Volume 02 Issue 04-2022
1
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
01-04
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article provides information on the importance of pedagogical skills in the education of primary school students.
KEYWORDS
Primary school, student, teacher, educator, skill, pedagogical skills, upbringing, education, creative teacher,
innovative teacher, advanced teacher, Avesto, encouragement, punishment, anger.
INTRODUCTION
The upbringing of the younger generation as a
harmoniously developed personality is an urgent task
facing our society. The young generation currently
studying in our schools is the generations that will
continue the good deeds of our great ancestors leave
the legacy of New Uzbekistan to future generations
and initiate the Renaissance III era in Uzbekistan.
Therefore, the main goal of Uzbekistan, which is living
in the era of development strategy and taking big
steps, is to educate educated, knowledgeable and
enterprising youth. In particular, “A prosperous life
begins with a perfect upbringing. The upbringing of
the younger generation has always been important
and relevant. But in the 21st century we live in, this
issue is really becoming a matter of life and death. It is
no coincidence that sages say, “The better the
upbringing, the happier the people.” In these difficult
Research Article
THE IMPORTANCE OF PEDAGOGICAL SKILLS IN THE EDUCATION OF
PRIMARY SCHOOL STUDENTS
Submission Date:
April 18, 2022,
Accepted Date:
April 25, 2022,
Published Date:
April 29, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue04-01
F.Ibragimova
Candidate of Philological Sciences, Associate Professor Jizzakh State Pedagogical Institute, Uzbekistan
D.Eshbekova
Master Student Jizzakh State Pedagogical Institute, Uzbekistan
Journal
Website:
https://theusajournals.c
om/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 04-2022
2
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
01-04
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
times, there is absolutely no room for complacency in
order for education to be perfect” said President
Shavkat Mirziyoyev[1].
It is known that the most important factor in
improving the effectiveness of education is the moral
and ethical image of teachers and educators, who can
be an example in all respects, as well as their
advanced pedagogical skills. This is especially
important in primary education.
Children observe adults at home, accept their every
move, and are ready to imitate their teacher at school.
THE MAIN FINDINGS AND RESULTS
The main reason is that they do not have enough
knowledge and experience. Therefore, the behavior
of primary school teachers, as well as adults, should
be exemplary. Imitation is one of the main ways of
cultural development of young children. It can be said
that imitation is derived from the Arabic word
meaning “copy, imitate”[2].
The teacher is polite, moral, polite, fair and an
engineer of the child's heart. Psychologists also
confirm that a child’s positive and negative qualities
can be passed on to the teacher. For example,
students who are taught by slow, gentle, slow,
thorough, knowledgeable, and demanding teachers
will have similar positive qualities. On the other hand,
students who are raised by a teacher who does not
listen to anyone’s opinions will also have some of the
same qualities as a teacher. Therefore, at a time when
future teachers are committed to educating the
younger generation, they must first and foremost
have a high level of education and upbringing. We
know from history that science is the key to all
problems.
Science is a friend in the desert, a support at the
crossroads of life, a companion in lonely moments, a
leader in happy moments, a helper in sad moments, a
decoration among people, a weapon in the fight
against enemies.
Pedagogical scientist Kamil Zaripov substantiates and
defines the content and essence of a teacher’s
professional skills in the form of “Advanced Teacher”,
“Creative Teacher”, “Innovative Teacher”:
An “advanced teacher” is more responsible than any
other professional. Learns positive experiences in this
field and achieves certain results as a result of
applying them in their lessons, educational institutions
and beyond in educational activities.
The “Creative Teacher” may also have features from
the “Advanced Teacher”. The main difference is that if
the advanced teacher studies the available resources
and carries out certain educational work based on
them, the creative teacher will be critical of the
available resources. In many cases, they use modern
methods and techniques that differ from the existing
procedures, depending on the circumstances and the
situation, to the best of their ability, expressing their
attitude to the existing methodological guidelines.
The Innovative Teacher is distinguished by its holistic
pedagogical tools and methods. At the same time, an
innovative teacher has the ability to analyze science
and look at himself critically. Many of them find it very
difficult to do what is right, even when others do not
trust them [3].
This means that in order to become a teacher, a
teacher must cultivate both progress, innovation and
creativity.
Even Spitama Zoroaster, the author of the Avesto,
was one of the sages who attached great importance
Volume 02 Issue 04-2022
3
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
01-04
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
to education. This can be seen in the following words
in this book: “Education should be the most important
pillar of life. Every young person should be brought up
to be able to read well and then learn to write. ”
The requirement “by learning to read well and then
learn to write” in the quote itself is an indication of
how much attention was paid to primary education at
that time. The Avesto also states that the rules of
teaching and educating children should be divided
into three main areas:
- Religious and moral education;
- Physical education;
- Teaching reading and writing [4]
If we pay attention to these areas, we can see how
much our ancestors paid attention to education and
upbringing. That is why we, educators, need to
conduct education with high pedagogical skills, linking
education with each other. We know that in the
organization of the educational process, we need to
pay special attention to the age characteristics of
primary school students. The complexity of the
learning process is that if you treat some students
politely and calmly, they will not do the teacher’s
homework too much, in short, they will ignore it. If we
are too strict, too demanding, we will not be able to
express ourselves, we will not want to study science
we will not want to go to school. Not knowing what
to do in the future, elementary school teachers ask,
“Should I be a tough teacher or a soft-spoken one?”
He might think. In this case, skill is required from the
teacher. If he is a good teacher, he can easily get out
of this difficult situation.
The Great Russian writer L.N. Tolstoy saw the
perfection of the quality of a teacher in his positive
attitude to his profession, in his attitude to children, in
his love for them as much as for his own children. He
said, “If a teacher is only interested in his work, he will
be a good teacher. If the teacher envies the child only
as much as the father and mother, then I will be
better than the previous teacher, he can be a perfect
and skilled teacher if he combines both”[5].
Motivation and punishment are the most traditional
methods of education and have a positive effect on
students’ behavior. The student is encouraged to have
good manners, useful work and behavior, moral
character,
and
unconditional
completion
of
assignments. Misconduct, disorder, and misconduct
can be punished. This method provides a moral
impact, and its application requires great care,
sensitivity and vigilance from the teacher.
CONCLUSION
Here is an example from our experience of
punishment and encouragement: The class I teach is
Class 2nd. “A” new student came to my class from the
2nd “D” class. The student is very chaotic, he comes
to class if he wants to he doesn't come if he doesn’t
want to, he is not interested in lessons at all and he
doesn’t study. At first, I used the method of
punishment in pedagogy to change the child's
attitude to upbringing and education, and told him to
call his parents. That day I became the worst student
in the world. The next day, I looked for the good in
the student and encouraged him. I told her all the
sweet words I had in my dictionary, and I loved her. I
even mentioned that I was worried about her health. I
asked her simple questions and raised her grades. This
method worked very well for him. Now, when he
punishes my student, he never tries to leave the
classroom, and when he arrives, even a student who
can't read a single word can now tell the
multiplication table without confusing it. Apparently,
in the process of tasting, I sometimes think that
Volume 02 Issue 04-2022
4
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
01-04
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
students should be punished first, scared of
themselves, and then given mercy.
We live in a fast-paced world, and parents are raising
their children to be modern men. This can be very
frustrating for teachers. So, as I said above, the
teacher has to show his anger to the students first
and then politely lead the learning process.
REFERENCES
1.
Speech of the President of the Republic of
Uzbekistan Shavkat Mirziyoyev at the IV
Congress of the Youth Union of Uzbekistan. 2017.
https://daryo.uz
2.
Uzbek Soviet Encyclopedia. Tashkent: 1971. - p.611
3.
Zaripov K. The role of the school principal in
teacher training. Tashkent: “Teacher”, 1993. -p.
97
4.
Turakulov N. Basics of spiritual education of
primary school students. Tashkent: 2013, -p. 259.
5.
Kholikov
A. Pedagogical skills,
Tashkent:
“Economy and Finance”. 2011, -p. 420
