Cases on the development of components of pedagogical activity

Researcher, trainer of the DeSTT project,

Case 1

Generalized formulation of the problem: A modern teacher, solving various problems of education, focuses on the formation of abilities that allow one to act effectively in an actual life situation, having which a graduate of an educational institution can adapt to changing conditions, work in various teams, constructively resolve various conflict situations, take managerial solutions in non-standard situations.

Context of the task solution: Having familiarized themselves with the task, students need to analyze the current situation and offer their version of building an effective communication process.

Upon completion of the analysis of the proposed situations, students must prove the advantages of the program of action they have chosen and the appropriateness of applying the style of leadership they have chosen in this situation.

Situation 1

You are a teacher of the final class and conduct trial testing in preparation for the UNT (Unified National Testing). One of the students in your class is not tested. You were told that she was ill. In the evening of the same day, you meet her in one of the city's shopping centers. She feels in perfect health, looks rested, and even prettier as it seemed to you.

What will you say to your student? Where will you start the conversation? How should this incident end?

Situation 2

You are the headteacher for academic work. After the city competition of projects, several students of your school won prizes; among those who should be awarded a certificate and a cash prize is Sidorov, whom you warned about the need to appear at the solemn meeting, where he will be awarded a certificate and a prize. Sidorov, together with his parents, appeared at the solemn meeting, but they did not hand him a diploma and a prize for reasons unknown to you. The next day, without having time to figure out the cause of the misunderstanding, you accidentally run into Sidorov in the corridor.

What are the possible options for the development of the situation? How would you behave in each of them?

Essential tasks that will lead to the solution:

1. Based on the study of psychological and pedagogical literature, identify the principles and rules of effective communication.

2. Identify the leading individual and age characteristics inherent in the participants in the proposed situations.

3. Make a plan of proposed actions to resolve situations.

4. Think through and compose a dialogue with the participants in the situations.

Problem solution product: Psychological analysis of the proposed situations.

Case 2

 Generalized formulation of the problem: Modern education practice involves implementing a student-centered approach, which focuses on taking into account the individual psychological properties and qualities of students. Following this, it is essential to consider the peculiarities of students' perceptions and knowledge about their leading representative systems in the learning process.

Representational system - (representation system, sensory channel) the preferred way of perceiving, processing, and utilizing information from the outside world. The representational system answers the question of how a person thinks.

There are four variants of such systems: the visual system - "see," the auditory system - "hear," the kinesthetic system - "feel," and the system, which is conventionally called the "thinking type" - digital or discrete. Information comes to a person from the five senses. However, the leader is often only one of them.

Thus, according to perception and information processing, people are divided into visuals, kinesthetic, auditory, and digital (discrete).

Visual - a person who perceives most of the information with the help of vision. The picture, the image is the main thing. The visual will always notice how you look, who was wearing what at the party, and instead of the radio, turn on the TV. The visual remembers better what he saw; the most understandable explanation for him is diagrams and graphs. They try to look impeccable, maintain order in the workplace, and be neat.

The speech of the visual is usually loud and fast, facial expressions and gestures are expressive and bright, and they are characterized by throwing up their hands. In a conversation, they need distance (to see better) and avoid touching. Sits and usually stands straight, shoulders straightened, head raised. Looks more up.

Visuals make decisions quickly; more often, they speak thoughtlessly. Visuals can be required to solve problems quickly.

When doing work in class or at home, it is recommended that the visual be allowed to have a sheet on hand on which, in the process of comprehending and memorizing the material, he can draw, hatch, draw, etc.

An auditory person receives basic information through hearing. More important is not what they say but how it is said - timbre, intonation, tone. They often have a melodic voice; they like to hear themselves. Any disharmony - the creak of a floorboard, the noise of a fallen object, sharp and loud sounds - pisses me off. Unable to concentrate in a noisy environment. Music helps both in work and in leisure.

The conversation is the most important thing for the auditory, so they talk a lot, their vocabulary is rich, and in their speech, you can find both visual and kinesthetic words. The posture of the auditory is straight, slightly leaning forward, and the head is tilted to one side. It is often referred to as the "telephone pose." Audials love the phone very much and strive to solve as many issues as possible over the phone.

They remember better what was explained to them. It takes some time to evaluate charts and diagrams. When thinking and remembering, they often "speak" in a whisper.

Kinesthetic - one who perceives information through other sensations (smell, touch, etc.) and with the help of movements. For kinesthetics, feelings, and sensations are more important. They value comfort and can wear the same clothes for years because they are comfortable. They try to surround themselves with objects with a pronounced texture, preferring soft, warm, velvety, and smooth.

Kinesthetics often go in for sports; they just need movement (therefore, kinesthetic babies love outdoor games more than others, and, as a rule, they start walking earlier than others).

They speak slowly, with pauses. Gestures are calm and smooth at the level of the lower part of the body. They try to get as close as possible to the interlocutor so that they can touch.

The kinesthetic takes time to make a decision.

Discrete (digital) - a person whose perception of information occurs through logical comprehension, with the help of numbers, signs, and logical arguments. This category of people is the least common, and children, including schoolchildren, are usually not typical.

The context for solving the problem: Develop didactic and methodological materials for representatives of different representative systems.

Essential tasks that will lead to the solution:

1. Determine the leading representative system of students in your class using the presented methodology.

Method for diagnosing the leading representative system:

Choose from the given phrases below the one that, in your opinion, is the most appropriate, and accurate for you to this concept. If several of the phrases seem equally suitable to you, or vice versa, but none of them fits precisely, choose the one phrase that, in your opinion, maybe the closest.

1. "Speed" is...

a) quick change of scenery, the flickering of trees, houses (+)

b) wind noise, tires rustling, brake screeching (*)

c) rapid heartbeat; the feeling of the wind hitting your face (@)

2. "Bad weather" is...

a) the howl of the wind, the sound of drops (*)

b) chilly, damp feeling, moist air (@)

c) dull sky, gray clouds (+)

3. "Honey" is ...

a) sweet smell, sticky lips, viscous (@)

b) golden, transparent liquid (+)

c) the clap of an opening jar, the sound of spoons, the buzzing of bees (*)

4. "Sea" is ...

a) blue-green water, big waves with white crests (+)

b) warm, salty water, hot sand (@)

c) the sound of the surf, the rustle of the waves, the cries of seagulls (*)

5. "Fatigue" is ...

a) the body aches, the head is heavy, lethargy (@)

b) the world around seems gray, colorless, a veil before the eyes (+)

c) loud sounds are annoying; I want silence (*)

6. "Apple" is ...

a) a sonorous bite crunch (*)

b) round fruit, red, yellow, or green, on a tall tree (+)

c) sweet and sour, juicy taste, the smell of jam (@)

7. "Snow" is ...

a) sparkling white veil sparkling in the sun (+)

b) cold, soft, fluffy (@)

c) creaks underfoot, crackling crust (*)

8. "Evening" is ...

a) blurry colors, bright lights of lanterns, long shadows (+)

b) muffled sounds, voices of loved ones, dinner sizzling in a frying pan (*)

c) a feeling of pleasant fatigue, a soft, comfortable chair, a cup of hot tea (@)

9. "At the campfire" is ...

a) heat, smoke stings eyes, warms (@)

b) tongues of red flame, flashing coals, gray smoke (+)

c) crackling of coals, the hissing of firewood, the gurgling of water in a pot (*)

10. "Tree" is ...

a) rustling of leaves, crackling of branches, creaking of branches (*)

b) a tall, straight brown trunk, a green crown, the rays of the sun peep through the foliage (+)

c) rough bark, soft foliage, fresh smell (@)

11. "Library" is ...

a) rustle of pages, muffled speech, creaking of chairs (*)

b) books with smooth covers, heavy volumes, the smell of old books (@)

c) glossy and matte, colorful and multi-colored book covers; high racks (+)

12. "City" is ...

a) enticing shop windows, variety and mixing of different smells (@)

b) tall buildings, gray pavements, bright billboards, colorful cars (+)

c) the noise of cars, the hum of voices, the howling of sirens, the slamming of doors (*)

13. "Morning" is ...

a) light blue sky, clear air, the pink sun appearing over the horizon (+)

b) chirping of birds, silence, quiet rustling of leaves (*)

c) cool air, damp grass, warm rays of the sun, breathe deeply (@)

14. "Repair" is ...

a) the smell of dust, paint, varnish; wet, freshly glued wallpaper (@)

b) clean wallpaper, white ceiling, mess (+)

c) the sound of a hammer, the squeal of a drill, the echo in empty rooms (*)

15. "Grocery store" is ...

a) bright advertising posters; racks with goods in colored packages; beautifully arranged jars, boxes, etc. (+)

b) the rumbling of refrigeration units, the ringing of a cash register, unobtrusive music pouring from the speakers (*)

c) a mixture of smells, pushing buyers (@).

               Count the number of responses (+), (*), and (@).

Test key:

If (+) answers predominate, your leading sensory representational system is visual.

If answers (*) predominate, then auditory.

If answers (@) predominate, then kinesthetic.

2. Develop a version of didactic material on one of the topics of your subject, taking into account the identified leading representative system of students in your class; apply the developed material in the organization of the training session.

3. Make recommendations for effective interaction with representatives of various representative systems.

Problem solution product: Didactic material. List of recommendations.

Case 3

Generalized formulation of the task: The teacher-leader is distinguished by lability, the ability to take into account the slightest changes in the environment, and the mood and condition of his students. The teacher must have a wide range of practical interaction skills, using various behavioral models, positions, and ego states.

Transactional analysis of communication is a branch of psychology founded by Eric Berne (the USA, 1955). Transactional analysis is based on the philosophical assumption that each person will be "okay" when he holds his own life in his own hands and takes responsibility for it. A transaction is an action (action) directed at another person. This is the unit of communication. The concept of E. Bern was created in response to the need to provide psychological assistance to people who have problems in communication.

E. Bern distinguishes the following three components of a person's personality, which determine the nature of communication between people: parental, adult, and childish.

Characteristics of ego states:

Parent

I - that tells us what we should do, how we should behave. This I is all-knowing, all evaluating, dogmatic, 

with the consciousness of its own superiority 

and the right to judge and punish everyone. However, it is also associated with knowledge, wisdom, and 

the ability to protect the weak with mercy.

The parental self, consisting of rules of conduct, and norms, allows the individual to navigate everyday 

situations successfully and “launches” helpful, 

proven stereotypes of behavior, freeing the mind from being loaded with simple, mundane tasks.

In addition, the Parental Self provides a high probability of success and behavior in situations of lack of 

time for reflection, analysis, and consideration 

of the possibilities of behavior in turn.

Verbal signs - words and expressions like: a) must, must not, never, must, because I said so, do not 

ask questions about what people think (say); 

b) value judgments: stubborn, stupid, insignificant, poor fellow, clever, excellent, capable.

Appeal You - You (I am addressed to YOU, I turn to You).

Behavioral (non-verbal) signs: pointing gesture (accusation, threat), raised a finger, pat on the back, 

cheek; authoritarian postures 

(hands on hips, crossed on chest), looking down (head thrown back), knocking on the table, etc.; 

the tone of voice mocking, haughty, 

accusing, patronizing, sympathetic.

Adult

I am the voice of reason; it carries aspects of an adult such as prudence and rationalism, sobriety 

and balanced assessments, understanding the 

relativity of norms and principles, precise control over one’s actions, awareness of aspirations, and 

appropriate goal setting. The Adult Self, unlike 

the Parental Self, promotes adaptation not in standard, specific situations but in unique situations 

that require reflection, giving freedom of choice, 

and, at the same time, the need to be aware of the consequences and make responsible 

decision-making.

Verbal signs: the statement expresses an opinion, not a peremptory judgment, uses expressions

 like: thus, probably, relatively, comparatively, 

appropriate, alternative, in my opinion, as far as possible, let us consider the reasons, etc.

Appeal You - You and You - You.

Behavioral (non-verbal) signs: posture is straight (but not frozen); the face is turned to the 

interlocutor, openly, interested: natural gestures in 

the conversation; eye contact at the same level with a partner; the voice is intelligible, clear, 

calm, even, without excessive emotions.

Child

 I - that carries looseness, impulsiveness, ease, fantasies, curiosity, creative impulses, and 

at the same time such sides as helplessness, insecurity,

intemperance, naivety, and fearfulness. The child’s self also performs special functions that

are not characteristic of the other two components 

of the personality. It is “responsible” for creativity, originality, relaxation of tension, and 

obtaining pleasant, sometimes “sharp” impressions, 

necessary to a certain extent for everyday life.

In addition, the Child Self enters the scene when a person does not feel strong enough to 

solve problems on his own: unable to overcome 

difficulties and / or resist the pressure of another person. This I is subdivided into: natural 

childish I (spontaneous reactions such as joy, 

sadness, etc.), adapting childish I (adapting, serving, fearful, guilty, hesitant, etc.), and 

objecting childish I.

Verbal signs: a) exclamations: here they are!, God!, damn it!; b) the words of the egocentric 

circle: I want, I can’t, but what do I care, 

I do not know, and I do not want to know, etc.; c) appeal to others: help me, you do not 

love me, you will regret; d) self-deprecating 

expressions: I’m a fool, nothing works out for me, etc.

Appeal You - You and You - You.

Behavioral (non-verbal) signs: involuntary squirming, fidgeting, shrugging, hand trembling,

 redness, rolling eyes, downcast eyes, 

looking up; intonation begging, whining, fast and loud voice, angry and stubborn silence, 

teasing, malevolence, excitement, etc.

Problem Solving Context: Find the most effective ways to communicate when interacting with people who have different ego states.

Key tasks that will lead to the solution:

1. Evaluate how these three I are combined in your behavior.

Please rate the following statements on a scale from 0 to 10:

1. I sometimes lack endurance

2. If my desires interfere with me, then I know how to suppress them.

3. Parents, as more mature people, should arrange the family life of their children

4. I sometimes exaggerate my role in any events.

5. It's not easy to trick me

6. I would love to be a teacher

7. Sometimes I want to fool around like a little one

8. I think that I correctly understand all the events that are taking place.

9. Everyone Must Do Their Duty

10. Often I do not act as it should, but as I want.

11. When making decisions, I try to think through the consequences.

12. The younger generation should learn from the older how they should live.

13. I, like many people, can be touchy.

14. I manage to see more in people than they say about themselves.

15. Children must unconditionally follow the instructions of their parents.

16. I am a passionate person

17. My main criterion for evaluating a person is objectivity.

18. My views are unshakable.

19. It happens that I do not yield in an argument just because I do not want to yield.

20. Rules are justified only as long as they are useful.

21. People must follow all the rules no matter the circumstances.

Calculate separately the sum of points for the following statements:

1, 4, 7, 10, 13, 16, 19 (D - "child");

2, 5, 8, 11, 14, 17, 20 (B - "adult");

3, 6, 9, 12, 15, 18, 21 (P - "parent").

Arrange the corresponding characters in descending order of weight. If you have obtained the VDR formula, you have a developed sense of responsibility, are moderately impulsive and spontaneous, and are not prone to edification and teaching.

It is worse if R is in the first place. Categoricalness and self-confidence are contraindicated, for example, for a teacher, an organizer - in a word, for everyone who mainly deals with people and not with machines.

The combination of WFD can sometimes complicate the owner's life of such a characteristic. The "parent" cuts the "truth-womb" with childish spontaneity, without doubting anything and not caring about the consequences.

The formula is an entirely acceptable option, say, for scientific work at the head of the priority. Einstein, for example, once jokingly explained the reasons for his scientific success by saying that he developed slowly and thought about many questions only when people usually stopped thinking about them.1. Make up dialogues (at least three), the participants of which are persons with different ego states.

For example,

a)

- I don't understand how you can wear pants like that to school! It's just awful! (Parent)

- And I like only such! (Child).

b)

- Why are you late? (Parent)

- My alarm clock is broken. (Child)

Something is always happening to you! If I were you, I would… (Parent).

in)

- Mom, have you seen where my jacket is? (Adult)

- I saw it. She is on a chair in a large room. You always lose everything! (Parent).

3. Justify why this or that participant in the dialogue demonstrates a certain ego state.

4. Determine how transactions can change depending on the behavior of the partner.

5. Analyze the dialogues in terms of effective communication. Make recommendations for constructive resolution of communication situations.

Problem solution product: Dialogue analysis. List of recommendations.

Problem solution product: Didactic material. List of recommendations.

Case 4

Generalized formulation of the task: A modern education manager is, first of all, a leader with systems thinking, able to motivate others, and able to predict, plan, and organize a team for the implementation of projects.

Context of the task solution: You act as a class teacher of one of the graduating classes of your school. You have been tasked to participate in the project in the city competition. Your team consists of six students, each of whom has leadership ambitions; as a result, conflicts arise when working together on projects.

Characteristics of students:

Ivan has an analytical mindset; he has well-developed organizational skills. When preparing project materials, reports can make mistakes. Rigid, a directive in communication. Believes that only he works in a team;

Aigul is a creative person, bursting with new ideas, but he can make mistakes when preparing a project presentation and additional materials. Emotional takes any claims personally. He considers himself the most influential member of the team.

Artur has an average knowledge of most school disciplines but effectively presents projects at various competitions. He likes to be the center of attention, periodically criticizes other team members for their mistakes, and is the initiator of many conflicts. He believes that many projects and events would have failed without him;

Touchy take all comments with hostility. Alena is careful when working with literature, and documents, rarely make mistakes, has an analytical mindset, and has well-developed organizational skills. I'm sure she is underestimated.

Baurzhan is a creative person; he easily comes up with new ideas but may not see them through to the end. Wrong answers. Hot-tempered can start intrigues in the team. He believes that the success of most projects is his merit;

Zhanat can easily convince his interlocutor and effectively makes presentations. Often acts as the initiator of conflicts. He likes to be in the spotlight; he clearly "misses the stage."

You are faced with setting a common goal and setting up your students for group work, competently distributing tasks, and motivating each student to work, considering his characteristics.

Project objectives:

• setting goals, organizing work, coordinating team activities (1 student);

• selection of theoretical material on the topic of the project; drawing up a plan for a project study (3 students);

• conducting project research (2 students);

• analysis of the data obtained as a result of the study, preparation of a report (2 students);

• preparing a presentation for the competition (1 student);

• performance at the competition of projects, presentation of results (1 student).

Essential tasks that will lead to the solution:

1. Determine the topic of the proposed project.

2. Study students' characteristics, and highlight the "strong" and "weak" sides.

3. Distribute the designated roles.

4. Prove the effectiveness of the team's work, taking into account the roles of participants distributed by you.

Problem solution product: A table with the distribution of the roles of project participants.

 Case 5

1. Generalized formulation of the problem: The main reason for the low level of knowledge acquisition by students is their lack of learning motivation. To arouse interest in a subject is half the success in learning. Students cannot be taught to learn successfully if they treat learning and knowledge indifferently, without interest, and without realizing their needs.

2. Context for solving the problem: Develop an algorithm for the teacher's actions to form and develop students' motivation for the subject.

3. Key tasks that will lead to the solution:

4. Based on psychological and pedagogical literature, identify the features of the motivational sphere of students of different ages (primary school student, teenager, high school student, student, adult).

5. Formulate techniques (methods, ways, means) to form and develop students' motivation to study your subject.

6. Describe the specifics of the teacher's activities related to the motivation for studying your subject. Problem solution product: Conceptual table. 

Case 6

 Generalized formulation of the problem: In one climate, a plant can flourish; in another - it withers away. The climate in an educational institution has a powerful influence on the successes and failures of each student and, of course, affects his or today's life and tomorrow's views and activities. The same can be said about the psychological climate in the class team. The level of comfort in the class team is directly related to the effectiveness of the educational process.

The context for solving the problem: Develop an algorithm for the teacher's actions to create a favorable psychological climate in the class team.

Key tasks that will lead to the solution:

1. Based on the analysis of psychological and pedagogical literature, highlight the factors that influence the formation of a favorable psychological climate in the team and the factors that contribute to the deterioration of the psychological climate in the classroom.

2. Give examples of situations that would improve the psychological climate in the student team and examples of situations that would hurt the psychological climate, taking into account the students' age, current needs, and problems.

3. Formulate techniques (methods, ways, means) for creating a favorable psychological climate in the student team.

4. 2. Describe the specifics of the teacher's activities related to forming a favorable psychological climate in the student team.

Problem solution product: Scheme-compendium "Factors influencing the formation of a favorable psychological climate in the classroom." Essay "How to improve the psychological climate in the classroom?".

Case 7

 Generalized formulation of the task: According to most teachers, the traditional lesson cannot solve all the variety of educational tasks. The teacher-leader is looking for new ways to update educational practice, inventing new forms.

Problem-solving context: Within your academic discipline, develop an option for conducting an extracurricular activity that can arouse interest and motivation for learning among students.

Key tasks that will lead to the solution:

1. Based on the study of psychological and pedagogical literature, highlight the patterns of development of the cognitive interest of students.

2. Justify the choice of extracurricular activities (compliance with the goals, actual needs, age characteristics of students, etc.).

The choice of the form of the event can be reflected in the table.

For example,

1. Develop a plan-outline of an extracurricular activity, if possible, put it into practice.

2. Conduct a self-evaluation of the session.

Problem solution product: Outline of an extracurricular activity. Holding an event in one of the forms.

Case 8

Generalized formulation of the task: The teacher-leader can creatively approach the search for ways to activate and intensify the learning process and apply innovative methods that contribute to the activation of the cognitive activity of students.

The context for solving the problem: Organize the learning activities of schoolchildren in the course of the subject you teach, using innovative teaching methods.

Essential tasks that will lead to the solution:

1. Based on the psychological and pedagogical literature study, highlight the patterns and ways to implement innovative teaching methods (project activities, case studies, problem-based learning, developing critical thinking, etc.).

2. Highlight topics in your subject content that can be explored through this or that innovative teaching method.

3. Determine the nature of the teacher's interaction with students in the context of learning through innovative teaching methods.

4. Describe the specifics of the teacher's activity related to the inclusion of schoolchildren in the innovative educational process.

Problem solution product: Technological map of studying the educational topic through an innovative teaching method.

Case 9

Generalized formulation of the task: In the list of professional and personal qualities of a teacher-leader, among the mandatory ones, such a quality as pedagogical reflection is distinguished - the ability to analyze the content and results of one's pedagogical activity, correlate these data with the goals and objectives set, identify the causes of success and failure in working with students.

The context for solving the problem: Develop an algorithm to develop pedagogical reflection for the teacher's actions.

Key tasks that will lead to the solution:

1. Diagnose your reflective abilities using the proposed questionnaire.

Questionnaire-test to identify the level of reflection

1. I believe that before starting work, you should create a holistic view of the upcoming activity.

a) no; b) maybe; c) yes.

2. When creating a holistic view of the prepared speech (event, etc.), I usually use the following methods:

a) read the abstract;

b) I analyze in detail the structure and content of the speech;

c) I play various options, choosing the best (optimal).

3. Working out the details of a lesson or event, I correlate them with my ideas about the pace, rhythm, place of individual details in general.

a) no; b) maybe; c) yes.

4. From the very beginning, I accurately determine the course of the speech, class, event (what and when to say, whom and when to ask, etc.) and, if possible, do not change it.

a) no; b) maybe; c) yes.

5. Having prepared an oral presentation, I usually play it in its entirety, correcting individual details based on my own ideas about the features of its conduct. a) no; b) maybe; c) yes.

6. In public speaking (at a seminar, conference, etc.), I try to convey to the audience the content, the meaning of the text, adjusting, taking into account this, the features of my own speech (voice sound, tempo, etc.).

a) no; b) maybe; c) yes.

7. It is not difficult for me to imagine and recall any emotional mood, feeling experienced in a certain situation, as well as my thoughts about the content of the work performed, and its features.

a) no; b) maybe; c) yes.

8. Usually I manage to comprehend and understand not only the text educational and cognitive material I have seen and heard, but also presented in graphs, tables, diagrams.

a) no; b) maybe; c) yes.

9. As a rule, I can mentally imagine those people (colleagues, parents, etc.) to whom I have to speak with a message. Sometimes I even imagine their faces and expressions in their eyes.

a) no; b) maybe; c) yes.

10. I always emotionally experience the activity I perform.

a) no; b) maybe; c) yes.

11. As a rule, I do not get physically tired from the activities or activities that I have to do.

a) no; b) maybe; c) yes.

12. With intensive training, I manage to show sufficient motor dexterity and speed in performing actions.

a) no; b) maybe; c) yes.

13. With appropriate preparation, I manage to achieve high-quality performance of a task, a lesson or an educational event.

a) no; b) maybe; c) yes.

14. When performing assignments, preparing for classes or educational events, my knowledge of working with text helps me a lot.

a) no; b) maybe; c) yes.

15. I can perform tasks of varying degrees of complexity in teaching practice, of course, within the limits of the requirements of the teacher.

a) no; b) maybe; c) yes.

16. I believe that the success of the task depends on how deeply a person delves into the content of the upcoming activity.

a) no; b) maybe; c) yes.

17. It seems to me that I can correctly and objectively assess my real capabilities.

a) no; b) maybe; c) yes.

18. When I speak in front of an audience, I can usually control my performance and make the necessary adjustments.

a) no; b) maybe; c) yes.

19. Usually, before a performance or participation in an event, I manage to tune in to the right mood, enter the appropriate emotional state.

a) no; b) maybe; c) yes.

20. Speaking with a message, holding an event, I can counteract various external and internal interference, show emotional stability and manage my attention.

a) no; b) maybe; c) yes.

21. My appearance in a given situation is always determined by the characteristics of the activity performed.

a) no; b) maybe; c) yes.

23. When communicating with the audience, I usually focus on the emotions and other responses of the listeners.

a) no; b) maybe; c) yes.

24. My facial expressions during a public speech are closely related to its content.

a) no; b) maybe; c) yes.

25. In public speaking, I always control my external movements (pantomime), providing contact with the audience.

a) no; b) maybe; c) yes.

26. During an educational event, report, etc. I usually keep in the field of my attention both the content of the material, and myself, and the reactions of the audience to my performance.

a) no; b) maybe; c) yes.

27. I have my own ideal (standard, whom I look up to) in professional and pedagogical activity; I know what to strive for.

a) no; b) maybe; c) yes.

28. Usually I independently find and acquire information concerning both my occupations connected with pedagogical activity, and me personally, my professional possibilities.

29. I usually use my time for classes rationally.

a) no; b) maybe; c) yes.

30. I always clearly define the goals and action plan that are significant to me, choose the most appropriate ways to achieve the goal.

a) no; b) maybe; c) yes.

31. When I am working on the text of an upcoming speech, an outline of a lesson, or a plan for an educational event, I usually manage to correct errors and shortcomings that arise; the ability to tune in to the upcoming activity helps me in this, to enter the desired image, to find the appropriate emotional state.

a) no; b) maybe; c) yes.

32. I usually correctly and objectively evaluate my real possibilities, actions and deeds, and also control them.

a) no; b) maybe; c) yes.

Processing the results of the test questionnaire. 

Each answer corresponding to the letter "a" is assigned 1 point; the letter "b" - 2 points; the letter "c" - 3 points.

Evaluation of results:

32-42 - very low (zero) level;

43-60 points - low level;

61-78 - average level;

79-96 - high level.

1. Analyze the survey results, highlighting your "strong" and "weak" aspects of professional activity.

2. Formulate recommendations for the development of pedagogical reflection, taking into account your survey results.

Problem solution product: List of recommendations.

Case 10

Generalized formulation of the task: In order for the professional activity of a teacher to be successful, he must be able to predict, plan and implement his professional development.

Context of the problem solution: With the inclusion in the direct professional and pedagogical activity, you need to consider your capabilities, individual characteristics, and professional and life plans.

The key task that will lead to the solution is to draw up a professional development program.

Problem solution product: Professional self-development program.