The Influence of Personal Factors on the Process of Facilitative Interaction

Abstract

 The purpose of the article is to reveal the personal factors of facilitative interaction that most effectively influence on the successful realization of the subjects’ activity in general and cognitive activity in particular.

Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization.

The results of the research. It has been proved that some misunderstandings in the perception of a task or a problem were a major factor affecting facilitative interaction. Another factor that may indirectly cause the effect of the presence of observers is the state of arousal in which a person is performing this task or problem at the time. It was noted that a sufficiently strong level of excitation decreases substantially at the presence of observers, and a weak level – in a case of absence of observers. Consequently, the presence of observers generally facilitates a simple task and impairs the resolution of a complex, incomprehensible or intangible subject. Another factor that needs to be taken into account is the relationship between the disturbance caused by the presence of observers or participants in a joint activity and the performance of that activity, which requires a clear coordination of personal movements or efforts.

The skills of «emotional teaching» are defined, which can be called the techniques of pedagogical facilitation (based on empathy, respect, sincerity): teachers ignore the emotional manifestations of their students, thereby causing their aggression; teachers’ statements, as a rule, do not correspond to feelings, they are not sincere, except in some cases when they condemn and blame the students; the teacher responds not to the true feelings of each student, but to those that he / she himself / herself imparts to him / her, in his / her own statements he / she only sometimes is sincere, but tries not to express positive emotions; the teacher responds only to the superficial feelings of the student, but does it quite accurately and often he / she is not afraid to express both positive and negative feelings, but does not confirm it aloud, expresses his / her feelings in a non-verbal way; the teacher responds to the hidden, deep feelings of each student, helps students to understand why they feel in such a way, gives a sincere reaction at both verbal and non-verbal levels, both positive and negative, while negative assessment does not diminish the student’s self-esteem in any way.

Conclusions. The author of the article proposed the personal factors which in a great degree determined the effectiveness of facilitative interaction: a moderate level of anxiety of the person; incomplete (partial) understanding of the teacher’s task or problem; the average level of nervous excitement that facilitates the acceptance of facilitative interaction in the process of performing the activity; the emotional presentation of the context of a task or a problem or the emotional teaching of educational material in a case of pedagogical facilitation; compression of the sphere of authoritative influence on pupils; mutual understanding of participants of the facilitative interaction; mutual acceptance of individual psychological qualities of each other; abilities to put oneself on the place of others, to identify himself / herself with them; to actualize trust of participants of facilitative interaction; updating the subjectivity of the person (in this case, the most important are subjective parameters of the teacher’s person, which are necessarily taken into account by pupils or students, and they play the important role); the formation of significant psychological status of the personality.