The productivity and structure of pedagogical activity of the teacher are interrelated components

The productivity and structure of pedagogical activity are two phenomena that are closely interrelated. Only from the observance of the basic rules and principles will the success of the teacher depend. It is necessary to consider the main components that were singled out by N. Kuzmina.

The structure of pedagogical activity includes:

1. The cognitive (gnostic) component can be attributed to the sphere of knowledge of the teacher. Moreover, in this case it is not necessary to narrow it down to objective data. Important are also: self-knowledge of one's own activity and personality; Age-anatomical and psychological characteristics of pupils and features of communication in the pedagogical process.
2. The design component includes tactical and strategic ideas about the tasks of education and training. Important is also the knowledge of how to achieve them.
3. Constructive component implies that the teacher should be able to build not only his own activity, but also the activity of students, taking into account the near and far goals and objectives of training. Moreover, it does not matter what "pieces" the subject is talking about: a separate lesson, a topic, a thematic block, a cycle of classes, and so on.
4. The communication component of the teacher is one of the most basic. Since even a very good specialist who does not take into account its importance, the professional activity of the teacher can not bring success. It implies the nature of communication and the specifics of its interactions with the class and students.
5. The organizational component is the character of the teacher's skills system, which helps to organize their activities, class activity and pupils.

The structure of pedagogical activity is not so much a system of interrelated components, but it also "dictates" the basic functions and tasks that are presented to it. In accordance with this we distinguish: organizational, communication, constructive, design and gnostic functions. The educational process should be aimed at uniformly providing each of them.

In addition to the classical scheme, the structure of pedagogical activity can be presented somewhat differently, more simply, but having significant practical significance.

In this approach, the structure of pedagogical psychology is based on the psychology of education, the psychology of upbringing and the psychology of the professional activity of the teacher. Such a balanced learning process can become productive.

Proceeding from this, we shall single out special components interconnected among themselves.

• Educational component, which includes a system of transfer of theoretical knowledge and skills. However, as a rule, this process is aimed at the mechanical memorization of the material. At the same time, the correct approach is the formation of a logical component of the basic cognitive processes (thinking and memory). In addition, the main attention should be paid to the development of imagination, intellect and voluntary attention.
• The educational component is very often "forgotten", as well as the fact that it is necessary not only to transfer knowledge and skills, but also to form a versatile personality. The teacher should keep in mind that teaching in the classroom is an educational process that should take advantage of the potential of the classroom.
• The block of professional and personal qualities of the teacher is presented in more detail in N. Kuzmina's classification.

But the structure of pedagogical activity must be constantly adjusted, proceeding from the demands of modern psycho-pedagogical science and the demands of society.