TYPES OF TOLERANT INTERACTION OF PRIMARY SCHOOL TEACHERS WITH STUDENTS

Abstract

Much of modern pedagogical technology is based on the ideas of collaborative pedagogy. Cooperation itself saturates the educational process with mutual orientation, joy of knowledge, success, mutual respect and mutual understanding as manifestations of tolerance. Education of tolerant relationships belongs to the field of formation of social communications. Their indicators are: the ability to take responsibility and control their own actions; the ability to express an adequate emotional response to events; desire to understand other people on the basis of mastering information [2, p. 16]. The attitude to interaction develops in each child as a quality of his/her personality. The teacher consolidates the relationship with children by educating them in the skills of cooperation, creating situations in the classroom and practicing cooperation in the learning process. Tolerant interaction of primary school teachers with students is most evident in the process of building dialogue, cooperation and guardianship. The main function of dialogic interaction is to stimulate the individual's ability to self-development and self-realization, as well as the development of creative potential with a focus on individual abilities, experience, character and level of needs. Peculiarities of educational dialogue as a type of tolerant interaction are: equality of positions of student and teacher; absence of assessment, full acceptance of the student as he/she is; special emotional color of communication; sincerity and naturalness in the expression of emotions. This characteristic of dialogic interaction is the foundation of tolerance and tolerant beliefs [5, p. 111]. In the process of dialogue there is a development of independence and critical thinking, initiative and students’ own position, the desire to discuss and solve the problem posed for them. A dialogue teaches students to think, reason, compare, analyze and synthesize the information obtained. Particular attention should be paid to the dialogical position of the teacher: tolerant attitude to different views of students, willingness to take mutually exclusive views on the problem and find a collegial solution of it based on the evidence and argumentation of the positions of dialogue participants [3, p. 45].