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TRAINING OF TEACHERS TO CHALLENGES OF IDENTIFYING AND DEVELOPING ABILITIES
ABSTRACT. THE AUTHORS DEALS WITH THE QUESTIONS TEACHERS TRAINING TO THE CHALLENGES OF IDENTIFYING AND DEVELOPING ABILITIES. THEY REVEAL THE MOST IMPORTANT INDICATORS OF PEDAGOGICAL SKILLS, IMPORTANT QUALITIES OF A TEACHER IN WORKING WITH GIFTED CHILDREN.
KEYWORDS: PEDAGOGICAL SKILLS, TEACHING COOPERATION, ABILITIES.
FATIMA ASADULAEVA
asadulaeva54@mail.ru
PhD in Pedagogic, Associate Professor, Chair of Pedagogy and Psychology of Primary Education, Dagestan State Pedagogical University, Makhachkala
SALIMAT KARAEVA
karaeva1971@list.ru
PhD in Pedagogic, Associate Professor, Chair of Theoretical Principles and Techniques of Primary Language Education, Dagestan State Pedagogical University, Makhachkala
Everybody knows that managing a pupils' group is a complicated process, and the process of identity formation is not less complicated. The complexity of the process is determined by the continuous change of the activity object of a teacher. Every child is changing yearly, and sometimes even monthly. The task of the teacher is to create learning skills, habits, ideals and attitudes of the child. The entirely further destiny of the student depends on a teacher. To solve the tasks of each child training, taking into account his individual characteristics and abilities, a teacher needs such personal qualities as dedication, self-control, patience, fairness and optimism. But the main foundation of all these qualities is the love to children.
For the practical implementation of the principle of the individual features in the implementation of educational activities is particularly necessary to master the alphabet and the art of management and pedagogy of cooperation. These concepts include:
• strong and high-quality knowledge, internal culture;
• amount of theoretical knowledge and practical skills in the field of the studying subject;
• successful knowledge of pedagogy, general and developmental psychology, the ability to use them in practice, training and education of children;
• professional use of educational work methods.
Pedagogical skills include strong and deep knowledge of the learning subject and teaching methods of that subject. Pedagogical skills of purposefully and safely direction of educational and learning process in different types of educational institutions is the talent, skill, which is necessary to improve and it should be available to every teacher.
The most important indicator of pedagogical expertise is the high result of education and upbringing of pupils. The person, having mastered the pedagogical skill, is constantly enriching his professional knowledge, is seeking and achieving their continuous improvement. Every school teacher should have a pedagogical tact and pedagogical skill. In this case, a primary school teacher is quite aware that the qualities above mentioned are not absorbed by the perception, consolidation and application in practice. They are the result of teachers' creativity and flexibility of his mind. [1]
It should be well realized that faux pas, committed by a teacher to a pupil, can has disastrous consequences. The important condition for compliance of pedagogical tact is teacher's ability to observe. A teacher with a pedagogical tact always sees, hears and responds on a variety of pupils' actions, but he will do it subtly and skillfully, without fuss, and unjustified accusations evaluation. Mannered and considerate teacher always believes in the abilities of each student. The validity of a teacher and his self-control are also very important.
The certain part of the pedagogical skill is teaching abilities. Their presence influence on the mastery of pedagogical skill. Each group of abilities plays a role in addressing specific educational tasks. Didactic abilities allow teacher to call the mental activity of pupils, to make something special and interesting, surprising and informative that will awaken their thoughts. Communication skills allow to set the right relationship with children that encourages their confidence and kindness, willingness to go along with the teacher.
Promising abilities help understand the characteristics of the inner world of a child, capture the subtle and complex issues of the psyche, which most often occur in capable children. Academic abilities help the teacher acquire information without difficulty, acquire knowledge of the relevant field of science, keep pace with modern thought, fluent in training material, which is absolutely necessary for successful work with gifted students.
Unfortunately, many teachers working in school today are not prepared for the constant creative activity. They are trained to be doers of the guidelines and methodological recommendations, developed by the center. For decades, we have established a system of education that required teaching all students equally without regard to their abilities and capabilities, which adversely affects the learning process. [5]
At the present stage of our society it is necessary to train and educate pupil the way that the needs, the interests and potential training opportunities of each pupil could be realized. The ability to find the approach to each student has always been important feature of a school teacher. Today, this quality is especially necessary one. The fact that the teacher is now not only given the right to choose methods and means of teaching, but to make adjustments to the content of the material being studied, even to develop its own version of training programs favors the practical implementation of this requirement.
Especially urgent and acute problem is the training of primary school teachers for work with those students, who have higher educational opportunities and abilities.
Each teacher, working at school today, should understand the urgency of the problem, its social and educational significance. No matter what school and what classes does a teacher work in, he will have to deal with students with abilities. Their identification, expression and development are needed not only for these students. Every teacher should realize that capable, talented people can give to society much more than people with normal (mediocre) abilities. The extent of this problem has grown considerably in recent years, with the basic requirements of a modern society, which needs to be high-class experts. [2]
Talented people are needed for the development of science, and for the development of different types of culture. And all the people begin their formation and development at school. Educational and upbringing activities in any school and in any class (in any subject) should be carried out, where the able and gifted child can demonstrate hisabilities more fully. Every teacher should strive not only to form the pupil's personality, regulatory, communication and cognitive universal actions, but to identify and help to develop his skills.
The necessary condition for the success work of a teacher with gifted children is also a willingness to modify the curriculum, to make the necessary adjustments, to stimulate cognitive abilities. To do this, it is imperative for everyone, who works at elementary school, to possess the durable, high-quality knowledge, have a high level of mental development, advanced thinking, flexibility in judgment, willingness of revising own views and beliefs.
A very important quality, needed to work with gifted students, is the location of the children, care, sensitivity and open-mindedness. In particular, gifted and talented children are more than any other children impressionable and vulnerable ones. To express and develop their abilities, a teacher must be sensitive to the feelings and needs of others [3].
Moreover, gifted children are often able to do more complicated cases, and when they cannot cope with them, they become very upset. A teacher should understand the meaning of their concerns, while exerting the necessary assistance in getting out of this situation. The important quality of teachers, needed for successful work with gifted students, is emotional stability. Gifted children need an example, because their characteristic feature is to follow and emulate a teacher, with his good manners and calm emotions. The important quality, needed for teachers working with gifted pupils, is the commitment and perseverance.
Any professionally mature teacher correctly understands the main goals and objectives. Awareness of the goals and objectives is particularly necessary for successful work on the identification and development of abilities. In the work with gifted pupils these goals and especially
ISSUE 3 2014
specific tasks, arising from them, have to be changed. This is necessary, because working with gifted children, teachers need to understand and meet the interests and needs of such children. The best results in working with pupils can have a teacher, who has their respect and authority. An energetic, moderately emotional, interesting and inquisitive nature of the teacher, his honesty, kindness, compassion, and other moral qualities can help to receive it.
The major role in establishing the trusting relationship with gifted pupils plays a communication culture of a teacher. The important place in this case takes the style of relationships with students. The teacher, whose authoritarian style of communication, cannot stimulate searches, doubts and alternative judgments, typical for many gifted pupils. The liberal (permissive) style is not conducive to the development of ability, when a teacher is indifferent to the original educational activities of capable students. To successful work with such students, a teacher needs a democratic style. It is the style, encouraging the initiative, activity able students, favoring the appearance and development of skills. Democratic style is an important element of a strong culture of communication. High culture of communication, caring attitude toward students are an important condition for the discovery and development of real abilities of the children.
In schools with multiethnic environment it is also very important for the teacher to have a high culture of interethnic communication. Unfortunately, in practice of these schools, there are facts, when the pupils' nationality influences on teacher's attitude, when a teacher notices and appreciates the ability of pupils of the same nationality and does not notice the ability of pupils of other nationalities.
Every teacher, who works in such schools, should be aware of such important features as objectivity and fairness. These qualities (this approach) are required for certification of their knowledge and practical skills. They are especially needed in the assessment of the level of pupils' abilities.
Other professional quality, necessary for a teacher to identify and develop abilities, is the ability to build his work on the diagnostic results of pupils. First of all, to do this a teacher should be prepared to pick up additional material, which is essential for gifted children. Such material should be accumulated in each discipline, subject, and grade for many years and should be updated annually. It is important not only to be prepared for the accumulation and continuous updating of the material being studied, but also to use it skillfully at the lessons, extra-curricular activities and home exercises. [4]
Every teacher needs to know the essence of good abilities, their nature and regularity and the possibility to discover and develop the abilities of children in each age period of schooling. So, it is necessary to study the relevant literature on the sciences.
Love for children, constant inspiration to overcome their difficulties, enthusiasm and creative attitude to work, will certainly contribute the prevention and overcoming the gaps and low achievement of pupils.
REFERENCES
1. Ksenzova G.Y. Success creates success // Open School. - 2004. - №4.
2. Ledneva S.A. Identification of giftedness in children teachers // Scientific and practical journal. 2002. №1.
3. Mironov N.P. Ability and talent in the early school years // Elementary School. - 2004. - № 6.
4. Strakhov N.M. New approaches to the organization of the educational process // head teacher of primary school. - 2003. - № 3.
5. Khutorskaya A.V. Development of creative sposobnostey.- M .: Vlados, 2000.
