The quality of teaching is influenced by: professional motives (desire to carry out
professional activities in a new way, interest in the pedagogical profession, the ability
to creatively realize oneself, etc.); social motives (realization of the desire to get status,
to build a career, etc.); motives for prestige (achieve recognition among colleagues,
etc.); motives for cooperation (the desire to use what has been seen (perceived) in work,
to expand its functionality); motives of self-actualization (the desire to experiment, to
master the innovations of modern psychology and pedagogy); the level of proficiency
of the teacher.
Effectiveness of teaching is influenced by: the correctness, moderation of the
tempo and the intonational expressiveness of the speech of the one who teaches; using
a distance as a means of contact and changing the position of the premises during the
teaching process; friendly and interested look towards those who study.
An important teaching characteristic is its productivity. The unproductive level of
teaching is characterized by the fact that the one who teaches, tells those who are
learning what he knows. For non-productive teaching, the informational and
educational influence of the person who teaches is characterized by the adaptation of
the content of the information to the characteristics of the learner. In the course of
implementing medium-productive teaching, the informational and educational
influence is aimed at the direct and consistent inclusion of those who study in the
activities. A high level of teaching is aimed at creating conditions for different learning
methods for those who study and managing their cognitive autonomy and activity on
the basis of feedback on the course of the educational process.
Management as a component of the didactic triad "learning - teaching-
management" should be understood as a constant movement and exchange of
information between participants in the educational process, that is, between those who
teaches (the subject of management) and those who learns (management objects).
Information in this case is considered as a means of communication of a subject with
objects of management and objects of management with the external environment. The
information management of the educational process of those who learns, contains a set
of information needed by the management entity for knowledge and assessment of the
state of the educational process. Information as a feedback allows the subject to
compare the actual state of the educational process with that which was designed in
accordance with the goal.
The management involves owning someone who teaches managerial knowledge
and skills and didactic-managerial. Among the latter, it is worthwhile to highlight those
relating to various types of management, in particular: cyclic (the activity of those who
study is directed on the basis of purposeful control, self-control and mutual controls);
directed (carried out on the basis of individual managerial influence); scattered
(implemented in the educational process as a frontal guidance action, learners); manual
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