Strict but fair: teacher and student behavior in emotionally tense situations during teaching: the example of the discipline of parasitology and invasive diseases

This article examines emotionally charged ("extreme") situations in pedagogical interactions that arise during teaching, using the example of the discipline of parasitology and invasive diseases in veterinary and medical universities. It is shown that the specific nature of the discipline—working with biological material, microscopic differential diagnosis, and the high cost of error—inherently increases the emotional burden for both sides of the learning process. A typology of tense situations is proposed: escalation by the student (provocation, tears, emotional manipulation, "bargaining" for grades) and escalation by the instructor («Cerberus syndrome», authoritarian pressure, emotional burnout). Drawing on Russian psychological and pedagogical traditions, the article substantiates the guidelines for a «golden mean» ‒ the image of a strict but fair instructor who combines high demands with respect for the student's individuality. Practical techniques applicable to parasitology classes are formulated.