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9.
"When being late for class..." "When I am not listened to during a lecture..."
"When a student skips a class..."
And then we continue talking about our psychological state: "...I feel sorry",
"...I can't gather my thoughts", "...I can't work" and so on.

The "I-message" technique means that you also have the right to your feelings,
to be respected and to express your emotional state:
"I know I shouldn't react this way, but I can't help it"
or "Nobody listens to me in the classroom, and I feel like leaving it",
or "It's hard to work in a classroom that is completely unprepared for the lesson
because it's a waste of time."
Such a description of objective events and your psychological state gives you
the opportunity to see your behavior, your attitude towards the teacher from a
different perspective. Perhaps the person didn't realize how their actions affected
others?
Again, it's important to note that the sentence of address does not accuse the
person you are talking to but merely states the behavior and its impact on your well-
being.
A positive aspect of the "I-message" is that the teacher talks about their
negative feelings without using offensive language towards others, but allows
students to better understand and sympathize with them, enabling them to decide how
to act independently.
An obstacle to the teacher's understanding of the student can be the
absolutization of role positions, manifested in didactic centrism, where grades come
first rather than the student's personality and their individual problems. It's also
important to consider the student's attitude towards pedagogical evaluations. Is
"unsatisfactory" for them equivalent to "not studying enough, having gaps in
knowledge, and therefore needing to pay more attention to this subject," or is the
grade merely a goal? In the latter case, the emotional reaction to the pedagogical
evaluation is transferred onto the teacher's personality.
Another example is when the teacher is focused on professional activity, while
the student is focused on obtaining a diploma at any cost. That's why it is not
pedagogically appropriate to sympathize with the student when they behave
demonstratively and arrogantly, demanding a positive evaluation despite having no
knowledge of the subject matter.
Position 2: Recognizing the student as an individual. This is shown in the
teacher's belief in the student's intellect, their positive inclination to unfold their
potential abilities and self-development.

It is important to take into account the age peculiarities of adolescence and

approach their manifestations with understanding, but not allow the humiliation of
human dignity, neither one's own nor the dignity of the student (pointing it out to
them).
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10
However, not allowing the degradation of human dignity, neither one's own
nor the dignity of the student (pointing it out to them) is essential. Unfortunately,
some students do not feel when their dignity is undermined in situations where it
should be respected. These students may have been accustomed to authoritarian
forms of pedagogical communication that diminish human dignity. As a result, they
themselves may not realize that their behavior shows disrespect towards the
instructor's personhood and inappropriate attitude towards them.

Principles and high expectations contribute to the development of the

individual, but they should be accompanied by a general positive attitude towards the
person and a willingness to help (for example, "The content of independent work is
positive, but the presentation could be improved").

Position 3 - unconditional acceptance of the student as an individual.

Unconditional acceptance does not imply a positive evaluation of the student's
personhood under any circumstances. Unconditional acceptance by the instructor
means recognizing their right to a range of feelings without risking the loss of the
instructor's respect (in short, "Do not express negative judgments regarding the
student's experiences!"). It involves the ability to see another point of view (the
student has the right to it). Unconditional acceptance helps alleviate and even
overcome the student's anxiety, promotes self-assertion, and provides freedom for
self-realization.

Unconditional acceptance does not negate the principled and demanding

attitude of the instructor towards the student. However, high expectations yield
positive results in terms of personal growth only in the context of a desire to help. Of
course, there are situations where it is necessary to support the student, to help them
overcome anxiety with a word or a glance (for example, during an exam). In such
cases, it is important to be particularly patient, friendly, attentive to the thoughts and
feelings of the student. This refers to creating a positive emotional atmosphere in
communication.

Different styles of pedagogical communication occur - individual-typological

features of the pedagogical interaction between the instructor and students. Let's
focus on the classification of typical styles of pedagogical communication (according
to V.O. Kan-Kalyk). The most productive among them is communication based on
shared creative activity. This style is based on the unity of high professionalism and
moral-ethical orientation of the instructor. Scientific and pedagogical activities of
V.O. Sukhomlynsky, G.S. Kostiuk, D.F. Nikolienko, and others stood out with this
style of professional-pedagogical communication. Based on this, innovative
educators such as Sh.O. Amonashvili, V.F. Shatalov, I.P. Volk, and others shaped
their relationship systems with students.
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Another highly productive style is communication based on friendly support.

This style of communication can be a precondition for the successful implementation
of any joint activity, including educational and professional activities. It can be
partially seen as a preparatory stage for implementing the communication style based
on shared creative activity. Indeed, friendly support is the most important regulator of
communication in general and professional-pedagogical communication in particular.
It is an emotional-psychological stimulus for the development and effectiveness of
the teacher-student relationship based on friendship and enthusiasm for a shared
cause. These two communication styles are closely related to each other.

At the same time, the style of communication-distancing is quite common.

This style is inherent in both experienced instructors and beginners. Its essence lies in
the fact that in the relationship system between the instructor and students, social
distance between them serves as a regulator of interaction. While it is important to
maintain a certain distance, excessive distancing leads to the formalization of the
entire system of pedagogical interaction and does not contribute to the creation of a
truly creative atmosphere. However, some level of distance must inevitably exist in
the "student.
The emergence of this communication style is caused, on the one hand, by the
young teacher's attempt to quickly establish contact with students, the need to be
recognized by the student group, and to evoke sympathy. On the other hand, it is due
to the lack of necessary general psychological and communication culture, skills, and
pedagogical communication techniques.

The style of pedagogical communication directly affects the atmosphere of

emotional well-being of students during lectures, seminars, or exams, which
significantly impacts the effectiveness of their educational and professional activities.
Therefore, the basis of teacher-student communication should include such motives
as professional duty, interest in the student's personality, the desire to understand and
help them, and more. The teacher should also be able to build interpersonal
relationships to form a student community, establish relationships with them, and find
ways to harmonize collective and individual interests.

The professionalism of a teacher (supervisor) lies in overcoming objective

difficulties of pedagogical communication with students due to differences in their
level of preparedness, the development of abilities and character traits, and in
assisting each student in gaining confidence in learning and communication. The role
of a supervisor is leading, so every word, look, and address to the student should be
subordinate to the task of fostering a high culture of communication in students. At
the same time, the teacher must adhere to the general requirement of respecting the
sense of personal dignity of each student, showing a willingness to help them become
educated and cultured individuals.
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Difficulties and Barriers in Professional-Pedagogical Communication between

Teachers and Students
Contradictions may arise in the interactions between teachers and students due
to differences in age, experience, perspectives, values, and even attitudes towards
things. This is a natural phenomenon.

Contradictions are inherent in the nature of pedagogical interaction, in which

the subjects differ in social status and fulfill different social functions. According to
the research conducted by L.G. Podolyak and V.I. Yurchenko, the majority of
teachers (86%) have a need for personal interaction with students, which often does
not find a response from students (only 21%). When the initiative comes mostly from
the teacher, the interaction becomes unproductive and does not always achieve its
goals due to the mismatch of interests between the subjects. The normativity of
relationships is usually set by the teacher, who seeks to represent themselves
primarily. Therefore, they are perceived by students as coercive and devoid of "free
self-expression." If the need for interaction is realized by the student, its content is
mainly associated with educational and professional activities ("Sometimes I need
interaction with the teacher, especially if it helps solve academic problems, for
example, to get rid of academic debts"; "No, I don't have such a need. Only when I go
for practical training and prepare summaries"; "Mostly no. Unless if something is not
clear from the subject, and not always" and so on). Thus, personal communication
occurs rarely, although there is a need for it among students ("I have a need for a
relationship with the teacher as a person, not just as a teacher of a specific subject").

Teachers seek personal communication with students who "feel constrained in

the group" because during such communication "students are more open to the
teacher." Teachers derive interest and satisfaction from such relationships with
students, but sometimes complain about a lack of time for this.

What are the reasons for these discrepancies in the positions of students and
teachers regarding personal interaction between them? One reason can be found by
analyzing the nature of the difficulties experienced by students and teachers in their
interactions. The results of the research conducted by L.G. Podolyak and V.I.
Yurchenko show that only 39% of teachers realize the difficulties in their
relationships with students, and of these, 64% "blame" the students solely for these
difficulties ("I am offended by students' unwillingness to learn," "I encounter
indifference and lack of manners from students," "Difficulties arise from their
insincerity and closedness," and so on). Only 14% of the surveyed teachers
understand relationships as a two-way process and associate difficulties with both
subjects of interaction ("We don't always understand each other," "Divergence in
views and moral-ethical norms of behavior between teachers and students," "You
demand from students what you don't like yourself," and so on).

At the same time, the research found that only 7% of students do not encounter
any difficulties in their relationships. The content and nature of the difficulties are as
Педагогічна взаємодія в системі «викладач-студент» ДИСТАНЦ 5 з 12

follows: 55% of students attribute difficulties in pedagogical relationships solely to

the characteristics of teachers ("misunderstanding by students," "imposing their own
opinion," "rude tone," and so on), 16% of students believe that the difficulties lie
within themselves ("indecisiveness, fear," "dependence on the teacher," and so on),
and 29% of student difficulties depend on both participants ("misunderstanding each
other," "lack of trust," "lack of mutual assistance and support," and so on).

Let's name the main difficulties that novice teachers encounter in professional-
pedagogical communication with students:

Inability to establish contact with the audience.

Lack of understanding of the student's internal psychological position.
Difficulties in managing communication during lectures, seminars, and other
activities.
Inability to adjust relationships with students according to changing
pedagogical tasks.
Challenges in verbal communication and conveying personal emotional
attitude towards the learning material.
Inability to manage one's own mental state in stressful communication
situations.
The predominance of an "accuser" position in both the student and the teacher
creates an insurmountable barrier in their relationship. The difference in social roles
("teacher" and "student"), the lack of understanding of the importance or reluctance
of the teacher to perceive the student from the perspective of "You are a future
teacher" or "You are my future colleague," can create a critical situation where the
student's actions, driven by their self-image, contradict the teacher's assessment of
their personality.
Understanding the potential social consequences of conflicts with teachers,
students try to avoid specific acts of personal interaction with them. Therefore, the
barriers in pedagogical communication can be attributed to the following factors:
The student lives in the present and has a need for self-realization here and
now (personal interests, desires of the present). On the other hand, the teacher has a
professional interest connected to the student's future, their future professional
activity, personal development, and professional growth. The teacher should
acknowledge both interests (situational interest and future development interest) and
express them to the student through statements like, "I understand that you haven't
seen each other all day and you want to talk, but we need to work" (situational
interest) or "I understand that it's difficult for you to balance studying and work, but if
you don't grasp the complex material, you won't know how to conduct educational
work or present this material to students. You need to find time for self-education; it's
your future" (future development interest). The teacher gives the student the right to
make decisions but emphasizes the student's responsibility for their own future.

Distorted perceptions of the teacher (or student): "You're always late," "As
always, you're unprepared," "You make too many mistakes," and so on.
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Negative forms of consolation: "Don't take offense, but I have to warn you..."

Direct role confrontation: "You're not a teacher yet, so listen to what I say..."

Differences in assessments and their criteria (teacher: "I give you a 'fail',"
student: "But I've read everything, I prepared...").

Authoritarian forms of address and communication methods: orders,

reprimands, commands, criticism, accusations, etc.

Discrepancy between the student's formed perception of themselves as a

subject of a professional role ("I am a future teacher") and unjustified expectations
for a corresponding change in the teachers' attitude towards them.

Objective and subjective factors that contribute to misunderstandings exist

within dynamic interaction. They create barriers to mutual understanding, which, in
turn, pose difficulties in pedagogical communication. How can these barriers be
prevented?
Firstly, the feeling of a teacher being right should be accompanied by proper
behavior, which depends on the overall and psychological culture, as well as the
pedagogical ethics of the teacher, their correctness, and pedagogical inventiveness.
For example, a student did not prepare for a test and demonstratively placed a blank
sheet of paper on the teacher's desk. The teacher's reaction could be: "You made two
mistakes: you didn't write the date and there is no signature. I also suggest studying
the material and submitting a report on independent study at the next session." As a
result, the student completed the assignment.

Secondly, the student's insolent behavior can be a barrier. It triggers negative

emotions in the teacher. However, emotions only serve a signaling function, not a
regulatory one, so the teacher's negative evaluation of the student's personality does
not have a motivating effect. The student may also be in a state of affect at that
moment. Perhaps in this situation, it is better to use "I-messages" because suppressing
conflicts or problems with the force of authority (social role) can lead to a
confrontational situation.

The professional and pedagogical position of the teacher obliges them to take
responsibility for resolving problematic situations, bringing them to a logical
conclusion. However, it should never be taken to the point of confrontation or the
destruction of pedagogical interaction, to a conflict. Problems in pedagogical
interaction should not have a negative impact on the pedagogical process.

Contradictions contribute to the emergence of communication barriers when

they lead to misunderstandings, alienation from one another, and a reluctance to
communicate. This can manifest itself in the teacher's inappropriate attitude towards
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the student and vice versa. An example of this can be a teacher's judgment: "As
always, unprepared. Mistakes in your work again," and from the student's side,
regular lateness, failure to complete assignments, etc.

To ensure a full-fledged dialogical interaction between the subjects of the

pedagogical process, it is important to overcome barriers in professional-pedagogical
communication. Let's name the most typical "barriers" that often occur in a novice
teacher:

The "barrier" of mismatched attitudes and motivations: the teacher comes to

class with creative and interesting ideas, enthusiastic about the work, while the group
is indifferent, and the students are inattentive, which annoys and upsets the teacher.
The "barrier" of fear from the group: a novice teacher possesses good
knowledge of the subject matter, is well-prepared for the class, but the thought of
direct contact with the students "scares" and suppresses their creative initiative.
The "barrier" of lack of contact: the teacher enters the classroom and instead of
quickly and efficiently organizing interaction with the students, they act
autonomously (for example, writing the lecture topic on the board).
The "barrier" of narrowing the functions of pedagogical communication: the
teacher only realizes the informational-communicative function of pedagogical
communication, neglecting the social-perceptive, value-regulatory, organizational,
and other functions.
The "barrier" of a negative attitude towards the academic group, which
sometimes can be formed a priori based on the opinions of other teachers who work
with these students or as a result of past negative experiences of pedagogical
communication with this group.
The "barrier" of fear of pedagogical mistakes arises when the teacher cannot
answer a "tricky" question from a student or hesitates whether they are assessing the
students' work correctly (for example, during an exam, flipping through the student's
record book, relying on colleagues' grades).
The "barrier" of imitation: a young teacher tries to copy the communication
style and activities of an authoritative teacher without considering individual
psychological characteristics.
There can also be barriers to pedagogical communication that are inherent in
any communicative interaction. The most typical among them are:

Semantic barrier: the same phenomenon (word, phrase, event) has different
meanings for different people.
Barrier of misunderstanding: caused by language errors and unclear speech,
not taking into account the preparedness of the audience. To prevent this barrier, it is
necessary to speak simply and clearly structure the information. To avoid the logical
barrier of misunderstanding, one needs to imagine the interlocutor's position and
clearly justify their thoughts.
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• Moral barrier - differences in social norms and rules that are internalized by
different people; the age-old "generation gap" in the disapproval of each other's
behavior and communication styles, interests, fashion, and so on. For example, a
teacher might remark during a conversation with students, "We were different during
our student years!" (implying that they were better, which is not always true).

• Intellectual barrier - uneven intellectual level, different depth of anticipating

consequences, differences in understanding the situation and the problem. It often
arises during communication with a teacher who is focused on scientific activities but
does not adapt complex scientific language to the students' intellectual and cognitive
abilities.

• Rigidity barrier - inflexibility of interpersonal attitudes, difficulties in reconstructing

their system of motives, perception of each other, emotional responses in a changing
situation. Inertia, detachment from the realities of life, and habitual communication
patterns are characteristic, in particular, of experienced teachers who do not engage in
professional self-education, do not work on professional self-improvement, and
cannot critically evaluate their scientific and pedagogical achievements.

• Emotional barrier - differences in emotional states between the teacher and students,
especially during exams and assessments, lack of empathy towards each other, as
well as a lack of composure and logical arguments in situations of strong emotional
arousal.

• Aesthetic barrier - adherence to requirements of form (attractiveness of appearance,

neatness of clothing, refinement of movements, etc.), as well as pedagogical tact and
etiquette in pedagogical relations.

• Authority barrier - the tendency to trust information from authoritative figures,

which is valued more highly. For example, in an experiment where the same person
was presented as a student, laboratory assistant, teacher, and professor, respondents
were asked to accurately determine the height of this person. As a result, the height
measurement of the presented person increased as their social status rose.
Overcoming the authority barrier in communication is facilitated by an attractive
appearance, a friendly attitude towards the recipient of influence, sincerity, and
trustworthiness of the interlocutor.
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• Avoidance barrier - an individual avoids influence and evades social contacts. To

overcome this barrier, it is necessary to attract and maintain attention, and the
importance of information, its novelty, and non-standard presentation form are
crucial Psychological barriers to communication arise unnoticed, and initially, the
teacher may not be aware of them, but students perceive them immediately. However,
once the barrier is established, the teacher themselves begins to feel discomfort,
anxiety, and nervousness. This state becomes persistent, hinders productive
interaction with students, and ultimately affects the character of the teacher, shaping
an "incorrect" pedagogical character Research on the issue of professional
communication confirms that productive professional-pedagogical communication
occurs when the pedagogical process is organized on democratic principles, with the
teacher's positive attitude towards students and enthusiasm for collaborative creative
activities of all participants in pedagogical interaction.
Dialogic Communication - the Condition for Effective Pedagogical Interaction

Dialogue is a form of productive, non-conflicting, and constructive

communication that helps overcome difficulties and eliminate "barriers" in
pedagogical communication.
It entails demonstrating respect and trust towards each other during the
conversation, where the positions of the teacher and the student are equal. The goal is
to discuss the possibility of finding agreement and determine common means to
overcome the communication "barrier." "The true life of a person is accessible only
through dialogic penetration, in which one reveals oneself properly and freely" (M.M.
Bakhtin).
Dialogue progresses from discussing general causes of misunderstanding to
specific ways of resolving them, without imposing one's viewpoint but rather
clarifying and showing interest in the partner's proposal. There is freedom to choose
various paths for fully overcoming the communication "barrier." The following are
types of dialogue:
Question-answer dialogue, such as asking, "How can I assist you?"
Rhetorical dialogue - a chain of interconnected speeches by participants in a
meeting, round table, and so on.
Dialogue in conditions of conflicting views, for example, during a discussion,
debate, and so forth.
Informal dialogue in an open discussion of a question in the absence of social
distance between people (e.g., continuing the discussion of a problem after a
meeting).
"Student-computer" dialogue, and others.
Dialogue is based on trust and mutual respect. It is important to demonstrate
confidence in problem-solving. There are always multiple ways to resolve an issue,
so it is crucial to focus on the shared goal and the desire to find agreement in its
attainment. Approaching questions that prompt openness is a helpful approach.
Questions guide the course of reasoning. Ancient rhetoric recognized seven questions
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capable of organizing facts: what? who? where? when? how? why? To learn to ask
timely and meaningful questions is to develop one's intellect.

In dialogue, it is necessary to use questions rather than assertions: the former

evoke responses, while the latter elicit resistance. A pause should follow a question.
If the opponent's proposal is unreasonable, it is better to remain silent. Silence creates
the necessity to present a new proposal. There is a rule: one must be confident and
maintain composure even in stressful situations.
Instead of immediately asking for acceptance or rejection of your new idea, it
is better to inquire about what the opponent sees as mistaken in it. Seek to direct
criticism in a constructive direction and ask for advice from the opponent regarding
what they would suggest doing in your place.
In dialogue, it is also important to use questions that demand answers. A pause
should always follow a question. If the student's proposal is unreasonable, initially,
one should remain silent to create the necessity for the student to present a new
proposal. If the teacher themselves has made a mistake, it is better to acknowledge it
both to themselves and to the student. However, the teacher must always be
consistently demanding when it comes to questions of the student's learning,
morality, and their conduct.
Tactics for conducting pedagogical dialogue:
Discuss the problem that needs to be resolved rather than focusing on the
student's personality.
Avoid generalizing all previous facts of the student's behavior but talk about
what is happening here and now.
Refrain from rushing to evaluate the student's results, but first try to understand
what happened, the reasons, and motives behind their actions.
Take into account both verbal and nonverbal communication from the student
during the conversation.
When conducting a dialogue between a teacher and a student, it is crucial to
have psychological insight into the communication situation and understand each
person's particular attitude towards the specific problem. This is where empathy from
the teacher towards the student and unconditional acceptance.
The authoritarianism of the teacher, their condescending attitude towards
students, and indifference to their problems hinder the dialogue. In order for the
contradictions and problems of pedagogical communication not to have a negative
impact on the pedagogical process, the teacher needs to teach students by their own
example to listen to their interlocutor, express independent judgments clearly,
thoroughly analyze and objectively evaluate complex situations, seek solutions, and
take responsibility for independently made decisions. The culture of pedagogical
communication for a teacher involves the following:
Understanding students and objectively assessing them.
Emotionally responding to the emotional states and behavior of students.
Choosing an approach to each student that combines an individual approach
with the affirmation of collectivist principles of morality.
Being prepared to engage in dialogue with any student.
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Adhering to the norms of pedagogical ethics. Pedagogical communication

requires demands both from students and from oneself.
Recognizing and correcting one's mistakes in interactions with students.
The following advice can be given to future teachers regarding self-cultivation
of communicative culture:
Avoid reproaches (direct and indirect) in communication.
Do not demonstrate superiority over the interlocutor.
Avoid an accusatory tone, apologize for minor weaknesses, emphasize the
advantages of the partner.
Ask questions with interest but not arrogance.
Speak neither more nor less than necessary at the moment of communication; it
is better to listen more than to speak.
Be attentive to the conversation partner.
Try to anticipate the possible reaction of the interlocutor.
During the conversation, think more about those with whom you are
communicating.
The culture of dialogue is now becoming a new worldview for people, as it is
an optimal type of interpersonal relationships, relations between nations and states.
Dialogue leads to mutual understanding - a state where people coordinate their
actions, solve problems, and harmonize their relationships.

Therefore, productive professional-pedagogical communication occurs when

the pedagogical process is organized on democratic principles, with a humanistic
attitude of the teacher towards students, and with the enthusiasm of all participants in
the pedagogical interaction for joint creative activities. The absence of psychological
"barriers" in pedagogical interaction is an important socio-psychological factor in the
self-actualization of students, their responsible and active attitude towards their
professional growth.
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Professional Education. 2004. No. 4. pp. 38-46.
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Psychology: Collection of Scientific Works. Kyiv: National Pedagogical
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