Educational tasks on academic year:
- To raise children to be literate, cultured in conversation, communication, during mental and physical labor and rest.
- Inculcate culture appearance, behavior outside the home.
- Focus children's attention on inner world every person.
- Develop a respectful attitude towards autonomy spiritual world personality.
- Improve communication skills and communicative competence.
- Develop friendliness, politeness and good manners in students.
- To develop moral responsibility for one’s behavior towards other people and society.
Goals:
- to raise children to be literate, cultured in conversation, communication, during mental and physical labor and rest;
- instill a culture of appearance and behavior outside the home.
Class topics for the 2008-2009 academic year
Subject. "Etiquette (Manners)"
Subject. “Does the person have flaws?”
Subject. “With great patience comes skill” + topic 13
Subject. “How to respect a Person” + topic 17
Subject. "Correct and gallant Man"
Subject. "Humanity is men and women"
Subject. “My behavior is my attitude”
Subject. “Know yourself” + topic 16
Subject. “Where is the soul located? Evil and Good"
Subject. "The Art of Being Charming"
Subject. “How to understand another. Empathy"
Subject. “What kind of people do I like? Culture of dispute"
Subject. "On Tolerance for People"
Subject. “Conscience is the basis of morality”
Subject. “Language is the main means of communication”
Subject. “Understand me” + topic 20
Subject. "Every person is worthy of respect"
Subject. “Hurry to do good”
Subject. “How to learn to live in the world of people”
Subject. "Educate yourself"
Subject. "Beauty of appearance" ( Appendix 1
)
Subject. “With great patience comes skill” ( Appendix 2
)
Subject. “How to understand another. Empathy" ( Appendix 3
)
Additional material:
- “What a diary can tell you”
- Competitions
Subjects of psychological trainings
Topic 1. I am an observer.
Purpose of the lesson: creating conditions for adolescents to analyze facial signs of emotions as a means of recognizing them.
Purpose of the lesson: creating conditions for adolescents to turn to the bodily experience of experiencing emotions.
Topic 3. Emotional Dictionary.
Purpose of the lesson: creating conditions for participants to address the peculiarities of their own emotional world.
Topic 4. I'm in a "paper mirror".
Purpose of the lesson: creating conditions for self-analysis by students of their emotional and personal sphere in the mode of developmental psychodiagnostics (diagnostic stage).
Topic 5. How to deal with anger.
Lesson objectives:
- creating conditions for teenagers to turn to personal experience aggression.
- defusing aggressive tendencies in behavior (verbal and non-verbal) in game form.
- learning how to safely defuse aggression.
Topic 6. What is empathy? ( Appendix 5 ).
Lesson objectives:
- express diagnostics of the level of development of empathic tendencies.
- creating conditions for training empathic skills.
Topic 7. Compliments.
Purpose of the lesson: creating conditions for adolescents to develop skills to express and accept compliments.
Topic 8.“Who am I and what am I like? Tolerance."
Literature used:
- Magazines " Homeroom teacher"from 1996–2008.
- Magazines “Class Teacher's Handbook” since 2007–2008.
- Golden disc “Workshop for the class teacher”
- Pedagogical diagnostics in the work of a class teacher. N, A. Panchenko. Volgograd. Teacher, 2007.
- “I'm a teenager. The world of emotions" Psychology lesson program for grades 7-9. A. Miklyaeva. Saint Petersburg. Publishing house "Rech", 2003.
1. “Faithful sons of the Fatherland...” Class hour, dedicated to the Day Defender of the Fatherland. Important in terms of developing students’ patriotism and sense of pride for the country, propaganda military service holiday. The history of the holiday and its exploits are covered Russian soldiers in Great Patriotic War, during the fighting in Afghanistan, Chechnya, and local conflicts.
2. Let's say "No" to smoking! The event introduces students to the harmful effects of smoking on the body of a young man (girl), forms negative attitude to this habit, motivates students to lead a healthy lifestyle. One of the goals of the classroom is to teach students to maintain their individuality and say “no” even when the student is under pressure from others.
3. What motivates us when choosing a profession? Career guidance class aimed at developing students' ideas about how to choose a profession. The level relationship is revealed professional competence and knowledge about yourself and your abilities. Children learn to correlate test results with the requirements put forward by a particular profession. The ability to correctly assess oneself and one’s capabilities, as well as the level of communication skills, is formed. .
4. “So you may not be a poet, but you must be a citizen...” The class hour is aimed at developing knowledge of legal culture among students and correcting moral behavior. Not only the rights, but also the duties of a citizen of the Russian Federation according to the Constitution are covered.
5. Symbols of the Russian state. Students become familiar with the basic state symbols Russian Federation, the history of their creation and significance. The scope of their application and prohibitions on use are analyzed. The event promotes the formation of a civic position, a sense of patriotism, and a careful attitude towards the historical heritage of the country, no matter how controversial it may be. .
6. The truth about drugs. The purpose of the class is to identify the level of awareness of students about the consequences caused by drug use, increase this level by introducing risk factors for the health of each individual and humanity as a whole, and show the benefits healthy image life. .
7. Forgiveness or revenge? Class hour dedicated to moral problems human choice. High school students learn to understand the content of the concepts “forgiveness”, “kindness”, “virtue”, “humanism”, “non-resistance to evil by violence”, “generosity”, “nobility” and conclude that they are the eternal ones universal human values. The class script is available on our website. .
8. Depression and ways to deal with it. Youth years Not everyone's life is fun and carefree. This is a time of change, when you need to decide what you want to get from life and what you need to do for it. Not everyone has an answer right away. Without making a choice, students lose the joy of life and become depressed. The class hour is designed to teach ways to get out of such situations. .
9. “May the Russian city of Saratov stand for centuries, for centuries, for centuries...” The class hour is dedicated to the 420th anniversary of Saratov. Students’ knowledge about the history of their hometown and the main milestones of its formation are systematized. Examples of famous fellow countrymen who glorified the city are given. It can be held in the form of a holiday using poems and songs by local authors. (Instead of Saratov, you can choose any other city, town, village, village, etc.)
10. Drunkenness and alcoholism. Extracurricular activity shows risk factors for the health of students and future generations when drinking alcohol. Aimed at promoting a healthy lifestyle, creating a culture of behavior in accordance with moral standards. Previously received information about the dangers of alcohol is consolidated and specified by invited drug addiction specialists. The class script is available on our website. .
11. Let's save our common house ! Class hour contributes to the formation ecological culture students. Man and nature are presented as a single whole, a system, if the development of one link of which is disrupted, its complete destruction can occur. Modern environmental problems and possible ways to solve them. Everyone's contribution to environmental protection is assessed.
12. "Thank you to our mothers..." Class hour dedicated to Mother's Day. The goal is to cultivate a sensitive, caring attitude towards the mother who gave life, the main person in life. It is better to hold it in the form of a holiday with poetic and musical accompaniment, and competitions. Mothers who may be involved in the event are invited.
13. How to resist aggression and resolve conflict? The causes of aggression and its consequences in the form of conflicts are covered. Students gain skills in “extinguishing” aggression and preventing conflict, and learn to control mental balance. The goal of the class teacher, with the assistance of a school psychologist, is to develop the skill of empathy - empathy and assessment of an event from the position of the opposite side.
14. “We know, we remember, we believe...” Festive class hour dedicated to Victory Day. The class teacher solves the problems of raising a patriot of his homeland, developing in students a reverent attitude towards the country’s past and the people who won its freedom. It is held in the form of a holiday using poems and songs of the war years and inviting veterans.
15. “We magnify this bright holiday...” Class hour introducing students to the tradition of celebrating Easter in Rus'. It is better to hold it in the form of a holiday using poems, sayings, songs, which will leave a bright emotional mark in the souls of students, instill respect, love, and reverent attitude towards folk traditions. The class script is available on our website. .
16. "Sin Virus". The class hour in the form of a discussion has an Orthodox orientation and solves the problems of moral choice, a healthy lifestyle, the prevention of casual sexual relationships, and building harmonious relations between the sexes. The class script is available on our website. .
17. “My years are my wealth...” Festive class hour dedicated to the Day of the Elderly. The main attention is paid to respect for elders, older people, their experience, and merits. Poems, songs are used, grandparents, members are invited public organizations, famous fellow countrymen.
18. "Fathers and Sons". The class hour is conducted in the form of a conversation. The causes of conflicts between generations are identified and ways to overcome them are proposed. The event is designed to develop in students the ability to understand the adult generation, treat them warmer, more sympathetically, and show care. The class script is available on our website.
19. New Year. It is better to conduct such events in a playful way, which will contribute to a good emotional perception and unity of the student team. Our website presents Scenarios for various New Year's Eve parties and the New Year's KVN script.
20. Dangers facing today's youth. The class hour is conducted in the form of a thematic conversation. Dangers are identified in the behavior and lifestyle of students that can negatively affect the development of a young person, his formation as an individual, harming his successful “infusion” into society.
Class hour in 3rd grade “We are a friendly class”
Tasks:
1. Increase class cohesion.
2. Arouse positive emotions in children.
3. Cultivate a trusting attitude towards classmates.
Class progress
(During this class, as the exercises progress, the children release a lot of energy and happily join together in large groups. Step by step, the number of children interacting with each other increases until the whole group becomes one.)
Teacher (psychologist). Today we have an unusual class hour. Today we will play with you.
Exercise 1 (diagnostic). "Class Photo"
Teacher (psychologist). Imagine that a professional photographer came to us today to take a group photo for the school magazine called “Our Class”. Each of you can take the position that is comfortable for him. Attention, I'm filming!
Exercise 2. “Trains”
Teacher (psychologist). Let's divide into several groups of three or four people each and line up as trains. In each train, all participants, except the first one, close their eyes. The first participant is the helmsman. He must, without a word, bring his train to the opposite wall, avoiding obstacles. The main difficulty is that the “tail” usually wags and bumps into obstacles. To prevent this from happening, each participant must exactly repeat the movement of the previous one. The first train is ready to go!
(The exercise can be made more difficult by increasing the number of trailers and the number of obstacles on the way.)
Exercise 3. “Machines”
Teacher (psychologist). What types of cars are there? (Children's answers.)
Can you imagine a machine made up of yourself? Now everyone must become a human machine. Transform into little robots!
(The guys try to be robots for 5 minutes.)
Was this exercise easy to do? What difficulties did you encounter?
Can one person portray a car?
(Bring to the conclusion that it is difficult to fully depict a car alone. Suggest doing this in pairs. It is necessary that the children themselves, and not at the direction of the teacher, want to work in pairs.)
Now break into pairs. Can you two become a working washing machine?
How will you move?
What do you do when doing laundry?
How do you behave when rinsing?
(Perform for 5-7 minutes.)
For the next task, gather in groups of four. Now you can choose what kind of car you will become. You can become a machine that actually exists. And if you want, you can come up with a machine that doesn’t exist at all. Come together and think about the following questions.
What kind of car do you want to depict?
What parts will it consist of?
What part of the machine does each of you want to be?
Should the machine make any sounds?
(Once the groups have chosen which car they want to be, have a demonstration. Have the teams take turns showing off their cars.)
And now all of you together can make one common machine that will move and make sounds. Each of you will become part of this machine. This time we don't need to know in advance why the machine exists. This is some kind of fantastic device that has never existed before. The first of you can start building this miracle machine, and let the rest join as soon as they find a suitable place for themselves. Remember that all components of the machine must be connected to each other.
Exercise 4. “Motor”
Teacher (psychologist). Guys, you and I were both trains and cars. What do you think is the most important thing about cars? (Children's answers.)
That's right, motor. Imagine that our class is a huge machine.
What kind of car do you think this is?
What can she do?
Who uses it?
Does it benefit people?
(These questions are of a diagnostic nature, since from the answers you can understand how students understand the meaning of the assignment
Who could become the engine of our car? Why?
(In this way, the leader of the class is identified. Rarely do children entrust this role to the class teacher.)
Now we need to start the engine. And we will start it up like magic. I'll teach you this. Take turns repeating my movements one after another.
(Students stand in a circle with the teacher, who shows simple movements: rubs his palms, snaps the fingers of first one hand, then both, claps his hands, then makes a “r-r-r” sound, imitating the roar of a motor. The group repeats each movement until it reaches the teacher and he changes it to the next one. This seemingly simple exercise increases emotional level, has a very good effect on the mood and interactions in the group.)
Do you think our engine started? Why?
What is necessary for a machine to work well? (Coordinated work of all elements of the machine, mutual respect, etc.)
Exercise 5. “Drawing a car”
Teacher (psychologist). Now we will try together to draw a drawing of our miracle machine.
(The bravest children or artists in the class begin to draw, each participant completes the drawing with their own element. It is important to sign the elements, this will show the child’s place in the team.)
Exercise 6 (final, diagnostic). "Class Photo"
Teacher (psychologist). The photographer really enjoyed taking pictures of us, and he came again. Now the picture is called “Our friendly class.”
Municipal budget educational institution
Yasenetskaya average secondary school
Master class on the topic:
“How to learn to listen and hear?
(mastering the technique of active listening)"
The work was completed by:
educational psychologist
Inyushkina E.V.
Yasentsy village
2014
Target: mastering the technique of active listening.
Tasks:
Introduce students to types of listening.
learn to listen and listen to your interlocutor.
develop attention and speech.
cultivate respect for people and empathy.
Participants of the psychological lesson: students of grades 8 - 11.
Materials and equipment : sheets of paper, pens, pencils, handout, presentation, board, chalk.
Progress of the lesson
“They say that nature is for this
gave each one two ears and one tongue,
to talk less than listen.”
Plutarch
“If you want people to like you,
follow the rule: be a good listener.
Encourage other people to talk about themselves.”
D. Carnegie
Organizational moment.
Exercise "Getting to know each other".
We sit in a circle. We invite you to think about what is most important, most significant in you, in your character. Now try to find this short form expressions, possibly in poetic form. For example, “Ice and Fire”, “The way she howls as a beast, she will cry like a child”, “Quiet, sad, silent”, etc. Did you come up with it? Okay, Now, in a circle, one by one, starting with the participant sitting to the right of the leader, begin introducing yourself to the group. First, say your name, and then say a few words about yourself, about your essence. It is better if it is said in one phrase, in poetry or using a metaphor. What you just came up with. We took one step towards each other. Discuss whose performances were most impressive.
Rules for working on psychological lesson:
Respect for the speaker.
Everyone has the right to a personal opinion.
Inadmissibility of assessments addressed to others.
Active participation in all exercises.
Report any difficulties that prevent you from participating in the exercises.(If necessary,psychologistadds rules).
Main part.
Theoretical block!!!
The ability to truly listen is one of the most difficult, it is... highest form politeness!
Without the ability to listen effective communication impossible, but in our time it’s time to include this skill in the Red Book. Since communication now increasingly takes place through visual-text communication channels ( e-mail, chats, forums, etc.), skill
listening becomes more and more dull in us. Listening involves two aspects:
ability to understand what is heard;
the ability to analyze and systematize received information for storing it in memory and further use.
There are two types of listening:
“polite” (passive);
critical (active).
Passive listening
This hearing is the most common. We listen with half an ear, catching some parts of the conversation and missing others. This often results in the following situations:
“Don’t forget that you and I were planning to go out somewhere tonight.”
“Really? This is the first time I’ve heard of it, but you didn’t tell me anything about it.”
“How come I didn’t say it - but two days ago? You just didn’t listen to me then.”
We often ignore what we are told - especially by those people whom we know well and see often.
Active listening
Such listening requires concentration and mobilization internal forces. In this case, you make a real effort to understand the other person's point of view. You listen to him, perceive what he says, store the received information in your memory, and then, if necessary, return to it. All of these skills are essential in sales negotiations and interviews. If you are really actively listening (that is, really listening), you will soon feel that your head is “thrumming” with thoughts swarming in it. This is natural - after all, all your thinking abilities are involved in critical listening! In both negotiations and interviews, you must not only focus on what the other person is saying, but also understand their body language, monitor your own nonverbal behavior, think through the answers to questions asked of you, and think about what to ask yourself. So it’s not surprising that in such a situation your head will begin to “buzz” from tension!
What prevents us from listening critically?
There are many reasons why we find ourselves incapable of active listening, not the least of which is vulgar laziness: we simply don’t want to strain ourselves too much. Or perhaps we were not taught the ability to listen. If we have been accustomed since childhood to the fact that no one listens to us, will we try to listen to others? We simply had no one to learn this art from!
In this case, you must first of all open your mind to perception and sincerely want to learn active listening: after all, after all, the ability to listen is a sign of good upbringing. But what are the obstacles to real listening?
Difference of opinion: Your point of view is completely different from the other person's, and you strongly disagree with him.
Strong emotions: the topic of conversation worries you so much that it prevents you from listening; Prejudices also fall into this category of obstacles.
Physical fatigue or discomfort, you may be tired or hungry; suffer from heat or cold; you are stressed, nervous or unwell.
Desire to talk: you like to talk all the time and be the center of attention; you enjoy the sound of your voice and consider only your personal opinion important.
Lack of concentration and absent-mindedness: Perhaps noise prevents you from concentrating, you are mentally planning the things ahead of you, or you are worried about something (someone).
Attitude towards the interlocutor: you may not like the person you are talking to; he may seem too boring or too self-confident.
Practice block!!!
1 . Ask students: “If you were unable to hear for 24 hours, what would you not be able to do?”
- obtain information;
- find out how something is done;
- understand what someone needs;
- find out how someone is feeling;
- have fun (TV, music, cinema);
- find out what you need (permission to participate in the trip);
- protect yourself from danger (hear a car horn when crossing the street).
Exercise “Correct and incorrect listening”
Goal: To understand the importance of listening skills during communication. Learn active listening techniques.
Today's lesson is devoted to one of the most important skills - listening to another person.
It is more pleasant for each of us to communicate not with the person who knows how to speak, but with the one who knows how to listen to us. Research shows that no more than 10% of people know how to listen to their interlocutor. Every person wants to see an attentive and friendly listener in their interlocutor. It is no coincidence that in today's lesson we will talk about effective listening.
Ask a student to come forward and talk about the last movie they saw. During his story, demonstrate poor listening:
- look to the side;
- pretend that you are bored;
- interrupt;
- look at your watch;
- laugh inappropriately.
After a few minutes, stop the game and ask the class to applaud the storyteller.
Questions for the class:
- Did I listen to the speaker?
- How did you know I wasn't listening?
- What actions did I take that told you I wasn't listening? (Write the answers on the board)
- How did you react... when I didn't listen?
- How do you think he felt when I didn't listen?
Ask another student to come forward and tell you about a favorite activity, hobby, etc.
During the story, demonstrate good listening:
- maintain eye contact with the speaker;
- sit facing your partner, nod, smile if necessary;
- don't interrupt;
- ask questions to help you better understand the problem;
- repeat what you hear to make sure you understand correctly;
- reflect the speaker's feelings;
- show that you recognize the value of the speaker's feelings, problems, efforts.
Stop the demonstration after a few minutes and applaud the participant.
Questions for the class:
- Did I listen this time?
- How did you guess what I was listening to?
- What actions of mine suggested this to you? (Write the answers on the board.)
- How did you react... when I listened?
- How do you think he felt when I listened carefully to his story?
In what cases does so-called passive listening work effectively?
It happens that you have to listen to a person who is in a state of emotional affect, in a state of strong emotional arousal, and in this case the techniques of active listening will not work. Your interlocutor is not in the literal sense an interlocutor, he is just a person who does not control his emotions and is not able to grasp the content of the conversation. He needs only one thing - to calm down, to come to a state of normal self-control, only after that can you communicate with him on equal terms.
With active listening, reflection of information comes to the fore. The most common techniques that characterize active listening are constant clarification of the correct understanding of the information that the interlocutor wants to convey to you, using clarifying questions.
Active listening techniques only work when you take into account the situation, the content of the conversation and the emotional state of the interlocutor. Active listening only makes sense when your partner is at least your equal. It happens, however, that you have to listen to a person who is in a state of emotional affect, in a state of strong emotional arousal, and in this case the techniques of active listening will not work.
Empathic listening allows you to experience the same feelings that the interlocutor is experiencing, reflect these feelings, understand the emotional state of the interlocutor and share it. When listening empathically, they do not give advice, do not seek to evaluate the speaker, do not moralize, do not criticize, do not lecture.
Every person wants to be understood and to share with him the feelings and experiences that he experiences. Therefore, the main thing is to understand the feelings of the interlocutor and empathize with him. And the secret of good listening is to give the other person relief, to open new ways for him to understand himself.
Questions for class discussion after both demonstrations:
1. What can happen if you don't listen to someone?
2. How can you show someone that you are listening?
3. How do you feel when someone listens to you?
4. How do you feel when someone doesn't listen to you?
Test “Can you listen?”
First, the guys answer on their own, assessing themselves. Then they are assessed by their deskmate. The results are compared.
Exercise “Undamaged phone”
Purpose: to fix in the minds of students the problems associated with the inability to listen. Aim them to master active listening techniques. You can use a tape recorder to record:
Give instructions: “Now we will play the game “Undamaged Phone.” The task of the participants is to remember the information as best as possible and accurately convey it to the next person. We will share information one-on-one. First, those interested (5-6 students) will go out the door and enter the classroom one by one. I will give the information to the first person to enter. Then he will pass it on to the next person who comes in, but without my help, one on one. The second participant - to the third, etc.
You can memorize information as you wish, any methods are allowed except written recording.”
Invite those who want to take part in the game to walk out the door. Please note to those remaining that they should carefully monitor what is happening, recording:
a) the listening methods used by the participants;
b) distortion of information.
They must also maintain the maximum possible silence and not give hints or disturb the players.
Place two chairs in the center, invite the first participant, sit down, turn on the tape recorder.
“I'll give you the information. Your task is to listen to it and convey it to the next participant in as much detail as possible.
So: the head teacher Marina Petrovna said that the geography teacher called. Her son is sick with mumps, so she cannot come to the second lesson tomorrow. And on Thursday, instead of geography, there will be Russian, the end of the term is approaching. Don’t waste your time, don’t forget that on March 10th there is a city amateur art competition. A number from you, but no tricks, otherwise it will be like last year. Let Smirnov go to the head teacher in person.
“Are you ready to pass on the information?”
If the answer is positive, invite the next participant. If the first one has questions, clarify them (you cannot repeat the entire text a second time). After sharing information, remember to ask students if they are willing to pass it on to the next participant.
Questions for discussion
1. What methods of listening and memorizing did the participants of the game use?
2. What information was remembered better?
3. What distortions of information occurred?
4. What are the causes of distortion?
First, the players must speak in turn, then the observers. After this, listen to the tape recording and summarize.
The final part.
Exercise "Reflection".
Towards the end of the exercise, the facilitator asks the question: “What was most difficult to describe?” The most difficult parts for students are to write down the parts “What I felt” and “What I will do.” The psychologist suggests paying special attention to this!!!
Stages of Active Listening
Listener's actions
1. Non-verbal support for the speaker
Eye contact, “listening posture,” nodding, expressing agreement: “Uh-huh,” “Yes, yes,” etc.
2. Phrases transferring responsibility for the statement to the partner (a paraphrase does not work if it does not emphasize who exactly expressed this thought)
“You believe that...”, “So, you say that...”, “So, you claim...”, “So, your point comes down to the following...”, “You put it this way , that...", "Your words are...", etc.
3. Formulating the content of the statement
At this stage, you need to get rid of your own emotions, assessments
4. Obtaining the consent of the interlocutor after interpreting his thoughts
“Did I understand correctly?”, “Is this so?”, “Did I mix up anything?” You may need to rephrase what was said before again until you fully understand
5. Demonstration of your attitude to what you heard
Emphasize that this is your opinion about what you heard. Express an attitude only to the words, but not to the personality of the speaker
6. Expressing your own judgment on the merits of the case
“My opinion...”, “I believe...”, “I think...”, etc.
Useful tips psychologist:
try to start listening from the very first words of the conversation and then do not weaken your attention;
put aside all other activities and listen: do not try to do two things at the same time;
drive away any negative thoughts about your interlocutor;
comprehend what is being said to you at the moment, and do not get ahead of yourself;
don't interrupt;
try to be interested in what they are telling you;
evaluate what is said rather by its content than by the manner of delivery;
avoid jumping to conclusions and remain objective;
pay special attention to the views expressed by your interlocutor;
try to eliminate all distractions as much as possible;
insert responses - especially on the phone, for example: “yes, yes, clear”; When meeting in person, try to maintain eye contact and make sure your body language communicates your attention and interest.
Yu. B. Gippenreitor strongly recommends that parents master active listening techniques. When using them they can expect the following results:
the child’s negative experiences disappear and weaken: shared joy doubles, shared grief becomes half as much);
the child becomes convinced that the adult is ready to listen to him, begins to tell more and more about himself: the topics of the story (complaints) change, the conversation develops;
the child himself makes progress in solving his problem and begins to actively listen;
The parents themselves change: they find more patience in themselves.
Exercises to improve your listening skills
1. Spend five minutes a day on the following exercise: sit comfortably, relax, close your eyes and listen to the sounds around you. Identify them. How many different sounds do you hear? This exercise not only teaches listening skills, but also helps you relax.
2. During a conversation, listen to the person until the end before you begin to express your thoughts. If you feel an unbearable urge to interrupt, first pause and breathe, and only then start speaking. Pausing before your words will give them greater significance.
3. Listen to the radio as much as possible - but not music, but programs. After listening to the program, answer yourself the question: what information did you receive? Can you briefly summarize what you just heard?
Listening Techniques (according to L.D. Stolyarenko).
Deaf silence (apparent lack of response) - passive listening is not the most positive technique for exchanging information;
Assenting (“yes, yes”, nodding...) - works well with people in a state of passion;
“Echo reaction” (repeating the last word of the interlocutor) - good for working with autistic children, a technique for creating a feeling of complete mutual understanding;
“Mirror” (repetition of the last phrase with a change in word order) - good for working with autistic children, a technique for creating a feeling of complete mutual understanding;
“Paraphrase” (transmitting partner’s statements in other words) - high degree attention and mobilization;
Clarifying questions (“What did you mean?”);
The actual questions (what? where? when? why? why?);
Assessments and advice are not always appropriate techniques;
Continuation (when the listener intervenes in the speech and tries to complete the phrase, suggests words) - works if people are on the same wavelength;
Emotions (“Ah!”, “Great!”, laughter, mournful expression...) - it’s always good with loved ones;
Inappropriate statements (irrelevant or related only formally) are a technique that always interferes with relationships;
Logical consequences from the partner’s statements, for example, assumptions about the cause of the event;
“A boorish reaction” (statements like “Stupidity”, “It’s all nonsense”) is a bad option for listening;
Questioning (question follows question without specifying the purpose);
Disregard for a partner (does not pay attention to his words, does not listen, ignores the partner, his words) is a bad option for listening.
educational psychologist
Municipal educational institution Kesovogorsk secondary school
Class hour with a psychologist on the topic: “Learning to be tolerant”
(for students in grades 6-7)
Target:
Development of tolerant communication skills.
Tasks:
1. Develop empathy skills.
2. Create conditions for the formation of the desire for self-knowledge.
3. Contribute to the development of communication skills, the ability to listen, express your point of view, come to a compromise solution and understand other people.
Equipment: forms for drawing up a “rainy day” memo, pencils, album sheets cut in half, a drawing of a tree, paper leaves of a tree according to the number of participants, glue.
Organization of space:Children sit at a round table.
Progress of the class hour.
I am glad to welcome you all! To make our communication today successful, prepare good mood, desire to speak out, positive attitude towards each other. Now let's play a little.
The guys are invited to play a very simple game. You need to count to ten. But the whole group must do this. The first participant says "one", the second - "two", etc. There is only one problem - if the participants say the number at the same time, the group starts over. During the entire game, any conversations are prohibited. Discussion:
- how did the game start?
- What did everyone want at first?
- Why didn't it work at first?
- How did you manage to count to ten?
- Did a leader appear in the group or did order form on its own?
- what does this game teach us?
2. Reading a Chinese parable about patience
A class is a small family. And I would like peace, respect and mutual understanding to reign in our family. What is needed for this? Listen to the parable and you will understand everything.
The ruler turned to the famous hermit sage with a request for advice on how to achieve universal happiness and prosperity. He promised to answer after a while. A month later, he told the emperor's envoys that the answer was not ready. The same thing happened six months later. A year later, the angry ruler ordered an answer or the execution of the sage for mockery. The hermit gave the tablets, and they were brought to the emperor. The same word was written on them 365 times. The angry emperor ordered the sage to be taken to the palace and asked: “Why only one word and why did it take him a whole year to write it all.” The sage replied that it took him a year to understand what was written, and for the emperor to be able to read his advice.
- What word did the sage write? (PATIENCE).
- Raise your hand if you think you have this quality in abundance.
- Give examples of when you demonstrated it.
- How did you feel?
- Is it easy to be tolerant?
3. Class teacherinvites children to complete the phrases:
- Forgiveness is...
- When my request is denied, I...
- When I have to refuse someone's request, I...
4. “Who will praise themselves the best or a reminder for a “rainy day”
The class teacher starts a conversation about how each person experiences bouts of blues, a “sour” mood, when it seems that you are worthless in this life, nothing works out for you. At such moments, you somehow forget all your own achievements, victories, abilities, joyful events. But each of us has something to be proud of. There is such a technique in psychological counseling. The psychologist, together with the person who contacts him, draws up a memo in which the merits, achievements, and abilities of this person are recorded. During attacks of bad mood, reading the memo gives vigor and allows you to evaluate yourself more adequately. The class teacher invites the children to do similar work. Participants are given forms with tables in which they must independently fill out the following columns. “My best traits”: in this column, participants should write down the traits or features of their character that they like about themselves and make them strong point. “My abilities and talents”: abilities and talents in any area that a person can be proud of are recorded here. “My achievements”: this column records the participant’s achievements in any area.
The class teacher, at his own discretion (depending on the level of trust in the group), invites group members to read out their memos.
The completed reminders remain with the children.
- "A piggy bank of grievances"
What to do with “current” grievances? It is important to be able to express your grievances. But you cannot take revenge on other people: this does not solve the problem, but aggravates it. How should you treat the offender?
Students discuss and come to the conclusion that they need to be able to forgive insults. The children are invited to draw a “Box of Grievances” and put in it all the grievances that they have experienced before. After this, a discussion is held: what to do with this piggy bank? The class teacher talks about the futility of accumulating grievances. Self-pity is a bad habit.
(The piggy banks go into the trash bin.)
- Drawing up rules of communication.
We often offend others, but not because we want to offend them, but because we do not always understand their actions or thoughts. Therefore, in communication you should adhere to certain rules:
Children independently formulate and write down the rules on pieces of paper in the form of tree leaves, and then attach them to an image of a tree placed on the board. Sample answers:
1) Talk about someone else only when asked.
2) When talking about your feelings for another person, talk about what his words and actions caused them, do not talk about the person as a whole.
3) Speak in such a way as not to offend or offend the other person.
4) Don't give ratings.
5) Don't give advice. Words: “If I were you...”; “You must...” is prohibited.
- Reflection. Practical tasks for discussion in groups (3 groups).
Using the rules of tolerant communication, give a constructive answer to your interlocutor.
Situation 1 . A friend refuses to comply with your request.
Situation 2. Your friend doesn’t return the book, but you really need it now.
Situation 3. Your neighbor accuses you of leaving rubbish.
Situation 4 . While communicating with classmates, a friend unexpectedly interrupts and starts a conversation on a different topic.
Situation 5. A classmate used your mobile phone without permission.
Situation 6. A friend is rude and refuses to discuss a family problem with you.
8. Exercise in the “Impulse” circle
The class teacher invites students to recall a situation when each of them experienced a feeling of resentment and disappointment. He invites them to return to this state, then hold hands in a circle. Through a handshake in a circle, a “light of support” comes to everyone. This support is addressed to everyone and comes from everyone.
- Summing up.
Today we learned to be patient and forgive insults. I hope that you will use the knowledge gained in today's lesson in your everyday communication. Thanks everyone! See you again!
Literature
- Devina I. You and I are of the same blood // School psychologist - 2009.-
№20 - Ostapenko A. Stubbornly darning the riddled fabric of goodness // Educational work at school. - 2009. - No. 4.
- Soldatova, G.U. Living in peace with yourself and others: tolerance training for teenagers / G.U. Soldatova, L.A. Shaigerova, O.D. Sharova - M: Genesis, 2000.
- Shchurkova N.E. Classroom guide: game techniques. – M.: Pedagogical Society of Russia.
- Rozhkov M.I., Bayborodova L.V., Kovalchuk M.A.. Cultivating tolerance among schoolchildren. Yaroslavl, 2003.
- Soldatova G.U., Shalgerova L.A., Sharova O.D. Live in peace with yourself and others. Tolerance training for teenagers.
- Life goals development training. Program of psychological assistance to social adaptation. St. Petersburg, 2001.
