards more often.

2. Add emotional color to the lesson by selecting interesting facts, experiments, demonstrations.

3. Try to expand your arsenal methodological techniques and vary the variety of forms more widely when working with children.

4. When planning a lesson, select various types creative tasks for children, situational dialogues, simulation games.

5. Practice group discussions in class more often.

Reasoning-improvisational style RICE

Advantages	Flaws	Result
High level knowledge. Specificity. Insight. Demandingness. Ability to teach clearly and concisely. Attentiveness to the level of knowledge of all students. Objective self-esteem. Restraint. Pay attention to student responses. Slowness in the survey.	Insufficient variation in forms and methods of teaching. Insufficient attention to constant maintenance of discipline in the classroom. Slow pace of the lesson. Little attention to group discussions in class. Lots of disciplinary notices.	Sustained interest in the subject, Solid knowledge, Developed learning skills Sometimes disruption in class work environment(violation of discipline)

Activity style - is an interconnected set of individual characteristics, methods and nature of carrying out a certain activity, which, as a rule, involves interaction with people and acts as a dynamic stereotype.

It is customary to distinguish three main styles of activity:

democratic,

conniving.

The main characteristics of the manifestation of the listed styles in teaching activities are presented in Fig. . A.K. Markova identifies the following most characteristic four styles of teacher activity. 1. Emotionally improvisational. Focusing primarily on the learning process, the teacher does not sufficiently adequately plans his work in relation to the final results; For the lesson, he selects the most interesting material, and often leaves less interesting (albeit important) material for students to work on independently. Focuses mainly on strong students. The teacher’s activities are highly operational: the types of work often change during the lesson, and collective discussions are practiced. However, the rich arsenal of teaching methods used is combined with poor methodology; consolidation and repetition of educational material and control of student knowledge are not sufficiently represented. The teacher's activity is characterized intuitiveness , increased sensitivity depending on the situation in the lesson, personal anxiety, flexibility and impulsiveness. Such a teacher is sensitive and insightful towards students. 2. Emotional and methodological. Focusing on both the result and the learning process, the teacher adequately plans the educational process, gradually works through the educational material, without missing out on consolidating, repeating and monitoring students’ knowledge. The teacher’s activities are highly operational, but intuitiveness prevails over reflectivity . The teacher strives to activate students not with external entertainment, but with the features of the subject itself. The teacher is hypersensitive to changes in the situation in the lesson, personally anxious, but sensitive and insightful towards students. 3. Reasoning-improvisation. A teacher is characterized by an orientation towards the learning process and results, adequate planning, efficiency, and a combination of intuitiveness and reflectivity. The teacher is less inventive in varying teaching methods; he does not always use collective discussions. But the teacher himself speaks less, especially during the survey, preferring to influence students indirectly, giving respondents the opportunity to formulate their answer in detail. Teachers of this style are less sensitive to changes in the situation in the lesson, they have no demonstration of pride, and are characterized by caution and traditionalism. 4. Reasoning-methodical. Focusing primarily on learning outcomes and adequately planning the educational process, the teacher demonstrates conservatism in the use of means and methods of pedagogical activity. High methodologicalness is combined with a small, standard set of teaching methods, preference reproductive activity students, rare group discussions. A teacher of this style is distinguished by reflexivity, low sensitivity to changes in situations in the lesson, and caution in his actions. Individual style of teaching activity

Let's consider the main features of an individual style of teaching activity. It manifests itself:

in temperament (time and reaction speed, individual pace of work, emotional responsiveness);

the nature of reactions to certain pedagogical situations;

choosing teaching methods;

selection of educational means,

style of pedagogical communication;

responding to the actions and actions of children;

manner of behavior;

preference for certain types of rewards and punishments;

the use of psychological and pedagogical influence on children.

A.K. Markova and A.Ya. Nikonov considers three groups of characteristics of an individual style of pedagogical activity - 1) meaningful, 2) dynamic and 3) effective characteristics.

Among the most important content characteristics scientists indicate such as:

• teacher's primary orientation: on the learning process, the process and results of learning, only on learning results;

  adequacy-inadequacy of planning the educational process;

  efficiency-conservatism in the use of means and methods of pedagogical activity;

  reflexivity-intuition.

Similarly highlighted dynamic characteristics .

Speaking about the individual style of pedagogical activity, they usually mean that when choosing certain means of pedagogical influence and forms of behavior, the teacher takes into account his individual inclinations. Teachers with different personalities can choose the same ones from a variety of educational and educational tasks, but implement them in different ways.

Pedagogical acmeology is the science of ways to achieve professionalism and competence in the work of a teacher. One of the central concepts of pedagogical acmeology is the conceptprofessionalism . It is understood as an integral characteristic of a teacher’s personality, which presupposes his mastery of types professional activity and the presence in the teacher of a combination of professionally important psychological qualities that ensure effective solution professional pedagogical tasks for training and education (children, adult students). According to A.K. Markova, the professionalism of a teacher must meet a number of criteria, including:

objective criteria: the effectiveness of pedagogical activity (its main types - teaching, developmental, educational, as well as auxiliary in the work of a teacher - diagnostic, correctional, consulting, organizational and managerial, self-educational, etc.);

subjective criteria: stable pedagogical orientation (desire to remain in the profession), understanding of the value orientations of the teaching profession, positive attitude towards oneself as a professional, job satisfaction;

procedural criteria: the teacher’s use of socially acceptable, humanistically oriented methods and technologies in his work;

performance criteria: achieving results in pedagogical work that are in demand by society (formation of students’ personality traits, ensuring their preparedness for life in a rapidly changing society).

The levels of professionalism of a teacher represent steps, stages of his movement towards high rates pedagogical work:

• level of mastery of the profession, adaptation to it, initial mastery of norms by the teacher, mentalities , necessary techniques, technologies;

  level of pedagogical skill as performance on good level the best examples of advanced teaching experience accumulated in the profession; knowledge of the methods of individual approach to students available in the profession, methods of knowledge transfer; implementation of person-centered training, etc.;

  the level of self-actualization of a teacher in the profession, awareness of the possibilities of the teaching profession for the development of one’s personality, self-development through the means of the profession, conscious strengthening of one’s positive qualities and smoothing out negative ones, strengthening of individual style;

  the level of pedagogical creativity as the enrichment of the pedagogical experience of one’s profession through personal creative contribution, the introduction of author’s proposals, both relating to individual tasks, techniques, means, methods, forms of organizing the accounting process, and creating new ones pedagogical systems training and education.

Pedagogical activity involves the presence of at least two sides: objective - this is a set of methods and techniques that the teacher traditionally uses, and personal - this is how he, depending on his personal qualities and abilities, uses these methods and techniques. Most often, a master of his craft is a teacher who knows pedagogical skill, who has his own individual style, while the objective side of his work may not contain anything fundamentally new. Rogers believes that the teacher will be able to create the right atmosphere in the classroom if he is guided by the following principles.

1. From the very beginning and throughout educational process The teacher must demonstrate complete confidence in the students.

2. He should help trainees in formulating and clarifying the goals and objectives facing both groups and each trainee individually.

3. He must always assume that students have internal motivation to learn.

4. It should act as a source of varied experience for the learner, to whom one can always turn for help when faced with difficulties in solving a particular problem.

5. It is important that he acts in such a role for each student.

6. He must develop the ability to sense and accept the emotional mood of the group.

7. He must be an active participant in group interaction.

8. He should openly express his feelings in the group.

9. He should strive to achieve empathy to understand the feelings and experiences of each student.

10. Finally, he must know himself well.

It is possible to identify a number of components that occupy a significant place in the structure of pedagogical personal abilities.

Didactic abilities – the teacher’s ability to convey educational material to students, make it accessible to them, present the problem to them clearly and understandably, arouse interest in the subject, and arouse active independent thought in the audience.

Academic ability - ability to the relevant field of science. A capable teacher knows the subject not only in volume, but much wider and deeper, constantly monitors discoveries in his science, is absolutely fluent in the material, and shows interest in it.

Perceptual abilities - ability to penetrate inner world the learner as an individual, psychological observation associated with a subtle understanding of the learner’s personality and his temporary psychological states.

Speech abilities - the ability to clearly and clearly express thoughts and feelings through speech, as well as facial expressions and pantomimes, this is one of the most important abilities of the teaching profession, since the transfer of information from the teacher to the student is mainly non-verbal in nature. The presentation of the material should be structured in such a way as to maximize the thought and attention of the audience. Accordingly, the teacher needs to avoid long phrases, complex verbal structures, difficult terms and formulations.

Organizational skills - ability to organize an audience, your own work. Organizing your own work presupposes the ability to properly plan and control it yourself.

Communication skills - ability to communicate with trainees, the ability to find the right approach to trainees, to establish contact with them.

Pedagogical imagination - this is the ability to foresee the consequences of one’s actions, this is the ability to predict the development of certain events. This ability is closely related to optimism, faith in the learner, in his abilities and intelligence.

The teacher, of course, must have a number of positive qualities such as aspiration, justice, perseverance, hard work. Special significance has such qualities as endurance, the ability to control oneself, one’s mood, and temperament.

The very first, most obligatory moral requirement for a teacher is that he must love his students. And among modern teachers, students identify the following groups:

1) teachers are “eternal students” - they understand students, see students as individuals, and are willing to discuss different topics, have high intelligence and professionalism;

2) teachers - “former sailors” - trying to establish military discipline at the university; by the word “discipline” these people mean total unconditional acceptance of their point of view, they value “slavery” rather than intelligence and the ability to think logically, they try to crush the individual, the “I” - the student through administrative measures;

3) a group of teachers who serve hours allow students to do everything as long as they are not disturbed.

Among the teachers, senior students see “indifferent”, “envious”, “limited”, “gentlemen”, “robots”, etc., but they also notice those who “give their best in their work”, “enjoy working with students -” gourmets", "friends". In their opinion, the most common type of teacher in higher school- “standard teacher”: “knows the subject, lives by his work, is difficult to communicate, stubborn, ambitious, not interesting either to himself or to the students.” In other words, there is a student problem and there is an equally important teacher problem.

The most complete activity-based idea of ​​the styles of pedagogical activity is given by A.K. Markova and L.M. Mitina. They argue that the basis for distinguishing style in a teacher’s work is the following: substantive characteristics of style (teacher’s focus on the process or result of his work, assessment of the stages of his work); dynamic characteristics of the style (flexibility, stability, switchability, etc.); effectiveness (level of knowledge, skills, interest in learning among schoolchildren). Based on this, individual styles were identified.

1 .emotional-improvisational style. Teachers of this style are distinguished by a primary focus on the learning process. The material presented in the lessons is logical and interesting, but during the process of explanation, teachers with an emotional-improvisational teaching style often lack feedback from students. The survey covers mainly strong students. Seminars take place at a fast pace. Teachers with an emotional-improvisational teaching style do not allow students to formulate an answer on their own. They (teachers) are characterized by insufficiently adequate planning of the educational process: as a rule, the most interesting educational material is studied at their seminars, and less interesting material is assigned for homework. Control over the activities of students by such teachers is insufficient. Teachers with an emotional-improvisational teaching style use a large arsenal of varied teaching methods. They often practice collective discussions and stimulate spontaneous statements from students. Teachers with an emotional-improvisational teaching style are characterized by intuitiveness, which is expressed in the frequent inability to analyze the features and effectiveness of their activities in the lesson.

2 . emotionally methodical.Teachers with an emotionally methodical teaching style focus on the learning process and results. They are characterized by adequate planning of the educational process, high efficiency, and a certain predominance of intuitiveness over reflexivity. Such teachers work through all the educational material step by step, monitor the level of students’ knowledge, use reinforcement and repetition of educational material, and monitor students’ knowledge. Teachers with an emotional-methodical teaching style are distinguished by high efficiency, the use of various types of work in the lesson, and group discussions. Using the same rich arsenal of methodological techniques when practicing educational material as teachers with an emotional-improvisational style, teachers with an emotional-methodological style strive, first of all, to interest students in the subject itself.

3. reasoning-improvisation. Teachers with a reasoning-improvisational teaching style are characterized by an orientation towards the learning process and results, and adequate planning of the educational process. Such teachers show less ingenuity in selecting and varying teaching methods, they are not always able to ensure a high pace of work, and they practice collective discussions less often. Teachers with a reasoning-improvisational style (especially during questioning) prefer to influence students indirectly (through hints, clarifications, etc.), giving respondents the opportunity to formulate their answer in detail.

4 . reasoning-methodical style.Teachers with a reasoning-methodical teaching style are primarily focused on learning outcomes and adequate planning of the educational process, and are conservative in the use of means and methods of teaching activities. High methodicality (systematic reinforcement, repetition of educational material, control of students’ knowledge) is combined with a standard set of teaching methods used, a preference for students’ reproductive activity, and rare collective discussions. During the survey, such teachers address a small number of students, giving everyone enough time to respond, and they pay special attention to “weak” students. Teachers with a reasoning-methodical teaching style are generally characterized by reflexivity.