PSYCHOLOGICAL ASPECTS OF EMOTIONALLY ORIENTED PEDAGOGICAL COMMUNICATION

Abstract

The article examines a problem of optimizing pedagogical communication by understanding its emotional component. The objective of the work is to substantiate the role of nonverbal communication in emotionally-oriented pedagogical communication. The tasks of the study are to determine the place of basic emotions in pedagogical communication, describe features of their external facial expression and analyze internal psychological content. The methodological basis of the work is the position on the determining role of emotions in the regulation of the mental and physical activity of the body. Thanks to emotion recognition, interaction participants can judge the true intentions and states of a communication partner. Particular attention is paid to the teacher’s ability to read emotions from nonverbal facial expressions. The article reveals the role of the internal psychological component of various emotions in their relationship with external facial manifestations, which constitutes novelty of the study. For the first time, the concept of “reading” a person is considered in relation to pedagogical communication. It is noted that the technique of “reading” non-verbal manifestations is also successfully implemented in online communication, which allows you to sufficiently focus on the opponent’s facial expressions. The conclusion is made about the importance of a university teacher or school teacher’s ability to adequately perceive the emotional profile of students and control their own emotional manifestations in professional communication. The problem of developing the emotional intelligence of teachers and students and the creation of special programs and organizational conditions for this are proposed as a promising area of research.