FORMATION OF INTERPERSONAL RELATIONS OF STUDENTS IN THE PROFESSIONAL ACTIVITY OF POLISH LANGUAGE TEACHERS

FORMATION OF INTERPERSONAL RELATIONS OF STUDENTS IN THE PROFESSIONAL ACTIVITY OF POLISH LANGUAGE TEACHERS

The article analyzes the influence of positive interpersonal relationships of students and a favorable atmosphere of the Polish language lesson on the level of students’ academic achievements, the level of their cognitive activity, the development of their communicative and social competencies, emotional well-being and mental health. The necessity of purposeful preparation of future teachers for this type of activity is proved.
Keywords: interpersonal relationships, adolescent students, favorable psychological climate.

Chornyi M. M.
Candidate of Pedagogical Sciences,
Ternopil Volodymyr Hnatiuk National Pedagogical University, Ternopil, Ukraine

10.34142//2708-4809.SIUTY.2022.184

In practice, a graduate of a pedagogical institution of higher education should be able to study not only the personality of a student in general, not every student group in general, but every student in a classroom group, the content of relationships that influence the formation of personality, create optimal conditions in the social space for the growth of a child’s personality in the school environment, and purposefully form interpersonal relationships in the system of “student-student”, “student-students”, “students-students”. Therefore, research on the formation of highly ethical relationships remains extremely relevant.

The purpose of the article is to analyze the impact of positive interpersonal relationships of students and a favorable atmosphere of the Polish language lesson on the level of students’ academic achievements, their cognitive activity, the development of their communicative and social competencies, emotional well-being and mental health.

The problem of forming interpersonal relationships has been studied by I. Bekh, N. Bisyk, L. Dolynska, L. Orban-Lembryk, O. Skrypchenko and others. Scientists focusing on the problem of forming interpersonal relationships at school note their impact on the performance of students, especially adolescents. Research confirms that a favorable school climate contributes to better learning and higher levels of student achievement. At the same time, scientists note the importance of interpersonal relationships in the teacher-student system, which are based on respect, encouragement of cognitive activity, as well as a culture of cooperation and social and emotional education [2].

The mechanisms of influence of positive interpersonal relationships on the level of students’ academic achievement are reflected in many scientific studies. Future teachers in their professional activities, especially in the lessons of learning Polish as a foreign language, should increase motivation to learn through a sense of belonging to the student group, teacher assessment and compliance with cultural and behavioral norms. An effective approach to teaching Polish as a foreign language is to use various teaching technologies, including didactic games, in the classroom. The change in approach is based on the teacher’s partnership with the students, as it is known that the emotional sphere is as important in the learning process as cognitive activity or mental activity. And the combination of learning and play contributes to better results. It is much more effective to learn vocabulary or grammar in the process of an interesting game in which all students are involved and during which the teacher creates favorable conditions for the development of their communicative and social competencies. This kind of activity develops comprehension skills that arise from analyzing situations, helps to understand others, and facilitates the communication of one’s own feelings and emotions in an atmosphere of healthy competition, which is known to increase interest in learning.

At the same time, positive feedback from teachers is directly related to a student’s sense of self-esteem. Teacher’s trust and professional activities aimed at strengthening interpersonal relationships build mutual trust and facilitate cooperation in co-learning. A favorable psychological climate affects students’ attendance at school, which also affects their academic performance. It is worth emphasizing the importance of a sense of safety, which is related to the level of aggression and school violence. Positive interpersonal relationships and a favorable climate affect teachers’ interest and involvement in professional activities, which also contributes to improved learning outcomes.

According to scientists, different dimensions of psychological climate and interpersonal relationships affect the effectiveness of various types of school activities, reduce the negative impact of socioeconomic differences among students [4].

Positive interpersonal relationships and a favorable school climate have an effective impact on students’ mental health, their learning at subsequent stages, and their future functioning in the social environment [1].

Research findings confirm the role of positive climate and interpersonal relationships in the student body as a protective mechanism when it comes to other types of behavior that pose a risk to students, in addition to violence and aggression, including truancy, fighting, and the use of psychotropic drugs [3].

Teachers should provide opportunities for students to learn and succeed in a safe environment, developing their aspirations, positive expectations, well-being, and self-confidence. By fostering positive interpersonal relationships, a safe learning environment, and a favorable psychological climate based on trust, respect, and acceptance, teachers create favorable conditions for students to develop and acquire personal values.

Thus, the teacher’s formation of optimal interpersonal relationships in the student group of adolescents is an important factor influencing the motivational sphere of students, their choice of values, regulation of activities, the level of their adaptation in the team, emotional well-being and health. Therefore, it is definitely important to take this aspect into account in the practical activities of teachers not only in Polish lessons, but also in other lessons. Therefore, the issue of targeted training of future teachers to create a psychologically safe educational environment is extremely important. This aspect should be adequately covered in the educational programs of training future Polish language teachers.

List of references

1. Meshko G.M., Meshko O.I. Managing the process of forming a socio-psychological climate in the teaching staff of a general educational institution. Pedagogical almanac : a collection of scientific works. Kherson : Kherson Academy of Continuing Education, 2017. Issue 33. С. 237-243.
2. Debarbieux E. Characteristics of school education in Europe and the Polish program “School without a teacher”. 2010.
3. Ostaszewski K. Pojęcie klimatu szkoły w badaniach zachowań ryzykownych młodzieży. Edukacja. 2012. № 4 (120). С. 23-38.
4. Thapa A., Cohen J., Higgins-D’Alessandro A., Guffey S. School Climate Research Summary. New York: National School Climate Center, 2012. URL: http://www.schoolclimate.org/climate/documents/policy/sc-brief-v3.pdf (accessed November 4, 2012).