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ПЕДАГОГИЧЕСКИЕ НАУКИ
CREATING A PSYCHOLOGICALLY COMFORTABLE AND SAFE EDUCATIONAL ENVIRONMENT IN THE CONTEXT OF TEACHER PROFESSIONAL DEVELOPMENT COURSES Baktybayeva K.S.1, Yeleussiz A.B.2 Email: Baktybayeva1147@scientifictext.ru
'Baktybayeva Kulizat Sagingalievna — Candidate of pedagogical sciences, Head of Department;
2Yeleussiz Aigul Berikovna - Master of Humanities, Senior Lecturer, DEPARTMENT OF MANAGEMENT AND QUALITY OF EDUCATION, BRANCH OF JSC "NATIONAL CENTER OF EXCELLENCE "ORLEU" INSTITUTE FOR PROFESSIONAL DEVELOPMENT OF ZHAMBYL REGION, TARAZ, REPUBLIC OF KAZAKHSTAN
Abstract: the article is devoted to the creation of a favorable, psychologically safe environment for the students of the professional training courses for teachers of secondary school with a view to the free manifestation of their individual characteristics, and the authors share their experience in creating and maintaining a favorable climate in the classroom. The article also gives definitions to the concepts of "environment", "safety", "educational environment" given by different authors, the thoughts and judgments of domestic and foreign teachers, philosophers such as D.Diderot, Pestalozzi I. H., Shatsky S.T. on the importance of the environment in the development and upbringing of children. They share their experience in improving the pedagogical skills, developing the knowledge, skills and abilities of teachers to create a psychological comfortable, safe, positive environment at the lesson during the lesson. Keywords: success, safety, collaborative environment, tolerant attitude, psychological comfort.
СОЗДАНИЕ ПСИХОЛОГИЧЕСКИ КОМФОРТНОЙ И БЕЗОПАСНОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ В УСЛОВИЯХ ПОВЫШЕНИЯ
КВАЛИФИКАЦИИ Бактыбаева К.С.1, Елеусиз А.Б.2
'Бактыбаева Кулизат Сагынгалиевна — кандидат педагогических наук, заведующая кафедрой;
2Елеусиз Аайгуль Бериковна - магистр гуманитарных наук, старший преподаватель, кафедра управления и качества образования, филиал АО «Национальный центр повышения квалификации «Орлеу» Институт повышения квалификации педагогических работников по Жамбылской области, г. Тараз, Республика Казахстан
Аннотация: статья посвящена созданию благоприятной, психологически безопасной среды для слушателей курсов повышения квалификации с целью свободного проявления их индивидуальных особенностей, также авторы делятся своим опытом работы по созданию и поддержанию благоприятного климата в процессе занятий. Также в статье даются определения понятиям «среда», «безопасность», «образовательная среда», данные разными авторами, приводятся мысли и суждения отечественных и зарубежных педагогов, философов, таких как Д. Дидро, Песталоцци, С.Т. Шацкий, о важности среды в развитии и воспитании детей. Делятся своим опытом по совершенствованию педагогического мастерства, развитию знаний, навыков и умений учителей по созданию на уроках психологический комфортной, безопасной, позитивной среды на уроке. Ключевые слова: успешность, безопасность, коллаборативная среда, толерантное отношение, психологический комфорт.
УДК 37.013.2'
With the modernization of the modem system of Kazakhstan's education, the issue of creating a safe educational environment becomes particularly relevant. Currently, all schools are moving to new state educational standards, which set new requirements for educational organizations. The success of the educational process and the correct development of the student will go only in a comfortable and safe educational environment. In this regard, the question arises about how to establish and maintain a favorable climate in the organization of education. Security is the key to human development. If a person is convinced of the safety of the environment where person develops, creating conditions conducive to self-development and self-realization, respectively, student feels comfortable in it.
The concept of "safety" is defined as the state of protection of the vital interests of the individual, society and the state from internal and external threats. The concept of "safety" includes psychological and physical components [1, с.48].
For the free manifestation of their individual characteristics of a person should feel safe. Security is the undisputed value of human existence, and the importance of this value is steadily increasing, since only with its support can all other values be realized, a person can be active in setting and achieving their goals. The problem of safety of the educational environment has various aspects: safety for physical health of children (sanitary and hygienic conditions, environmental factors, medical support and physical activity), safety for mental and social health [1, p. 51].
The educational environment is a part of space, a zone of interaction of educational systems, their elements, educational material and subjects of educational processes.
Educational environment — a system of conditions affecting the formation of personality, as well as a set of contained in the social and spatial subject environment opportunities for self-development of students [2].
The influence of the environment on a person can be both positive and negative. Turning to the literature, we saw that the problem of the educational environment was of concern to researchers in the middle ages. The importance and significance of the environment celebrated I. H. Pestalozzi and F. W. A. Diesterweg, directly pointing to the necessity of considering environmental factors in the upbringing of the child. French materialists argued that to improve the child's education is possible through the reform of the environment (D.Diderot). In the early twentieth century in Europe and America is developing the direction of pedagogy of the social environment. The theory and practice of the environment in the development and education of children actively developed in the 20 - 30s of the last century in Russia. As the main questions of studying of pedagogical opportunities of various factors of the environment and their influence on the child were considered S.T.Shatsky, taking into account the importance of the environment, determines the value of the environment, first, as a pedagogical organization, surrounding the child and acting as an object of purposeful influence of society, the state, their institutions and bodies, and secondly, as a subject of education, having significant educational potential and channels, methods, methods of their practical implementation. The outstanding teacher believed that the role of the environment is to promote the child's learning of the subculture that is in demand by society [1, ^ 92].
An important condition for the implementation of the educational environment is to increase the level of formation of a healthy personality of all participants in the educational process, which makes it possible to reorient the preferential broadcast of a certain set of knowledge, skills and abilities to create safe working and learning conditions, the development of personal potential, training students for productive independent action in the professional sphere and everyday life, where the decisive factor is the safety of the educational environment.
At present, much attention has been paid to the criteria of health and safety, both in public policy and in the education system, which was contributed to the deterioration of children's health, increase in the level of social unsafe conditions and deterioration of the level of moral education in society.
The educational environment is an integral part of the human social world. Therefore, educational institutions are important objects of security. Among the factors hindering the creation of a safe social and psychological environment in the lesson, the following can be attributed:
- the high responsibility and psychological intensity of the teacher's work, its focus on the result of training, evaluation from the outside, the aggressive attitude of students and parents;
- high fatigue of children at the lesson, their lack of confidence in themselves, stiffness, slow pace of activity, the difficulty of switching from one activity to another [3].
The educational environment at the lesson ceases to be safe in case of violations of favorable socio-psychological conditions. Such violations include, for example, insufficient attention of teachers to students, intolerant attitude to other cultures, biased attitude towards students by teachers and classmates [4].
On the other hand, the friendly climate, the warm and trustful attitude of teachers to their students, the objective assessment of the abilities of students, the reduction of psychological tension in lessons increase the safety of the socio-psychological environment in the lesson.
Due to the prevailing economic circumstances, teacher's work, as a rule, extra hours and, accumulating fatigue, put themselves and students in a state of stress. In the course of the lesson, it is sometimes forgotten about professional and ethical principles, about the need to create confidential, friendly, emotionally-positive relationships in the lesson. Therefore, the main task of the teacher is to create a comfortable psychological environment, both in class and after-hours. It is very important to keep conflict-free communication with children and their parents. The opportunity to create such an atmosphere in the hands of teachers in which the children will feel them safe, the atmosphere of psychological comfort, the atmosphere of love and acceptance of students.
All this leads to the fact that the school child does not feel safe and comfortable, and in fact the task of the school — to create a psychological space that it was good for every child. The main criterion for such a psychological space is a safe environment, the atmosphere of psychological comfort, which is both developing and psychotherapeutic, and psycho correctional, because in this atmosphere the barriers disappear, psychological protection is removed, and energy is spent not on anxiety or struggle, but on educational activities, on creativity.
Personality of the teacher, his professional communication, his success is the key to the success of the education and upbringing of children. A relationship, built on the basis of mutual respect, equality, participation, faith in the ability, provide an opportunity for self-realization and personal development of each of the participants.
In this regard, along with improving the pedagogical skills of teachers in the context of updating the curriculum, we share lessons with teachers in the lessons on creating a safe, psychologically comfortable atmosphere. To do this, in each lesson, throughout the course we use a whole range of different trainings, exercises and methods of emotional relaxation aimed at creating a collaborative environment in the group that teachers could apply in their practice.
During the first days of the courses, the teachers themselves display a state of tension and anxiety, we believe this is influenced by a number of factors, for example, an entirely new colleagues, experiences about how other teachers will perceive them; change of situation, teachers as pupils, they experience that they cannot answer questions, appear in the eyes of colleagues not literate; underestimated self-esteem of the teacher. In connection with this, we regularly conduct various exercises, trainings for creating a comfortable psychological environment in groups through which teachers, from their own experience, understand their positive effect and are convinced of the importance of taking into account the state and needs of students. The process has a positive dynamics in preventing the occurrence of anxiety in groups, teachers feel comfortable, which positively affects their learning. At the end of the course, students acquired the experience gained during the courses in developing short-term lesson plans, they begin to pay special attention to creating a comfortable, positive environment in the classroom. To this end, teachers select, analyze and plan different trainings, exercises that are aimed at bringing together the class's staff, to create a benevolent, positive, emotional environment in the classroom.
As we know, a great impact on the result, on the achievement of the goals of training, the achievement of success for teachers who do not work very well in the group, the team is influenced by the activity, the atmosphere of interest of all trainees in the class. For the purpose of activating and motivating trainees, their satisfaction with their thinking activity and its results in the classroom, and also the satisfaction of the need for obtaining new information, we use individual, pair, group, and collaborative forms of work in the classroom, i.e. frequent change of types of educational activities. We also use methods that promote the active participation and creativity of the teachers themselves, free conversation, freedom of creativity, discussion in groups, in pairs and role plays. For example, for active involvement of all learners, for constructive teamwork, creating conditions for free and comfortable work, the manifestation of creativity, we use such active methods as "Jigsaw", "Everyone Teaches Everyone", "Messenger", "Six Thinking Hats ", "Creative Matrix", "Balloon Discussion" and many others. As a result the teachers by the end of the courses develop self-confidence, identify their own positive inclinations, show leadership qualities and increases self-esteem.
So, creating a safe and positive environment in the group is the main factor favorably affecting the members of the team, contributing positively to the problems arising while working collaboratively within their groups. To create such an environment on the courses, we try to take into account the emotional and personal characteristics of each trainee, choose and correct the styles of communication, create for them a situation of success. And teachers, in their turn, will have to apply their experience to their teaching practice.
References / Список литературы
1. Bayeva I.A. Psychological safety in education: Monograph - publications collection: Publishing house "SOYUZ", 2002. 271 p.
2. Yasvin V.A. Educational environment: from modeling to design / Yasvin V.A. M .: Sense, 2001. 365 p.
3. Bityanova M.R. Work with the child in the educational environment: solving problems and development problems: Scientific and methodological manual for psychologists and educators. Moscow: Moscow State Pedagogical University, 2006. 96. Р. 2.
4. Zhikhareva D.N., Karpova R.F., Koltsov V.V. Safe educational environment in inclusive professional education of students //Young scientist, 2016. № 6.1. P. 51-54.
