The sage teacher asked: - Who taught you knowledge? - Hard work, the greatness of books And my teacher is a student. He asked me questions, And I looked for the answer to them, He did not let my mind fall asleep, - Teacher answered him. Philosophers once told each other about their teachers. “I believe that the best teacher is a wise mentor,” said the first philosopher. — I received the most important knowledge from my teacher. — My best teacher is a wise book. Books contain hidden pearls of the spirit accumulated by humanity,” added the second. “Nature taught me harmony and depth,” noted the third. “I learned a lot from my mentors, even more from my comrades, but most of all from my students,” chimed in conversation sage. “Any student always knows less than the teacher,” the philosophers objected. “One student asked me: “What is happiness?” the sage began to tell. “I answered him: “It’s happiness that you have parents.” “Parents are happiness for a child, but a person cannot be a child all his life,” the student disagreed. “Happiness is health,” I noted. “Health is like air.” . “When you breathe freely, you don’t notice it,” the student said thoughtfully. “Maybe happiness is hidden in harmony with nature?” — I suggested. “In moments of merging with nature, you feel happy, but life rarely gives such moments,” said the student. “All my life I have been looking for answers to the questions of my students,” the sage finished his story. Here the first philosopher took his leave, saying: “To me.” you need to visit your teacher to ask him a question about happiness. - This is a really important question. “I want to find the answer to it in wise books,” agreed the second philosopher. “And I’ll think about this question in a secluded corner of nature,” said the third philosopher and also left. “I said that the best teacher is a student,” with a smile the sage noted. So what should a modern teacher be like? What qualities should a university teacher have as a person and as a professional? And are the students themselves really the best teachers for us? These, and many other, questions quite often arise in relation to the teacher’s personality. Let’s, for a second, imagine an ideal pedagogical situation. The teacher, having attracted the attention and trust of students, seems to for a moment he becomes equal with them, thereby opening the student’s soul, smoothly transferring him to “one breath” and imperceptibly leading him into the world of knowledge. The lesson goes by unnoticed in time, and the students learn how much is useful for themselves, which transforms, enriches them, and a desire to learn appears. Knowing the needs of each student, his pros and cons, the teacher builds a lesson exclusively taking into account the individual characteristics, interests and capabilities of the student. Everyone participates in the lesson, there are no indifferent students, everyone feels like a creator, a creator, and in the teacher they see a friend, an assistant. Of course, only a master teacher can do this with students every day, which means that he is both a psychologist and an artist, both a strategist and a professional tactician. So what is stopping us today from becoming masters of our favorite craft? According to the deep conviction of A.S. Makarenko, mastering pedagogical skills is available to every teacher, subject to purposeful work on oneself. “Mastery is something that can be achieved, and just as there can be a famous master turner, an excellent master doctor, so a teacher should and can be a famous master... And each of the young teachers will definitely be a master if he does not give up our business , and the extent to which he masters the skill depends on his own drive." Teacher and student The main characters of a higher educational institution are the teacher and the student. Effective interaction between the teacher and the student is an important condition for the education of a future professional. However, it is not always the subject of reflection by a university teacher; it is not specifically designed or adjusted, and as a result its effectiveness is not ensured. The reason for this is various factors. Let's look at what qualities shoulda teacher has and what you need to know for effective interaction between a teacher and a student. Each teacher is individual, unique, and has only his own personality traits and qualities. However, the very first, most mandatory moral requirement for a teacher is that he must love his students. And love everyone, both good and bad. A university teacher who does not love students is professionally unsuitable. A teacher must be able to organize the activities of students in such a way that each of them has the opportunity to fully develop their inclinations, interests, and abilities. He must understand that there is no student who has nothing to love. The teacher’s speech should awaken thought and keep it in a state of wakefulness. “Teachers are given the floor not to lull their own thoughts, but to awaken someone else’s.” Also be able to infect the group with your “mental excitement.” The teacher infects students with interest in the world in general and the world of knowledge in particular. He cannot remain dispassionate in relation to the academic subject that he teaches. It must be remembered that the ability to surprise, interest, amaze with the new and unexpected of one’s message is an important pedagogical quality. N.V. Gogol argued that people’s memory best retains the information that struck their imagination. The teacher must understand that students, to a greater or lesser extent, are influenced by his personal individuality, his expectations, values, intellectual and creative abilities, character, etc. Therefore An important professional quality of a teacher is his adequate self-esteem and ability to understand a student in the context of his own characteristics. The survey results show that the main difficulties that a teacher experiences in communicating with students are associated with the inability to establish contact, manage student communication in class, build relationships and rebuild them depending on the specifics of pedagogical tasks, with a lack of understanding of the student’s internal psychological position. So how should a teacher build his relationships with students? Below are some recommendations that will make it easier for teachers to communicate with students. The teacher should... Be tactful Be friendly and polite Be demanding, but fair Be attentive Be able to listen to your interlocutor Be able to trust Admit your mistakes Encourage students in the presence of other people Keep your promises, be accurate Respect the opinions of students, be able to put yourself in their place Show sincere interest in students, their concerns and needs Praise a student even for a small achievement Criticize namely the actions, actions of the student, but not of him as a person. Take into account the mood of his students. The teacher should not... Lose control of himself Show nervousness “Pounce” on students Turn control into petty supervision Have favorites Be intolerant of criticism Argue over trifles Show confusion Curse, swear, be rude Be closed and silent Become familiar Talk in a raised voice Don't rush to criticize when there is a possibility that the student himself will realize the mistake. When speaking, look away from the interlocutor. In practical activities, you rarely come across a situation that could be resolved with just one item from the table above; As a rule, a certain combination of them is needed. For example, by combining points 1, 4, you can get the following recommendation: a teacher should be tactful so as not to humiliate a person’s dignity, which means that he should not lose control over himself. The number of such combinations is very large, so communication between a teacher and students involves his creative, unconventional approach, confident command of psychological and pedagogical tools. It is no coincidence that V.A. Sukhomlinsky wrote: “Do not forget that the soil on which your pedagogical skill is built is in the child himself, in his attitude towards knowledge and towards you, the teacher. 'This is the desire to learn,"'.