METHODOLOGY OF FLANDERS' VERBAL INTERACTION IN THE CONTEXT OF SECONDARY SCHOOL TEACHER'S SELF-ESTEEM WHILE PEDAGOGICAL COMMUNICATION

Communication between teachers and students is one of the cross-cutting challenges of modern education. However, this process has many unresolved issues, mainly due to the lack of methodological definition of the communicative features of teachers’ professional activities and their formation. The aim of the article is to study a new view on the quality of pedagogical communication in the context of teachers’ self-assessment in the classroom using the technique of Flanders’ verbal interaction and identify optimal techniques that would allow students to solve communication problems during their teaching practice. The methodological basis is the principles of Jürgen Habermas’ discourse communicative philosophy, which allow outlining the free and equal participation of each communicant in the communication process. The principle of research and social communication approach, revealing issues of professional self-esteem through methods of verbal interaction by students are necessary statistical and diagnostic research methods. The scientific novelty of this study is related to teaching students of philology self-reflection during practice by Flanders’ method, particularly in the context of distance learning, as well as the proposed system of techniques based on the positions of this technique with emphasis on emotional unity teacher-student. Conclusions. Keeping in mind that the teacher initiates communication in the classroom, the success of which depends on how he organizes the transition from simple communication to direct pedagogical communication, we propose to use widely the method of verbal interaction by American psychologist Ned Flanders. During the self-analysis of the level of pedagogical communication of a modern school teacher, this technique, on the one hand, allows the implementation of professional competencies defined in the professional standard of a secondary school teacher. On the other hand, it promotes reflection of own pedagogical activity. This, in turn, helps to clarify the style of pedagogical communication, the same types of interaction, the position of the teacher in relation to children’s initiative, the level of children’s language activity, and improve the communication process