Classroom Tactics Selection for Effective Pedagogical Practice

ORIENTING BASIS OF AN ACTION OF CHOOSING CLASSROOM TACTICS FOR STUDENTS IN PEDAGOGICAL PRACTICE Pshenichnyuk Diana, Yakushina Anastasiya Lomonosov MSU, Moscow, 2023

In memory of an outstanding scientist and amazing inspirational leader Nina F. Talyzina (1923-2018) 2

STUDENTS IN PEDAGOGICAL PRACTICE The challenge for the students is facing in their first ever teaching placement is the relevance of the work. HOW TO KNOW WHO ARE IN YOUR CLASS AUDIENCE? 3

ONE POSSIBLE SOLVING OF MAIN PROBLEM FOR STUDENTS IN PEDAGOGICAL PRACTICE Algorithm of work tactics choice by the factor "audience composition and structure": 1. Diagnose the structure of the audience by the factors of homogeneity, size, level of preparation. 2. Identify the presence/absence of a leader and/or a marginalised person in the audience. 3. Identify (find) the "backbone" part of the audience. 4. Choosing and sticking tactics according to results of diagnostics. Following the rules of self-control. 5. Forming and maintaining the favorable climate in the audience - productive atmosphere of work. 6. Making conclusions at the end of the class-teaching about the productivity of the chosen tactics of behaviour. 4

1st step: Diagnose the structure of the audience by the factors of homogeneity, size, level of preparation. To execute the 1st and 2nd steps of the algorithm, it is necessary to rely on the following characteristics (Shkunova et al., 2019; Levchaeva, 2016; Kirpu, 2016, etc.): In a "homogeneous" audience - methods are suitable for everyone, it is necessary to build communication with the whole audience. In "heterogeneous" audiences, it is worth tackling tasks step by step (one at a time); building communication with individual members of the audience. Another criterion is the size of the audience. It is customary to divide the audience into "large" and "small" audiences. A large audience (more than 30 people) implies brevity and vividness in the presentation of the material. Inductive presentation of content is also encouraged. For small audiences (29 or fewer), a close to conversational style of communication should be chosen, arguments should be presented carefully, emotionality should be reduced to a moderate level, and the audience should be invited to think and to ask questions. 5

2nd step: Identify the presence/absence of a leader and/or a marginalised person in the audience. An audience with a marginalised or high percentage of negatively minded people requires the following characteristics of interaction: Start the presentation with the indisputable - something that will be immediately agreed upon; Try to convince or sow doubt in the minds of a few specific listeners; Declare the informational purpose of the speech; Do not try to convince everyone; If you feel that the situation is escalating during the speech, immediately turn the persuasive speech into an informative one (Gorovaya et al., 2013). 6

3rd, 4th and 5th steps To execute the 3rd step of the algorithm - finding "their" part of the audience - methods of addressing the audience and asking questions are usually used. As a rule, actively responding listeners will join the part of the audience that can be leaned upon, i.e. in the case of the process of opposing listeners and the teacher. In order to execute the 4th and 5th steps of the algorithm, it is necessary to follow the rules of self-regulation of the teacher's behaviour: 1. Organising regular feedback for the audience. 2. Demonstration of one's attitude towards each meaningful situation. 3. al., 2021; Gunzunova, 2017; Smirnova, 2010 et al.) Demonstration of methodological and didactic flexibility. (Fedorova et 7

Step 6 of the algorithm To evaluate the effectiveness of the chosen tactic (step 6 of the algorithm), we propose to use Donald Kirkpatrick's model, proposed by the author back in 1959 (Golub, 2019). The model distinguishes four levels of assessment: 1. of the participants in the training. Both the activity as a whole and its individual parts can be evaluated. Reactions. This level captures the subjective opinions, judgements and evaluations 2. participants have improved and can be used in their lives. Assimilation. It assesses whether the knowledge, skills and attitudes of the 3. training: whether the knowledge, skills and attitudes acquired by the participants are used/implemented in situations and how effectively they are used within the professional context. This can be assessed at the end of the training, in a delayed control. Behaviour. At this level it is important to evaluate the practical results of the 4. evaluated. First of all, it concerns the achievement of the set goals: the goals of the educator (student trainee) and the goals of the study session, as well as the labour input to achieve the result. Outcomes. The impact of the learning outcomes on the overall activity must be 8

CONCLUSION The presented algorithm was implemented in the content of students' preparatory work before pedagogical practice in 2018-2022. The students applied this algorithm to choose their practice behavior strategy. The authors of the article received acknowledgements from student practitioners who emphasised the effectiveness of using the algorithm. However, the authors did not take separate measurements, so they offer this text as a theoretical model for students' choice of tactics in their pedagogical practice. 9

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ORIENTING BASIS OF AN ACTION OF CHOOSING CLASSROOM TACTICS FOR STUDENTS IN PEDAGOGICAL PRACTICE *Pshenichnyuk Diana, Yakushina Anastasiya *email: psdiana@yandex.ru Lomonosov MSU, Moscow, 2023