Keyword: «pedagogical influence»

The Center for Successful Education and Development "Time of the First" offers a unique program for teenagers with deviant behavior, addictions and difficulties in social adaptation. The main task is not only to correct behavior, but also to educate responsible, proactive and independent young people through an integrated approach. The center provides psychological and correctional services, sports activities, creative self-expression, and teaches teenagers effective social and communication skills. In working with children and their families, the author's methods are used aimed at restoring family relations and introducing a healthy lifestyle. The uniqueness of the Center lies in an individual approach to each pupil and systematic work with parents. The Center's programs cover all stages of rehabilitation, from adaptation to post-stationary support. For 10 years, the "Time of the First" has been helping teenagers to return to society as successful and harmoniously developed individuals, and also actively works with parents, teaching them the right methods of upbringing and interaction with children.

The article deals with the fundamental problem of pedagogical science and psychology – the influence of the teacher's personality on the process of formation and development of a student's personality. The emphasis is placed on the axiological component of pedagogical influence, as well as on the teacher's role as a facilitator and transmitter of cultural norms. The author analyzes age-specific characteristics of perception of pedagogical influence, modern challenges that reduce the effectiveness of this influence, and suggests ways to overcome them through the development of empathy, professional reflection and subject-subject relations in the educational process. Special attention is paid to the specifics of teacher's influence on students of primary school, ado-lescence and youth.

The article examines motivation as a key component of the educational process. Theoretical approaches to understanding motivation, its structure and formation mechanisms are analyzed. Special attention is paid to the relationship between intrinsic and extrinsic motivation, as well as to the teacher’s role in fostering sustainable learning motivation. The necessity of an integrated approach to developing students’ motivational sphere is substantiated.