Impact of travel with the class and the teacher on the development of the student's personality
Nadezhda Skotynyanskaya
Master in Pedagogy and Psychology,
Educator-psychologist of the first qualification category
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Along with traditional forms of work with students, teachers often use non-traditional forms of interaction, especially in educational work, such as going to the cinema, museum, theatre, and excursions to enterprises and other cities and countries.
How are they sound, and how do trips with the class and the teacher affect student personality development?
First of all, it is the expansion of the student's horizons. There is not just memorization of information, but its emotional imprinting. A student, finding himself in the environment or conditions described on the textbook pages, not only receives information for comprehension but also perceives it through all channels of perception. It is no secret that specific channels of information perception prevail in each person to one degree or another. One person needs to hear the explanation, another needs to see the images, and the third must touch the objects and do the actions himself. Often people have these channels of perception combined. Be that as it may, in the conditions of a lesson, or a class, a teacher cannot always provide such a multichannel presentation of information. During school trips, this problem is effectively solved. Each student himself "absorbs" the type of information that he needs: children can examine in detail everything that surrounds them, listen to the stories of the teacher and guides, can feel with their whole bodies that they are in the place of a historical or literary character, for example, breathe in the unique smell of this place, touch antiquities, hear the living voices of animals and birds, etc. Of course, much of what was said during the excursion is forgotten, but the students retain vivid images in memory from what they saw, their own emotions and sensations, which is much more valuable. Even the great teacher KD Ushinsky reminded teachers that "a child thinks in forms, colours, sounds, sensations in general" and urged teachers to rely on this in their work with children.
Psychological studies and observations show that students' learning motivation and academic performance increase after group school trips. Students develop an interest even in complex school subjects, which in the future has a positive effect on academic performance and allows them to maintain a favourable emotional background while preparing homework. Such world-famous teachers as S. T. Shatsky, A. S. Makarenko, V. A. Sukhomlinsky, K.D. Ushinsky.
Children learn collective interaction during trips to other cities and countries with school groups. The school collective is one of the first students in life. Forming such personal qualities and character traits as friendliness, empathy ability, and the ability to hear and listen to others will depend on how warm and friendly the atmosphere will be.
It happens that during trips, the guys get closer to each other and make new friends. And old friendships are tested in pristine conditions. All this is an invaluable life experience.
In such trips, a child's personality traits that were not previously noticed may appear, for example, leadership qualities, organizational skills, ingenuity, independence, etc.
During trips by school groups with a teacher, children also develop communication skills (including language) and the ability to behave correctly in various situations. In addition, in an informal setting, perception barriers are removed. Pupils overcome shyness in front of a strict teacher by performing unusual actions together (for example, buying groceries, etc.)
Excellent conditions are created for practising the self-regulation skills of emotional states and the formation of self-control in behaviour.
It should be noted that students' self-control, introspection, and self-perception is a separate, delicate topics. The entire school period is a period of active formation and personality formation. And here, not only external but also internal orientation is essential. The crisis of seven years smoothly flows, at times, into early adolescent manifestations, which, in turn, are replaced by the characteristics of adolescence. Schoolchildren are looking for themselves in this world, trying to understand who he is, and looking for answers to philosophical questions. They dream of changing the whole world, but often they cannot even understand themselves. Self-awareness as self-reflection becomes essential for forming a personality, "defining one's way of life," as L. S. Rubinstein noted. Group school trips include many situations that contribute to the self-knowledge of schoolchildren and personal growth. School trips with a teacher are an excellent solution in this situation.