scholarly journals The problem of stage anxiety in training Students of Pedagogical Universities in performing activities

2019 ◽  
pp. 49-54
Author(s):  
Yuliia Timakova ◽  
Volodymyr Koehn
Keyword(s):  
Music Teachers ◽  
School Teacher ◽  
Self Regulation ◽  
Role Playing ◽  
Educational Process ◽  
Self Control ◽  
Psychological Climate ◽  
Psychological State ◽  
Public Performance ◽  
Specific Manifestation

The article is devoted to the problem of stage anxiety of future Music teachers during public performance of their repertoire. The purpose of the article is to analyse the phenomenon of stage anxiety, its destructive and constructive manifestation in the process of mastering students’ performing skills. The objectives of the study are to analyse the factors that lead to excessive stage education and to substantiate methods of overcoming its destructive impact in the educational process. The specific manifestation of excessive excitement in typical activities of future Music teachers and higher school teachers in situations of public performance has been considered. The varieties of stage anxiety – destructive and constructive – have been determined. The destructive anxiety is manifested in increased anxiety, nervousness of performers, which leads to disorder of the developed conditioned reflexes, coordination of performance movements, loss of self-control, and it significantly worsens the results demonstrated by them. It is emphasized that repetition of the designated disruptions leads to a “stage barrier” and can transform into student’s non-compliance with professional requirements. The constructive anxiety has a positive effect on the performer’s psychological state by increasing concentration of his / her attention and achieving an elevated state and inspiration while performing. The factors of subjective and personal, situational and objective nature that influence the performer’s state have been identified. The first include person’s individual-typological properties: type of the nervous system, temperament, communicative orientation, special and general abilities, in particular – the development of musical memory, musical thinking, internal auditory ideas. The factors of the second kind include the effectiveness of the formative methodology aimed at strengthening and automatizing technical and performing skills, stimulating students to achieve communicative-suggestive influence in performing, providing students with favourable psychological climate, strengthening their self-confidence, correlating the complexity of the repertoire with the real (cap)abilities of the performer. The methods of overcoming the destructive stage anxiety have been presented; these methods include: trainings, psychological exercises, role-playing games for improving the skills of emotional-volitional self-regulation, imagining a situation and a process of public performing, acquainting students with psychological and pedagogical literature, creating success situations. Keywords: varieties of stage anxiety; Music Arts teacher; higher school teacher; factors and methods of overcoming stage anxiety.

ДІАЛОГІЧНА ВЗАЄМОДІЯ УЧАСНИКІВ ОСВІТНЬОГО ПРОЦЕСУ ЯК УМОВА ПОПЕРЕДЖЕННЯ НАСИЛЛЯ У ШКОЛІ

1970 ◽  
Vol 8 (1) ◽  
pp. 165-172
Author(s):  
Оксана Воронкевич
Keyword(s):  
School Violence ◽  
Prevention Program ◽  
Role Playing ◽  
Educational Process ◽  
Self Determination ◽  
Psychological State ◽  
Necessary Condition ◽  
Training Methods ◽  
Role Playing Games ◽  
Time Information

У   статті   актуалізовано   проблему   поширеності   шкільного   насильства   у   середовищі   учнів  початкових класів. Особлива увага звертається на необхідність діалогічної взаємодії учасників освітнього  процесу як необхідної умови попередження насилля у школі.  Опираючись на результати власного дослідницького пошуку, автор пропонує варіант програми  психологічної профілактики шкільного насильства вчителів стосовно учнів. Дана програма спрямована на  формування  у  педагогів  навичок  глибинного  самопізнання  й  пізнання  дітей,  апробування  нових  форм  поведінки та базується на ідеї діалогізації педагогічної взаємодії, оскільки важливо налагодити суб’єкт- суб’єктну взаємодію учня та вчителя й не використовувати монологічну модель спілкування. Наголошено,  що педагоги повинні стимулювати будь-які прояви суб’єктної активності дітей, що сприяють виробленню  у них адекватної оцінки себе та свого оточення, розвитку здатності до самовизначення. Відзначено, що  для   діалогічного   освітнього   середовища   характерними   є   такі   властивості,   як   різноманітність,  динамічність, напруженість, достатність, кожна з яких сприяє високій ефективності освітньої взаємодії,  здійснює істотний вплив на розвиток особистості. Під час занять використано різні тренінгові методи:  рольові ігри, міні-лекції, мозковий штурм, обговорення в загальному колі тощо. Разом із тим поширено  інформацію з актуальних для педагогів питань спілкування з дитиною без агресії, злості та конфлікту.  Представлено  результати  успішної  апробації  програми  психологічної  профілактики  шкільного  насильства  з  боку  вчителів,  що проявилися в розумінні важливості толерантного ставлення до учнів,  набутті практичних умінь відчувати психологічний стан іншої людини та адекватно реагувати на нього,  виявляти доброзичливість, прихильність до школярів та надавати їм необхідну допомогу.  The article actualizes the problem of the prevalence of school violence among elementary school pupils.  Special attention is drawn to the need for dialogical interaction of participants in the educational process as a  necessary condition for preventing violence in school.  Relying on the results of his own research, the author suggests a variant of school violence psychological  prevention program of teachers in relation to pupils. This program is aimed at educating the students the skills of  deep self-cognition and cognition of children, testing new forms of behavior and is based on the idea of pedagogical  interaction dialogization, since it is important to establish subject-subject interaction between the pupil and the  teacher and not use the monologue model of communication. It is highlighted that teachers should stimulate any  manifestation of children's subject activity, which helps to develop an adequate assessment of themselves and their  environment, development of self-determination ability. It is noted that a dialogical educational environment is  characterized by such attributes as diversity, dynamism, intensity, sufficiency, each of them contributes to the high  effectiveness of educational interaction, have a significant impact on the development of personality. During the  classes various training methods were used: role-playing games, mini-lectures, brainstorming, discussions in the  general circle, etc. At the same time, information on relevant for teachers issues about communicating with a child  without aggression, anger and conflict is propagated.  Was presented results of successful approbation of the school violence psychological prevention program  from teacher’s part, manifested in the understanding importance of the tolerant attitude towards pupils, acquiring  practical skills of feeling the another’s person psychological state and react adequately to it, showing benevolence,  adherence to schoolchildren and providing them the necessary assistance. 

scholarly journals PSYCHOSOCIAL SUPPORT OF EDUCATIONAL PROCESS PARTICIPANTS AT INSTITUTIONS OF VOCATIONAL EDUCATION

2019 ◽  
pp. 156-161
Author(s):  
Ірина Ткачук ◽  
Юрій Луценко
Keyword(s):  
Vocational Education ◽  
Personal Development ◽  
Psychosocial Support ◽  
Self Regulation ◽  
Social Activity ◽  
Educational Process ◽  
Self Control ◽  
Positive Interaction ◽  
The Status ◽  
Successful Behavior

The article analyzes the scientific sources on the problem of psychosocial help to victims of traumatic events, identifies three main approaches to its implementation. The objective of psychosocial support of the educational process participants at the institutions of vocational education who have survived a crisis life event is formulated. It is to promote the preservation of a person in the status of a productive subject of activity, personality and individuality, capable of positive interaction with the world, people and himself. The defined goal is achieved by solving the following tasks: promoting the stabilization of the emotional state and rational perception of one's life situation; formation of constructive ways of solving the complex life situations; activization of processes of self-knowledge, self-perception, self-regulation and self-control; assisting in creation of a positive image of the future; assistance in taking responsibility for own future; development of social competence and social activity, mastering strategies of successful behavior; the formation of a focus on personal development and social realization. To achieve the identified goals and objectives, training programs for psychosocial support for students and teachers of vocational education institutions have been developed. The indicated programs were piloted on the basis of five vocational education institutions of the Donetsk region.

scholarly journals TRAINING OF A FUTURE TEACHER OF PRESCHOOL ESTABLISHMENTS FOR THE REALIZATION OF AN INTEGRATED APPROACH TO PRESCHOOLERS’ EDUCATIONAL PROCESS

2020 ◽  
pp. 192-198
Author(s):  
Yulia KOTELIANETS ◽  
Keyword(s):  
Process Integration ◽  
School Teacher ◽  
Preschool Education ◽  
Integrated Approach ◽  
Role Playing ◽  
Educational Process ◽  
Preschool Age ◽  
Theory And Practice ◽  
Normative Documents ◽  
Amount Of Knowledge

The purpose of the article is to reveal the importance of preparation of future preschool teachers for implementation of an integrated approach into children's education and to identify key concepts of integration in which the future pre-school teacher should be competent. Integration as a principle of development of pedagogical theory and practice of preschool education is a leading idea that reflects the harmonious integration among educational lines and as a result creation of a single inseparable educational process and guarantees its implementation the achievement of higher results in the development and upbringing of children of preschool age. Integration as a process involves the direct establishment of harmonious links among the defined systems of integration and the creation of a new holistic education system for preschool children in accordance with the defined result. As a process, integration involves the integration of objects (educational lines, different types of children's activities, forms and methods) and designing a way to obtain the expected result. As a result of the educational activities of the preschool institution, integration does not involve the amount of knowledge, skills and abilities, but the acquired integrative qualities of the child, such as curiosity, activity, independence, responsibility, upbringing, etc. Integration as a result is considered by researchers through the form of its organization in the educational process, namely the possible forms of preschoolers’ integrated learning (projects, holidays, travelling, excursions, business and role-playing games), which immerse the preschooler into learning. In the process of integrated studying with the help of different interdisciplinary links, children’ comprehensive and objective vision of the problems of reality and diverse approaches to their solution are formed. A competent preschool teacher should be ready to implement an integrated approach in the process of their practical activities. This will allow to implement the tasks defined by the normative documents in the field of preschool education for teaching children and the formation of their life competencies.

scholarly journals Monitoring of the quality of the psychological component of teachers’ activity of higher education institutions based on Google Forms

2020 ◽  
Vol 166 ◽  
pp. 10024
Author(s):  
Olena Bondarchuk ◽  
Valentyna Balakhtar ◽  
Kateryna Balakhtar
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Psychological Climate ◽  
Psychological State ◽  
Quality Of Education ◽  
Text Documents ◽  
Psychological Component ◽  
Education Of Students

The focus of the current research is on the quality of education as a multifaceted category, and the monitoring of the quality of education – as a purposeful and specially organized system of studying, assessment, analysis of data on the state of education of students. This study aims at exploring the nowadays conditions, and exactly the development of digital technologies. The need of using the electronic resources (Google services) has become more acute, which enables the creation of text documents, presentations, spreadsheets, forms, drawings and other documents. In order to provide the monitoring of the quality of the psychological component of the teachers’ activity of higher education institutions the Google form was elaborated to obtain the information about the psychological state and satisfaction of the quality of educational services by the fellows of the educational process, their relationships, socio-psychological climate in higher education institutions and others, and respond in a timely manner to the social and educational changes.

PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR FORMING PROFESSIONAL-IMPORTANT QUALITIES IN ATHLETES

2021 ◽  
Vol 23 (3) ◽  
pp. 30-38
Author(s):  
Naboychenko E.S. ◽  
Noskova M.V.
Keyword(s):  
Professional Training ◽  
Self Regulation ◽  
Self Control ◽  
Psychological Climate ◽  
Sports Activity ◽  
Self Reflection ◽  
Psychological Training ◽  
Pedagogical Competence ◽  
Control Locus ◽  
Definition Of

The study of the conditions for the formation of professionally important qualities in athletes is due to the fact that every year in sports of the highest achievements the level of physical complexity and psychological endurance rises, new records are set, the requirements for professional training and the personality of an athlete increase. The article discusses the issues of psychological and pedagogical conditions in the formation of professionally important qualities in athletes. The aim of the study is to identify the psychological and pedagogical conditions for the formation of professionally important qualities in athletes. The content of the article includes a theoretical analysis of the psychological and pedagogical literature of the concepts of "condition", "pedagogical conditions", "psychological conditions". The author's vision on the definition of the concepts of "psychological and pedagogical conditions in sports", "professional qualities of an athlete" is given, as well as the characteristics of these conditions that contribute to the formation of professionally important qualities in athletes, and provide psycho-emotional stability. According to the authors, the professionally important qualities of an athlete (PVK) are individual psychological and physiological qualities that affect his effectiveness in sports activity. These include psychoemotional stability, self-reflection, motivation, resilience, concentration of attention, self-regulation, self-control, locus control (localization of control of volitional effort), etc. The main result of the study is the concretization of conditions that contribute to the formation of professionally important qualities necessary for the implementation of successful sports activity. The authors refer to the psychological and pedagogical conditions: ensuring a favorable socio-psychological climate in the team, relationships and the creation of psychological safety; ensuring the consistency of the athlete's psychological training; providing psychological and pedagogical debriefing; improvement of educational and methodological, scientific and methodological support of the psychological training of an athlete; psychological and pedagogical competence of a trainer through refresher courses; organization of scientific and practical conferences, symposia, forums; implementation of digitalization in sports.

Gerontotechnology and diseases of the mucous membranes of the oral cavity

2019 ◽  
Author(s):  
Светлана Токмакова ◽  
S. Tokmakova ◽  
Ольга Бондаренко ◽  
Ol'ga Bondarenko ◽  
Татьяна Воблова ◽  
...  
Keyword(s):  
Oral Cavity ◽  
Role Playing ◽  
Educational Process ◽  
Self Control ◽  
Practical Training ◽  
Persons With Disabilities ◽  
Role Playing Games ◽  
Mucous Membranes ◽  
The Subject ◽  
Independent Work

The manual is designed to study the diagnosis, differential diagnosis, prevention and treatment of diseases of the oral mucosa. In the formation of a text base tutorials used program of discipline "Stomatology" module "Gerontotechnology and diseases of the mucous membranes of the oral cavity". All the themes associated with the programs, the curricula of training on discipline "Stomatology" and the professional standard "dentist". In accordance with the requirements of the GEF, in the educational process are widely used active and interactive forms of training, such as group discussions, role-playing games, solving situational problems, etc. Independent work of students involves preparing for practical training in the system of distance learning agmu (Moodle). For persons with disabilities of the musculoskeletal system and persons with disabilities provides the opportunity to remotely familiarize themselves with the materials of classes, as well as testing on the topics of practical training in Moodle. Manual allows to deepen knowledge on the subject "Dentistry" module "Gerontotechnology and diseases of the mucous membranes of the mouth" with the formation of students ' skills of independent synthesis of a coherent picture of the subject. The textbook consists of an introduction, chapters, control tasks, conclusion, standard answers to control tasks, references and abbreviations. For ease of perception, a uniform organization and categorization of the text of all chapters has been introduced. At the end of each Chapter, control questions, test tasks and situational tasks are proposed, aimed at consolidating the material and assessing the effectiveness of mastering the studied topic. Situational task contains: the patient's complaints, anamnesis, data of objective examination and the assignment to her. For self-control of students in the manual answers to test tasks and situational tasks. The publication is intended for students of dental faculties of medical schools, as additional literature and to prepare for GIA.

scholarly journals Recommendations to the command staff on maintaining a stable psychological state of the crew of an emergency submarine

2021 ◽  
Vol 7 (2) ◽  
pp. 24-32
Author(s):  
А. М. Andrijchenko ◽  
P. A. Yemushintsev ◽  
V. V. Mikulich
Keyword(s):  
Personnel Management ◽  
Self Regulation ◽  
Self Control ◽  
Psychological State ◽  
Working Capacity ◽  
Factors Affecting ◽  
Psychoemotional State

Purpose: systematization of recommendations to the submarine command personnel on personnel management and first psychological aid in an emergency, based on the previously theoretically modeled dynamics of the psychological state of the crew of an emergency submarine.Materials and methods:analysis of methodological manuals for preserving and improving the working capacity of a person in stressful situations, studying the available literature on the actions of submarine personnel at the time of the accident.Results and discussion:based on the results of the previously studied factors affecting the dynamics of the psychological state of the crew of the damaged submarine, the selection and systematization of the available methods of influence and management of personnel in different periods of the development of the accident was carried out, possible methods of self-control and self-regulation of the psychoemotional state were proposed to the command personnel.

scholarly journals Development of creativity of the "digital generation" students through the organization of creative activities in the creatively oriented educational process of the university

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Natalia Matolygina ◽  
Ekaterina Podgornaya ◽  
Lidia Ruglova
Keyword(s):  
Role Playing ◽  
Educational Process ◽  
Functional Mobility ◽  
Self Control ◽  
Professional Activity ◽  
Initial Development ◽  
Role Playing Games ◽  
Creative Person ◽  
Creative Abilities ◽  
Development Of Students

Today, the world around us, including the professional environment, is changing rapidly. Employers are having new requirements for employees. The employee must not only be a good performer, but also have spatial and functional mobility, i.e. be a creative person who is able to adapt and improve in connection with changing circumstances. Therefore, at present, it is necessary to pay great attention to the development of students ' creativity in educational classes at universities. The authors understand creativity as the ability of a person to non-standard creative thinking and behavior, with further awareness and development of their experience. Well-organized training sessions that develop creative abilities, such as business and role-playing games, case studies, project activities, combined with the use of electronic educational resources, contribute to the education of students ' confidence, self-control, teamwork, teach business communication and respect for others, teach them an unconventional approach to traditional habitual phenomena and help them in the initial development of professional activity. The authors note the great role of the teacher in the development of students ' creative abilities, especially if the teacher himself is a creative person. A creative teacher has professional and personal attractiveness in the eyes of students, due to his openness, benevolence and accessibility in communication, especially with the "alienated" communication that is common in the modern educational world. The authors prove on the basis of data from constant surveys and conversations with students and graduates in training classes, during personal meetings, in social messengers (VKontakte, WhatsApp, LinkedIn) and other means of communication that their active participation in business and role-playing games, project competitions, student debates, solving cases helped them in the initial development of professional activity.

scholarly journals THE PEDAGOGICAL EVALUATION OF THE RESPONSIVENESS OF PRE-SERVICE TEACHERS

2020 ◽  
Vol 1 ◽  
pp. 276
Author(s):  
Inese Jurgena ◽  
Dagnija Cēdere ◽  
Ingrīda Keviša
Keyword(s):  
Professional Training ◽  
School Teacher ◽  
Self Regulation ◽  
Theoretical Method ◽  
Empirical Method ◽  
Educational Process ◽  
Full Time ◽  
School Teachers ◽  
Social And Emotional ◽  
Part Time Students

With the guidelines for pre-school education coming into effect, a paradigm change has occurred in Latvia, focusing on a child-centred educational process. Contradictions can be observed in the professional training of pre-school teachers. Clearly, pre-school educators ensure the transfer of values to the next generation and the stability of the system of education; nevertheless, their activity is often focused on imparting reproductive knowledge and skills and following familiar algorithms and stereotypes. The innovative trend – the development of child’s social and emotional skills – is not always dominant in the work of pre-school teachers. The aim of the research is to analyse the views of students, pre-service teachers, about teacher’s responsiveness in pedagogical activity. The research methods include the theoretical method – the analysis of theoretical literature, regulatory documents and academic studies - and the empirical method – surveys. The data have been processed with SPSS program. 247 full-time and part-time students of the University of Latvia participated in the study. The authors of the article concluded that pre-service teachers’ understanding of teacher’s responsiveness is sufficient. Most students are aware of the importance of teacher’s supportive reactions, responsibility and leadership in the regulation of child’s emotions. Pre-school teacher training plays an important role in the implementation of the social-emotional learning process, paying particular attention to raising students’ awareness of the role of emotions in the development of child’s self-regulation and the advancement of teachers’ skills in building positive and supportive relationships with children and parents.  

Parasympathetic Concomitants of Habitual, Spontaneous, and Instructed Emotional Suppression

2017 ◽  
Vol 31 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Asmir Gračanin ◽  
Igor Kardum ◽  
Jasna Hudek-Knežević
Keyword(s):  
Negative Emotion ◽  
Self Regulation ◽  
Experimental Manipulation ◽  
Task Demands ◽  
Self Control ◽  
Integration Model ◽  
Sinus Arrhythmia ◽  
Emotional Suppression ◽  
Emotion Experience ◽  
Similar Relation

Abstract. The neurovisceral integration model proposes that different forms of self-regulation, including the emotional suppression, are characterized by the activation of neural network whose workings are also reflected in respiratory sinus arrhythmia (RSA). However, most of the previous studies failed to observe theoretically expected increases in RSA during emotional suppression. Even when such effects were observed, it was not clear whether they resulted from specific task demands, a decrease in muscle activity, or they were the consequence of more specific self-control processes. We investigated the relation between habitual or trait-like suppression, spontaneous, and instructed suppression with changes in RSA during negative emotion experience. A modest positive correlation between spontaneous situational and habitual suppression was observed across two experimental tasks. Furthermore, the results showed greater RSA increase among participants who experienced higher negative affect (NA) increase and reported higher spontaneous suppression than among those with higher NA increase and lower spontaneous suppression. Importantly, this effect was independent from the habitual suppression and observable facial expressions. The results of the additional task based on experimental manipulation, rather than spontaneous use of situational suppression, indicated a similar relation between suppression and RSA. Our results consistently demonstrate that emotional suppression, especially its self-regulation component, is followed by the increase in parasympathetic activity.

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