Psychological types of teachers and students. Typology of teachers Correlation of types of students with levels of socio-psychological adaptation

Typology Kiersey, David and Bates, Marilyn. Please Understand Me: Character and Temperament Types. Del Mar, CA: Prometheus Nemesis Press, 1984. Sharp, Daryl. Personality Types: Jung's Model of Typology. Toronto: Inner City Books, 1987. Inner Work Abrams, Jeremiah. Reclaiming the Inner Child. Los Angeles: Jeremy P. Tarcher, Inc., 1990. Carotenuto, Aldo. Eros and Pathos: Shades of Love and Suffering. Toronto: Inner City Books, 1989. Hall,

TYPOLOGY OF CONFLICTS Conflict is the object of the science of conflictology, therefore there is a need to determine its content, main characteristics and derive a classification. There are many types of classification of conflicts, they differ in the choice

Sections: School psychological service

The emotional sphere of children should not be ignored, both by parents and teachers. How the child goes through the period of adaptation to school determines his further education and his status in the class. Of the variety of factors that complicate the process of socio-psychological adaptation, most are features of the emotional sphere. We know that emotions play an important role throughout a person's life. They acquire a special role during periods of change in the social situation of development.

One of the primary tasks of a teacher-psychologist is to support first-grade students. In this area of ​​work, it is very important to predict the child’s level of adaptation and identify problem areas that prevent full adaptation to school. The typology presented in this article allows us to make such a forecast at the first stage of the work of a primary school teacher and psychologist.

There are different approaches to studying the problem of emotions. But the point of view of every scientist leads to the conclusion that the emotional system is one of the main regulatory systems.

Studying the influence of the organization of emotional regulation on the socio-psychological adaptation of children to school allows us to see new aspects that do not allow the child to successfully enter a new environment for him. Taking into account the emotional state of each child, it is possible to build effective work in the field of education.

In Russian psychology, it is worth noting the contribution of V.V. Lebedinsky, who deals with the problem of emotional disorders as one of the most common causes of mental development disorders in children.

The essence of V.V.’s theory Lebedinsky, is that the emotional system is one of the main regulatory systems that provide active forms of life. He proposes to consider the emotional sphere as a level system. According to this theory, disruption of the functioning of each individual level entails changes not only in the emotional, but also in the need and behavioral spheres. Attempts to trace the patterns of deepening and intensifying contact with the environment led V.V. Lebedinsky and his colleagues to identify four main levels of its organization, constituting a single, complexly coordinated structure of the basal affective organization. These levels resolve qualitatively different adaptation problems. They cannot replace each other, and weakening or damage to one of the levels leads to general affective maladjustment. At the same time, excessive strengthening of the mechanisms of one of them, or its loss from the overall system, can also cause affective deficiency. Thus, V.V. Lebedinsky proposes to distinguish four levels of the basal system of emotional regulation: the level of field activity, the level of stereotypes, the level of expansion, and the level of emotional control.

N.Ya. Semago, M.M. Semago point out that this theory can also be applied to children without disabilities.

I was able to show that the theory of V.V. Lebedinsky can be applied not only to children with developmental disabilities, but also to ordinary children.

As a result of applying the level organization of affective regulation in relation to children who do not have developmental disabilities, and correlating the results obtained with the levels of socio-psychological adaptation, I was able to develop my own typology. The obtained data were subjected to qualitative analysis using methods of mathematical statistics and the SPSS-10 program.

The methodological basis of the typology is the doctrine of the organization of emotional regulation by V.V. Lebedinsky, views on the problem of child development by L.S. Vygotsky.

Type 1. The child does not get tired of random and frequent contacts with other people, and can stay among strangers for a long time. Such a child is insensitive to negative emotional evaluation and changes in distance during communication. Usually he assesses his capabilities inadequately, is not critical enough, has difficulty learning the rules of behavior, and does not strive to comply with them. Sometimes such children can attract attention to themselves by any means; they obey demands only with an intense emotional assessment of the activity, under the threat of punishment. Manifestations of negativism are possible, as well as provoking conflicts between others, while experiencing pleasure. They may show lack of independence, conformity, and also show short-term interest in tasks.

Type 2. Such children experience anxiety when the distance changes during communication and refuse to work when there is a rapid change in activities. They are fearful, indecisive when circumstances change, unsure of their own abilities, and often play it safe in assessing possible difficulties and difficulties. This type of child loves being alone. There may be cases when a child will have difficulty getting used to a new teacher, staff, or the regime at school. It is also possible to refuse work or display aggression when switching to a new type of activity. Often these are children with low communication skills, withdrawn, lonely, and with low self-esteem. Such children are very suggestible, suspicious, distrustful of the opinions of others, and overly dependent on accepted norms of behavior. They are also very dependent and show uncertainty about the correctness of their behavior. Therefore, there are cases when a child is unsure of the correctness of his behavior, constantly turns to adults for help, and is not independent. Such children may experience anxiety and fear, and refuse to engage in activities in the absence of the emotional complicity of loved ones.

Type 3. Children of this type have characteristics of the second type. Also, these children are characterized by rapid satiety with activities and passivity. Requires constant stimulation to continue functioning in difficult situations. Often such children cannot make a decision, are passive, and have low communication skills. These are children who are insecure and cowardly.

Type 4. Children of the fourth type have characteristics of the first type. They are also characterized by aggressiveness towards teachers when they are not allowed to carry out their plans. Such children are impatient and show suspicious curiosity.

Type 5. Children of this type easily make contact, but are not demanding on the quality of communication. Can easily overcome difficulties. Such a child shows short-term interest in tasks and obeys demands only with an intense emotional assessment of the activity under threat of punishment. At the same time, he is afraid of new impressions, and sudden mood swings often occur. Usually strives to follow established rules and easily assimilates them.

Type 6. These children easily make contact, allow a close distance in communication, but at any moment they can feel discomfort from changing this distance. When quickly changing activities, you may experience discomfort. Such a child easily overcomes difficulties and feels the need for sympathy from other people. Rarely shows aggression towards relatives or teachers when he is not allowed to carry out his plans. Possible manifestations of suspicious curiosity. Such children strive to follow established rules and easily learn them.

Type 7. These children easily make contact and allow close communication distances. Usually strives to follow established rules and easily assimilates them. Calm, balanced, able to build relationships with peers and adults, hardworking, responsible. They are able to manage their behavior and are diligent in achieving their goals. Such children strive to follow established rules and easily learn them.

Correlation between types of students and levels of socio-psychological adaptation

Description of work with this typology: the teacher receives this typology at the beginning of the school year and, observing the children, distributes them into groups in accordance with the typology. A psychologist does the same work. To form an objective assessment, a comparative analysis of the results obtained is carried out. The distribution by groups is being adjusted. Then, in accordance with the table, a forecast is made for each group. With the help of diagnostics, the main factors that hinder successful adaptation are identified.

Literature:

1. Bityanova M. Dizziness from emotions // School psychologist. – 2003.- No. 10. – P. 8.
2. Vygotsky L.S. Collected works: In 6 volumes. T.4. Child psychology / Ed. D.B. Elkonina. – M.: Pedagogy, 1984. – 432 p., ill. – (Academician of Pedagogical Sciences of the USSR)
3. Kostina L.M. Adaptation of first-graders to school by reducing their level of anxiety // Questions of psychology. – 2004. – No. 1. – P. 137 – 143.
4. Lurie S.B., Blinova N.G., Anisova E.A. The role of morphophysiological and psychological characteristics of first-graders in adaptation to systematic learning // World of Psychology. – 2002. – No. 1. – pp. 127–134.
5. Semago N.Ya., Semago M.M. Problem children: Fundamentals of diagnostic and correctional work of a psychologist, 2nd ed., rev. and additional – M.: ARKTI, 2001. – 208 p.
6. Emotional disorders in childhood and their correction / Ed. V.V. Lebedinsky. – M.: Publishing house Mosk. Univ., 1990.-197 p.

O.V. Aleshina, educational psychologist

GOU TO "Tula Regional Education Center"

TEACHER PERSONALITY TYPES

FROM A TYPOLOGY POINT OF VIEW

Conventionally, all pedagogical abilities can be divided into 3 groups: personal (representing personality traits, qualities), didactic (related to the transfer of information) and organizational-communicative (related to the organizational function and communication).

V. A. Krutetsky

Let us move from the statistical portrait of the teacher to his psychological and typological portrait. Expanding the concept of “pedagogical abilities,” V. A. Krutetsky noted that personal abilities include such elements as disposition towards children, endurance and self-control, and the ability to control one’s mood. Didactic abilities include the ability to explain, as well as verbal and academic abilities. Organizational and communicative abilities include, in particular, pedagogical observation, tact and imagination, the suggestive ability of “emotional and volitional influence on students,” as well as the desire to distribute attention and further form and develop pedagogical abilities.

However, it should be assumed that any teacher must have such abilities, otherwise questions may arise about his professional suitability. Therefore, of greater interest are classifications that a priori assume the presence of all the listed qualities in teachers who differ significantly from each other in their professional characteristics.

There are many options for such classifications, we will focus on some of them.

E.I. Rogov gives examples of such teacher personality types as “organizer”, “subject specialist”, “communicator”, “intellectual”. The “organizer” leader is characterized by demandingness, strong will, and energy; for a rationalist “subject specialist” - observation, professional competence, desire for creativity. An extrovert “communicator” is characterized by such qualities as sociability, kindness, attractiveness, emotionality, empathy; and “intellectual” - high intelligence, integrity, general culture.

The author also describes intermediate types, for example, “subject-organizer”, “subject-communicator”, etc. He notes that “professional activity is inevitably accompanied by changes in the structure of the specialist’s personality, when, on the one hand, there is strengthening and intensive development qualities that contribute to the successful implementation of activities, and on the other - change, suppression and even destruction of structures that are not involved in this process. If these professional changes are regarded as negative, that is, violating the integrity of the individual, reducing its adaptability and stability, then they should be considered as professional deformations.”

Noteworthy is one of the variants of deformation, in which the typological features of the professional side of the personality begin to actively manifest themselves in the structure of the personality, reminiscent of the changes that occur during accentuations. In such situations, the “organizer” begins to interfere in the personal lives of others, teaching them to “live correctly”; an “intellectual” can “go away” into excessive philosophizing or moralizing; the “communicator” turns into a boring chatterbox, lisping with those of lower status; The “subject specialist” brings a scientific touch to all situations, evaluating people through the prism of their knowledge of the subject.

According to the typology proposed by R.V. Ovcharova, four types of psychological portraits of teachers can be identified and described (value-based, hedonistic, realistic, creative).

Teachers of the first type tend to lead; they are characterized by a predominance of verbal intelligence, emotional alienation, pedantic coldness, great social pretensions, and professional fatigue.

Hedonists are performers; they are characterized by the development of general intelligence, willingness to take responsibility, emotional alienation and aggression, and intellectual inertia.

Realists are characterized by general activity, developed verbal intelligence, and often experience alienation and emotional discomfort.

Teachers of the fourth type are ready to generate ideas. They are harmonious, active in professional activities, demanding of themselves, have high intellectual aspirations, and are prone to emotional cooperation.

The qualities and personality traits of a teacher cannot but influence the development and formation of children’s personalities. The following factors of such influence have been identified:

- the factor of personal anxiety and over-control of behavior through dominance or overprotection leads to a decrease in social activity (especially typical for non-state schools);

the factor of behavioral aggressiveness of teachers against the background of inadequate self-esteem means that they unconsciously provoke responses from children;

the factor of indifference, a formal attitude towards a sensitive, unbalanced and unprotected child destroys personal-emotional communication and does not contribute to solving the child’s problems;

-factor of inadequate attitude towards oneself and malodifferentiatedimage of “I” suggests that teachers have little understanding of themselves and
your own problems. Not being able to correctly evaluate and accept themselves, they are unable to janiya do this in relation to problematic
children for whom acceptance and recognition by others is the most pressing problem.

According to R.V. Ovcharova, the emergence and development of social and pedagogical neglect in children can be influenced by such personal characteristics of teachers as increased mood variability, fatigue, irritability, indecisiveness and anxious suspiciousness, hypercontrol, emotional coldness, as well as a low level of sensitivity and openness , desire to attract the attention of children. To reduce the impact of these factors, the psychologist is recommended to focus his attention on correcting such personal characteristics of the teacher as:

imbalance of cultural and social development;

poorly differentiated image of “I”;

inadequate self-esteem;

personal anxiety and overcontrol;

emotional coldness;

formalism in relation to the child (or emotional instability, affective attitude towards the child);

insufficient professional competence in working with children at risk.

I.V. Vachkov proposed a figurative classification that can serve as the basis for conducting trainings or studios with teachers. This classification combines 8 types.

"NAPOLEON"

Characterized by a hostile attitude towards children combined with open use of them for one’s own purposes. Hayoi teacher resembles a commander for whom soldiers are “cannon fodder.” Possessing excellent creative abilities, he can shine with wonderful methodological discoveries and, perhaps, be highly valued by management. But the children don't like him. You can't see a person behind his abstract constructions. This type is often found among school administrators and educational authorities.

"NARCISSUS"

This type is characterized by a hostile attitude towards students, but without active manipulation of them, with concentration on himself and his creative work. Such a teacher is similar to a lecturer who gives a lecture with inspiration and carefully monitors the external reaction of the listeners, which should confirmhis professionalism. But in fact, he is completely indifferent to what their true opinion is. He is not interested in listeners as individuals. The main thing is that he was realized in his own way and received satisfaction.

"PETTY TYRANT"

This bright representative of aggressive inhabitants who find themselves in school due to an unfavorable and random combination of circumstances is destructive and terrible for children. The inability to be creative and hostility towards children result in cruel control over them, in the desire to limit students to a rigid framework of prohibitions.

"STAMPER"

This is probably the most common type of teacher. He loves children, but due to the lack of creativity, he acts under the pressure of established stereotypes, templates, outdated requirements, and works according to ready-made recipes in the same way with all classes and with all children. Therefore, such a teacher commits violence against children.

"OBSERVER"

In this case, pedagogical activity turns into passive non-interference with a tinge of hostility in relationships. Absence

creativity makes such a teacher incapable of even manipulation. Apparently, such people are not at all inclined towards the teaching profession.

"CAT LEOPOLD"

This type is characterized by weakness of creativity, shyness, respect and love for the child. These characteristics lead to fear of harm and complete passivity. Such a teacher is reminiscent of a gardener who loves a tree so much that he is afraid to even water it, dig it, or trim its branches, hoping that it will develop best on its own, without any help. Such a position can sometimes lead to the death of the tree.

"DOCTOR FAUSTUS"

The teacher “sculpts” the student in accordance with his ideas about the person needed by society. It “shapes” personality. Many, even undoubtedly talented teachers, have become skilled in this, and for many this is the only visible path.

"SELF-ACTUALIZER"

It seems to us that it is in this spatial corner that the path of the teacher’s self-actualizing personality lies. A system of relationships with children, based on accepting them as values, on love for them, inspired by personal creative potential, gives rise to a system of corresponding pedagogical activities aimed at developing the unique essence of each child.

Developing this topic, Igor Vachkov noted that for a school psychologist it seems important not so much to get acquainted with the different types of typologies, but rather with the levels of professional self-awareness of the teacher. In his opinion, “the behavioral manifestations of each type of teacher are associated with the characteristics of professional self-awareness, or more precisely, with the levels of its development. Low levels correlate with disorders of the emotional-volitional sphere, behavioral flexibility, and self-regulation. The dynamics of the development of a teacher’s professional self-awareness is reflected in the passage of the following levels: regulatory-pragmatic, egocentric, stereotype-dependent and subjective-universal.”

The regulatory-pragmatic level is characterized only by pragmatic, situational aspects of self-awareness (it corresponds to the “tyrant” type). This is a teacher whose level of self-awareness can hardly be called personal, he is so tied to the situation, performing only a service role. At this level, the teacher’s professional self-awareness is still V in its infancy due to the lack of the teacher’s very intention towards the process of self-knowledge.

In fact, here we are faced only with the regulatory function of the teacher’s professional self-awareness and a conscious emotional attitude towards himself and the situation, which allows a person to adapt to the situation only to a minimal extent and regulate his behavior, relying exclusively on literally understood pragmatic meanings. Therefore, to solve immediate problems, the most obvious and only accessible system for such a teacher seems to be a system of coercion in relation to students.

At the egocentric level, the starting point ; are personal gain, convenience, prestige And etc. In our opinion, the types “Doctor Faustus”, “Napoleon”, “Narcissus” correspond to this level. A common feature of such teachers is independence, but creativity is perverted, since it is aimed exclusively at their own benefit.

Students are viewed by them either as factors promoting self-actualization, or as obstacles to it, or as indifferent. Quite often, teachers at this level revel in the power that comes with being a teacher and the ability to manipulate students.

A feature of the stereotype-dependent level is that the life activity of a person with this level of development of self-awareness is determined by his close environment, the group with which he either identifies himself or puts himself above himself. If at the previous level another person is highbecomes dull as a thing, as a means of achieving egocentric goals, then other people are divided into “our own”, who have intrinsic value, and “strangers”, who lack it. The consequence of identifying oneself with a group for a person, in our opinion, is the loss of creativity and the inevitablenew emergence of dependence on value orientations of the group. For a teacher who is atthis level of professional self-awareness, whoThere are at least two choices:a group of fellow teachers and a class of children with whomit directly works.

This level, in our opinion, correspondsThere are types “puncher”, “observer”, “Leopold the cat”. To the “puncher” and “observer” typesTel" include teachers who give preferenceprofessional corporate interests. The content of pedagogical work here is completely determined by the attitudinal tendencies and value orientations adhered to by the teacher’s professional environment.

The highest level of professional self-identificationknowledge is a subjective-universal lessonVen. Its main characteristics are related to internala person’s sincere semantic aspiration to create such results (products of labor, activity, communication, knowledge) that will bring equal benefit to others, even strangers, “alien” people, society, humanity as a whole.This level includes universal human characterstage and really becomes the basis for achieving the highest degree of self-awareness, which is generated by freedom from egocentrism and group corporate interests, andas a result of this - the desire for creativity, itselfexpression and self-actualization. This is a prologue to a truly spiritual, or eschatological, understanding yourself and other people. For a teacher, this level is characterized by the harmonious development of professional self-awareness. Thanks to a deep awareness of the pre-social, universal meanings of his activities, he builds a system of relationships with children based on accepting them as an intrinsic value (and he develops a similar attitude towards himself), manifests himself as a creative person (and recognizes himself as such), directs his pedagogical activities towards development the unique essence of each child (and in his work develops himself as an individual and professional).

The proposed materials may have different methodological interpretations depending on the function performed: informational (replacement bulletins), reflective (materials for self-diagnosis and understanding one’s professional position), correctional (materials for training), etc.

It should be noted that a school psychologist should use these materials with some caution, taking into account the possible “recognition effect” with consequences in the form of strong negative emotions and complications of interpersonal relationships in the teaching staff. At the same time, experience shows that competent use of the proposed material can give impetus to the personal and professional growth of a teacher.

When setting the task of organizing targeted and successful interaction with teachers, a psychologist should take into account factors such as the level of qualifications of the teacher, the degree of readiness to cooperate, as well as individual emotional and personal characteristics. In general, the authors achieved the greatest interest and “return” of teachers when using active forms of learning, which will be discussed in the following parts.

Schoolchildren and their parents have to deal with a variety of teachers. What types of teachers are there in any school and what can you expect from them?

1. Friend

This teacher strives to be a friend to his students. He arranges informal get-togethers, meets halfway if homework is not done, and spends a long time explaining what someone did not understand. He will always listen, support, and give friendly advice. All students have his number, and the “friend” encourages them to call him at any time of the day or night if something happens. Such teachers never kick them out of class, never scold them for absenteeism, and defend students in front of the head teacher and principal. Students are happy if they have such a teacher. There is only one BUT: academic performance and discipline with such teachers are seriously lacking. And if your child is not able to pull himself together and learn his lessons on his own, a teacher-friend will not help him here.

2. Tyrant

Did you lack discipline with your teacher friend? The tyrant will fix everything in one go. And if not with a ruler on the hands or a slap on the head, then with intimidating screams, being thrown out the door and going to the director. In the tyrant’s lesson there is always deathly silence, the class is filled to capacity, and at the words “he’ll go to the blackboard” everyone turns pale, shakes and slides under the tables. It must be said that even some parents at meetings slide under the table when a tyrant teacher enters the classroom. And if the tyrant is also the director, everyone in the school’s eyes twitch. Is it good to learn from a tyrant? Yes, if you have a self-confident child with a stable nervous system who can easily master the program. Perhaps, if your child is used to achieving his goals, even if he has to suffer for it. And definitely not if you are the parent of a doubtful, anxious, shy, taking everything to heart and fearful schoolchildren. The phrase “individual approach” is unknown to the tyrant.

3. A student's dream

But who knows everything about the individual approach, this is the “student’s dream”. This is an intelligent and moderately strict teacher who will praise and tactfully scold when necessary, and gently point out mistakes. With such a teacher it is interesting and easy: he knows how to explain the material so that everyone without exception understands. He is aware of new teaching methods and is happy to implement them, complementing the outdated program of the last century. And, what is especially good, he still keeps his distance from his students, not striving for friendly and informal relationships. This means that his authority is unshakable.

4. Rebel

A rebel teacher is not just aware of new techniques. His goal is to destroy everything that was and build a new one in this place. He argues with students, textbooks and administration. He is interested in politics and will not miss the opportunity to think about the future of the country in any lesson, be it chemistry, physics or labor. Some rebels advocate the abandonment of schools and propose teaching in a new format. The rebel publicly dismisses all those who disagree and are unsuccessful with sarcastic remarks, so it is not recommended for particularly vulnerable students to enter into arguments with him. Learning from a rebel is interesting, but not very pleasant. Fortunately, you won’t have to endure it for long: sooner or later, any rebel teacher either expresses his complaints to the administration, or decides to leave a school that restricts individual freedom.

5. Adventurer

While the rebel theorizes and philosophizes, the adventurer teacher moves on to practice. Such individuals most often teach natural sciences. They do not enter into open confrontation with the director and do not throw textbooks into the oven, but simply pack their backpack with a smile on their face and, together with the whole class, go on excursions, hikes, or just for a walk. The adventurer is sure: it is impossible to learn something without experiencing it. This means that the best place to read Pushkin’s poems is in the apartment museum on the Moika, and to study the structural features of the mycelium is under a Christmas tree in the forest. With such a teacher, students will definitely have fun and interesting, but you can’t expect strictness from him. Therefore, some students choose to skip adventurer classes and are completely ignorant of the subject.

6. Grandma

Probably, such types will soon disappear from schools, but for now they exist. Despite new influxes of young professionals into school teams, old-school retirees hold on tightly to their chairs, promising to work until their last day. Their main goal is to teach foolish youth using methods and textbooks from 50 years ago, to instill Soviet values ​​and love for communism, and also not to forget to pull up their pants and wipe their noses. Needless to say, the students don’t give a damn about their grandmothers, they mock them in every possible way and make them faint? And only the most notorious excellent students and nerds listen to them in class.

7. Whiner

Typically, whining teachers belong to the weaker sex, but there are exceptions. They whine everywhere and always. Bad grades, unlearned lessons, students’ pranks, falling behind the teaching schedule - all this causes them to cry out like “Oh-oh-oh, again because of you the director will call me on the carpet!”, “Well, what will I tell your parents?? ?”, “Why did I get your terrible class?” Nobody likes whiners: neither students, nor colleagues, nor parents who come to the meeting in the hope of hearing something about their child, but in the end receive a half-hour confession about how difficult it is to live without a husband, how little you can buy with a penny salary and how much valerian you have to drink every day so as not to go crazy. Few people can stand whiners, so even excellent students often ignore everything that such a teacher says. And this cannot but affect academic performance.