THE PERSONALITY OF A HIGH SCHOOL TEACHER AS A FACTOR IN OVERCOMING DIDACTOGENY

Ryabinina Maria Vasilyevna

The relevance of the topic is determined by the fact that there is a growing number of alarming evidence confirming the inappropriate behavior of some teachers in universities. Given the importance of this issue, the level of research activity in this area is low. The article shows that illegal teacher behavior is usually associated with physical abuse, abuse, harassment, theft, or financial offenses. The paper analyzes the relationship between personal qualities and the effectiveness of teachers, especially in connection with extraversion and openness to experience, which are factors in overcoming didactogeny. The concept of "didactogeny" in the work is defined as incorrect learning that causes physical, psychological and educational harm to students. The article focuses on the fact that, as the analysis of research on the topic shows, the most common cases of inappropriate behavior, as a result of which students begin to be afraid, resent their teachers and abandon the subjects they teach, are: excessive negative criticism, embarrassment and humiliation, shouting in anger. On the contrary, such personal qualities as patience, calmness, openness, spontaneity, cheerfulness, humor, and attentiveness, the ability to rejoice and sincere interest in students have a positive impact on the learning process. It is emphasized that, largely, it is personality that is an important factor in the effectiveness of a teacher's work, which contributes to overcoming didactogeny and the growth of both the teacher himself and university students.

Keywords:teacher's personality, higher school, didactogeny, teaching, pedagogical practice