Communication skills training for schoolchildren. "Bird and Chicks"
Communication training for primary schoolchildren.
Target: increasing the cohesion of the classroom, developing communication skills.
Training objectives:
Formation of a friendly and trusting attitude towards each other;
Forming the skill of coordinating one’s actions with others and learning to resolve conflict situations;
Training in cooperation and the ability to jointly solve assigned problems;
Development of emotional empathy for a classmate;
Progress of the training
1. Organizational moment. Training rules
Hello children. I am glad to welcome you to our training. Guys, now I want to remind you of the basic rules of our meetings.
1) All information that is presented during the training remains between us.
2) We all need to be sincere and open.
3) We remember that we cannot evaluate or give advice to others.
4) Address each other politely.
2. Exercise “Greetings”.
Instructions: Children stand in a circle, hold hands, smile at each other. Passing the ball into the hands in a circle, they say a compliment.
Well done, you did well.
3. Exercise “Changers”
Instructions: The person standing in the circle invites all those who have any skill to change places. He calls this skill. Example: Change seats, all those who can sing and dance. At the same time, the one who stands in the center of the circle tries to take one of the vacant seats, and the one who remains in the circle will continue to work.
4. Announcement of the topic and objectives of the lesson.
Today we will talk about communication. What is communication? How do you think? (children's answers).
Guys, you are thinking correctly. Communication is an important part of our life, without communication life is impossible.
5.Work on the topic of the training.
a) Research exercises
"Continue the story"
Goals: During this game, children can practice cooperation within the entire class and identify their ability to communicate. Forsuccessful To participate, they need to listen carefully to the teacher and imagine the entire sequence of events presented. They can come up with and develop their own ideas, but they also need patience so as not to disturb others.
Instructions:Please all sit in one circle. I want to offer you a game that the whole class can take part in at the same time. You will need to make up your own story.
I will start the story myself and after a while I will stop my story. After this, any student can pick up the thread and continue the story. When this child stops his story, the next child will continue the story, and so on until all the children add their own piece to this common story. Does everyone understand how to play?
So:
There lived a little girl and a little boy. The houses they lived in were so close to each other that they could play with each other every day. Over time, they became bosom friends. And then one day they decided to go far, far away, because they no longer wanted adults to boss them around from morning to evening. They took some food with them and put it in two small backpacks. When the adults were busy with their own affairs, they quietly ran away from home. The road they took led them after some time to a large and wild forest. "Strange" - they said - "that such a beautiful forest is so close to the city." Curiosity awoke in the children, and they headed deeper into the forest. At first the air was warm and the sun was breaking through the leaves of the trees. Sometimes they heard the lovely voices of songbirds. But the forest became darker, the air - It was getting colder, and different rustling noises began to be heard from everywhere.
Then the children wanted to get out of there. But when they turned back, they found no sign of the road along which they had come. Instead, they saw only rocks and dense vegetation. As soon as they took a step forward along the road, she was there. samedisappeared behind them because she was enchanted. They walked forward and forward all the time, making their way through dense bushes and trees, climbing over large stones and boulders. Suddenly they heard a strange noise ahead. They didn't see what it was, but they could hear footsteps approaching. The children stopped, grabbed each other, and clasped their hands. Suddenly they saw...
Guys, continue the story. (Children continue the story)
Exercise Analysis:
- Did you like our story?
- What did you like most?
- What would you tell differently if you were telling the whole story alone?
b) Formative exercises
"Compliments"
Goal: To promote changes in feelings of relationships and the formation of communication skills.
Guys, now we will accept and give compliments. We work in pairs. One of the couple compliments the other for several minutes: “what do I like about you, what character traits, appearance, facts from life...”
The partner must listen to everything that is said to him. After that, he repeats everything he heard: “You like it about me...”. If something is missed, the partner pays attention to it. After this they change roles.
Analysis:
Which was easier to talk or listen to?
Did you manage to accept compliments, and with what feeling?
c) Developmental exercises
Group portrait
Goals: Group Portrait provides an opportunity to practice collaboration and constructive interaction in small groups. The task of drawing a common portrait in which each child is present strengthens the children's sense of belonging to the group. In this game, along with the ability to cooperate, the skills of observation and creative self-expression are developed.
So that children can complete their task in a calm environment and treat it with due attention, in some cases it makes sense to conduct the game in several stages, spreading it out over 2-3 days.
^Materials: Each subgroup will need a large sheet of paper (at least A3 size, preferably a sheet of Whatman paper) and wax crayons.
*^ Instructions: Break into fours. Each group must draw a picture of all team members. You cannot draw your own portrait; ask someone from the group to do this. Think together about how you will arrange the drawing on the sheet, what the plot of your painting will be.
Once all the groups have painted their portraits, a detailed presentation of all the paintings should take place. Before doing this, you can give the groups time to think about how they will present their work to the rest of the students and what explanations they will give when doing so.
Exercise Analysis:
- Who did you choose to paint your portrait?
- How did you feel when they painted you?
- Who chose you as an artist?
- How did you come to the decision of who to draw where?
- Are you happy with your portrait?
- How much did you enjoy working with the other guys from your subgroup?
- How satisfied are you with the portrait you painted yourself?
6.Feedback
Did you enjoy the activity?
What feelings are you experiencing now?
What useful things will you take away from this lesson for yourself?
Training session to unite junior schoolchildren
on the topic: "Together - we are force!".
Target: uniting the children's team.
Tasks:
· familiarize students with the rules of working in a training group;
· develop “Laws of a friendly team”;
· contribute to increasing self-esteem among schoolchildren;
· foster a sense of collectivism;
· generate interest in training sessions.
Methods: monitoring of psycho-emotional state, training exercises, discussion, brainstorming.
Equipment and materials: 2 Whatman paper in the shape of the sun, emoticons according to the number of participants in double size at the beginning and end of the training, a poster “The Laws of a Friendly Team,” badges, a ball of thread, a recording of relaxing music, a music center.
Participants: students of grades 1 - 4 (no more than 12 people), educational psychologist.
Progress of the lesson:
1st stage “Introductory” (10 minutes)
1. Start of the lesson: (welcome, goals):
Hello guys! Today is an unusual day for us. We will try to make friends and firmly cement our friendship! I witnessed that not all the guys in the team are respected; some guys have few friends. Therefore, today we will find out the reasons for the problems that arise in communication, come up with the “Laws of a Friendly Team”, get to know each other better, become friendlier and more united and just have a pleasant conversation. Ready? Then let's begin!
2. Monitoring psycho-emotional state of students at the beginning of the training:
Write your name on a happy or sad “smiley” and stick it on whatman paper (“Happy smiley” is a good mood, “Sad smiley” is a bad mood).
- psychological mood (meeting ritual): I suggest you take cards with your names and attach them to your chest. Let's form a circle of friendship. Let's share the warmth of each other with others, we wish you success and goodness!
3. Rules for working in a training group:
Our lesson will take the form of a training session. In order for you and I to achieve everything we have in mind, we need to accept the rules of working in a group.
1. Be active
2. Speak only on your own behalf
3. Follow the raised hand rule (do not shout from your seat)
4. Don't speak in chorus
5. Don't give ratings
6. Here and now (we experience all feelings here and now, we maintain confidentiality)
7. The right of the presenter (listen carefully to what I say)
What additions and changes?
Do we accept? We try to comply.
Exercise No. 1 “Hello, friend.”
1. Conquer the child’s uncertainty and fear
2.Creating a favorable atmosphere in the group.
3.Preventing isolation and creating conditions for psychological emancipation of participants.
Instructions:
Children are divided into two groups. The children of the first group stand in a circle, and the participants of the second group go inside it and also stand in a circle, turning to face their classmates. Thus, you should get couples who need to greet each other, repeating after the psychologist his words and movements:
After this, the guys from the inner circle need to move to the right, moving to other partners, and say the greeting again. This can be repeated several times. In a situation where everyone acts according to the same pattern, the child will feel like an equal member of the team, will be able to relax and overcome isolation.
Stage 2. "Basic" (20 minutes)
Exercise No. 2 “Convey the emotion”
Target : develop social intelligence, teach to recognize emotions.
Instructions: The group stands or sits in a circle, one starts and makes a certain facial expression with which he looks at his neighbor on the left. Now he repeats the facial expression and turns in turn to his neighbor on the left, etc. The game continues until this “epidemic” covers all players.
Exercise No. 3 “Colored web”.
Target: Development of skills of self-assessment and assessment of classmates, expression of one’s opinion, collective cohesion.
Instructions: children need to stand in a circle. The first participant receives a ball of thread. He should wrap the thread around his finger several times and call his character traits “I...”. After that, he continues: “I like... because he (s)..." and rolls the ball of thread to the one he named. The next player does the same. The game continues until all the children are tied into one web. It is permissible for one child to be selected more than once. At the same time, it is necessary to ensure that there are no children left who are not included in the general web. After the game, it is recommended to discuss that there is something good in every person, you need to be able to notice it. And, of course, it is worth paying attention to the fact that these threads symbolize friendly relations, collective ties between children.
Exercise #4“Brainstorming” development of “Laws of a friendly team”
Target: development of skills for expressing one’s opinion and group cohesion.
Instructions:
Children sit in a circle. The presenter says: “Guys, I will tell you the beginning of the law, and you will continue this law. We speak in turns."
LAWS OF FRIENDLY COLLECTIVES
1. The law of punctuality (don't be late!)
2. Law of Smile (Smile at everyone around you, be in a good mood)
3. Law of politeness (be polite to everyone)
4. Law of communication (speak calmly, do not shout, listen carefully, do not interrupt your interlocutor)
5. Law of activity (always be active)
6. Law of Respect (treat people the way you would like to be treated)
7. The law of accuracy (watch your appearance, observe the rules of personal hygiene)
8. Law of Responsibility (Be responsible for your actions and promises)
9. Law of Thrift (take care of your property and school property)
10. Law of mercy (help each other, do not offend anyone, be kind)
Stage 3 “Final” (10 minutes)
No. 5 Final reflection:
· Monitoring of psycho-emotional state:
Has your health or mood changed? If so, then paste the emoticon that matches your mood. We are very interested in your opinion about today's training - as well as about your well-being, did you like our exercises? (speak out)
· What did we learn from today's training? (speak out)
Now let's seal our friendship tightly with a big hug! (Everyone joins hands, forming a circle, and hugs.)
Sources:
Training session to unite junior schoolchildren on the topic: “Together we are strong!”
Dina Fomina
Summary of training for primary school students on the formation of rules of behavior in the class “Bird and Chicks”
This training session summary is suitable for psychologists and teachers. It is intended for use in elementary grades (grades 1-3, in which students violate the rules of answering in class (they shout out, behave noisily, show incontinence during frontal questioning of children.
Target: formation of a positive attitude towards learning, learning the importance of rules of behavior at school.
Equipment: posters “Bird and chicks in the nest”, “Teacher and students in the classroom”
I. Organizational moment.
Welcome ritual.
Exercise "Find commonalities"
Presenter: - Hello guys. Let's start our lesson. Today we will talk to you about the school and about you, the students. But first, look at each other. You are all so different and unique! But you have a lot in common. Please stand up, those with brown eyes. Stand up, ice cream lovers. Stand up, those who have pets. Stand up, those who love to play video games. You see, you have a lot in common, so you can easily become friends with each other.
II. Main part
Exercise “What is the student doing?”
Presenter: - Guys, tell me what the student usually does, what he does. (He reads textbooks, writes in notebooks, answers at the blackboard, does homework, etc.).
Presenter: - Do you know the game “Crocodile?” In this game you need to show something without words. Now everyone will take turns going to the board and showing, without words and without sign language, something that the student is doing. And we will try to guess what the presenter wished. Try not to repeat the actions!
Exercise Analysis:
Do you think a student does something useless and unnecessary at school?
What's the most fun thing to do at school? What do you like most about school?
Do you feel like going to school during the summer holidays?
Exercise "Training Levitan"
Presenter: The very famous announcer Yuri Levitan, in order not to make mistakes while recording live, trained his concentration. Divide into pairs. Turn the sheet of text upside down. Read it. First you, then your partner. Now take and turn the second text over. Read it, but your partner will interfere with you in every possible way: clap his hands, sing a song, wave his arms, push, ask questions, etc.
Exercise Analysis:
Switch roles.
Have you been able to read it when you are being disturbed and there is a lot of noise around you?
Do you remember what was said in the text?
When is it easier to absorb information, in a noisy environment or in a quiet, calm one?
Is your classroom noisy during class? Which one of you is bothered by this?
Motivational conversation "Bird and chicks"
(material from the book “Psychology. 2nd grade. Developmental activities” Glazunov D. A.)
The presenter hangs a poster “Bird and chicks in the nest” on the board.
Presenter: - Look, guys, what is drawn here. This is a tree on a tree, look. What is this? Nest with small chicks. But the adult bird is probably the mother. The mother brought midges to the chicks to feed them. You see how the chicks open their beaks wide so that their mother puts food there. But in nature, guys, not all chicks get the same amount of food; some chicks starve and may even die. Why? Because each chick wants to get more food from its mother, but they don’t want to share. And they try - they open their beaks wider, push, scream louder than anyone else.
The presenter hangs a poster “Teacher and students in the classroom”
Now imagine that the chicks are you, students, the bird is, of course, the teacher, food is the knowledge that the teacher gives. What happens when someone shouts out answers without giving others a chance to think? He takes away their knowledge, does not allow their heads to work! This means he acts like that frisky little bird who takes someone else’s food. Some of you need time to think, others need to find the correct answer themselves, and not receive it in the form of a hint. Is it clear why a teacher gets angry when someone shouts? He, like a mother bird, wants everyone to be fed, not the loudest ones. If you shout, you deprive others of what they came to school for - the opportunity to think.
Let's agree that when the teacher hangs up this poster, it means that you cannot shout out answers, you must give everyone the opportunity to think.
Game "Prince - on - tiptoe"
Host: - Now let’s prove that you can be very quiet if you want.
Presenter: - Stand up and stretch properly. I want you to show me how you can mysteriously transform a noisy classroom into a magically quiet room. Who wants to be the presenter? It will be the Prince (cess) - on - tiptoe. With silent steps, the Prince will approach one of you, lightly touch you on the shoulder, and then move on to the next person. The one touched by the Prince will follow him just as silently. Everyone who follows the prince must be quieter than a mouse. When you have everyone gathered, take them to the board. Turn to the guys and thank them with a silent bow. After which everyone returns to their places just as quietly. Exercise Analysis:
Did you like the game?
Is it difficult not to say anything and not make noise?
In which class is it easier to study in a noisy or equally quiet one?
Presenter: - If the teacher asks for silence in the class, remember this game.
Freeze Frame Game
Presenter: - Guys, remember the game “The Sea is Troubled.” At my command, you must freeze in the pose of what I will call. Let's begin. The sea is agitated once, the sea is agitated twice, the sea is agitated three times, the “bird” figure, freeze. (“lion”, “student”, “balloon”, “friendship”, “silence”, “happiness”).
Exercise Analysis:
Which figures were difficult to show? Why?
Why are the figures of birds, a lion, and a balloon similar for everyone, but friendship and happiness are different?
III. Bottom line
Host: - It's time to say goodbye. Tell me, guys, what did you like most about today's meeting? What did you understand from today's meeting?
Farewell ritual. Game "Applause".
Host: - Guys, you did a good job today. I want to praise and thank you. To do this, everyone will take turns standing on this chair. The one who did the best work will go first. Let's give him a hearty clap. Thank you! Now it will go.
Exercise Analysis:
Did you enjoy receiving applause?
Do you sometimes receive undeserved applause?
Did you enjoy clapping?
How do you show others that you admire them, that you like them?
As a keepsake for a schoolchild (excerpt)
If you want to answer, don’t make noise,
Just raise your hand.
You sit at your desk slimly
And behave with dignity.
You sit in class
Don't knock or shout.
Don't talk in class
Like a talking parrot.
(S. Marshak)
Goodbye, guys! Behave with dignity in class!
Publications on the topic:
Consultation “Minute of Safety” as a means of developing safe behavior in preschool children" All of us, teachers and parents, are trying to answer the question: “How to ensure the safety and healthy lifestyle of our children?” Road rules.
“Educating children in the rules of behavior on the street.” (consultation for educators...)“Educating children in the rules of behavior on the street.” (consultation for educators). Children are dear to everyone. We want to raise them healthy and strong.
Children of the preparatory group of “Kindergarten No. 40” of the Asbestovsky urban district, under the leadership of teacher Andreeva N.M., held an action.
A long-term plan for working with children of senior preschool age to study the rules of safe behavior on the road Author's work by teacher Kozlov N I on leather. took 3rd place in the “Paper Universe” competition in 2012. Goal: To teach children safety rules.
Social-psychological training: “I and WE”
Description of work: This program will be useful primarily for educational psychologists when working with children of middle and high school age (from 4th to 11th grade). Groups are formed based on the principle of homogeneity (children of similar ages with similar needs). The purpose of the training: developing interpersonal communication skills and self-knowledge. This training was regularly conducted by me at my previous place of work and showed good results, according to the reviews of the children who participated in it and their teachers.Target: schoolchildren to overcome psychological barriers caused by a lack of social experience, control their emotional state, and also build their confidence in themselves and their abilities.
The leading type of activity, according to the classification of D.B. Elkonin, in adolescence is communication and the formation of interpersonal relationships. Therefore, it is very relevant, at this stage of development, for the fullest and deepest realization of life potential and harmonious development of the individual, to master the skills of effective social interaction.
Training structure: The training consists of five lessons, which are based on ideas about the mechanism of group dynamics.
Each training session has the following structure:
1. Games and exercises for group cohesion: aimed at removing psychological defense mechanisms and maintaining group dynamics.
2. Exercises aimed at expanding social experience.
3. Reflection on your condition and acquired experience.
4. Exercises aimed at expanding self-image and organizing feedback.
Organization of the training: this training is designed for 2 classes, including 3 blocks lasting 2 – 2.5 hours each (depending on the characteristics of the group). Classes should be held in a separate, warm room, preferably soundproofed and locked from the inside. It is also desirable that this room have comfortable chairs and free space for movement, which would help improve the efficiency of classes.
Quantitative and qualitative characteristics of the group: the training is designed for teenagers and young men aged 15 years and older who want to expand their social experience, gain a sense of self-confidence, learn to feel and understand others.
The optimal group is 6 – 12 people. A decrease in the number of training participants less than optimal leads to a slowdown in group dynamics due to a qualitative decrease in the activating experience in discussions. An increase in the number of group members more than optimal makes the group unstable due to a decrease in the ability to control group processes on the part of the coach.
First lesson “Acquaintance and self-presentation”
First partObjectives: 1. formation of group cohesion;
2. development of group rules;
3. motivating training participants to work.
Exercise 1. “Say your name + business card”
Purpose: acquaintance of training participants.
“We begin our lesson with the traditional introduction procedure. Now each of you will draw up your own business card, and on it you will indicate your name.”
Write your name and a positive quality (what you value in yourself) starting with the first letter of your name, in a circle.
DISCUSSION:
“What do you like most about yourself?”
“Was it difficult to find good qualities in yourself?”
“How did you feel when others named your quality?”
Exercise 2. “My goals”
Goal: to identify expectations from the training among group participants, to form a conscious attitude towards the classes.
Material: Whatman paper, marker, leaves (green and red)
The presenter talks about the goals and objectives of the training.
Participants are given sheets of colored paper (green) on which they are asked to write what they want to get from the classes. Then the leaves are glued with tape onto a pre-prepared Whatman paper with a picture of a tree.
Each participant names their expectations and glues a piece of paper to whatman paper. It is expected to answer the following questions: “What do I want to get from the training?”; “What am I willing to do for this?” “How can the group help me with this?”
DISCUSSION:
“Why is it necessary to specify the goals and expectations from the training?”
“Was it difficult to describe your expectations from the training?”
“What useful experience did I gain from this exercise?”
Exercise 3. “Snowball”
Purpose: Acquaintance
The first participant says his name and hobby, the next repeats everything that the first said and adds his name and hobby, the third repeats everything that was said before him and adds his own, and so on until all participants say their names and hobbies.
Exercise 4. “Rules of life in a group”
Goal: to form rules of interaction in the group based on the personal experience of the participants.
I. The presenter reads the questions. Participants think: could they answer these questions in a group?
Questions:
What do I not like about myself?
What should I do to make many friends?
What is happiness and am I happy?
Am I a good person or not?
II. The group is divided into microgroups according to the following safety scale:
I would not like to answer questions in a group I could answer some questions I could answer all questions in a group
There may be 2 or 3 groups (5 minutes).
III. The facilitator suggests discussing in groups and writing down answers to the following questions on a piece of paper:
What people around you do or say that prevents you from talking about your experiences;
What are people doing around you that help you talk about your experiences?
IY. One participant from the group reads out the answers, you can write them on the board (15 minutes).
V. The presenter proposes to create some general rules, the implementation of which would provide the opportunity to freely communicate and talk about their feelings (10 minutes).
Suggested rules:
Sincerity (speak sincerely or remain silent);
Confidentiality (do not talk about the experiences of other group members);
Do not evaluate participants;
Support from the group, etc.
DISCUSSION:
“What prevents you personally from speaking openly or doing something openly in a group?”
“Do you need group rules?”
“Which rule do you think is the fairest?”
“What additional rule would you introduce?”
Exercise 5. “Share the joy”
Goal: learn to establish contact
You need to approach as many people as possible with the words “share my joy with me” and establish contact on 4 levels:
Emotional
Eye
Touch
Verbal
DISCUSSION:
“What did you like more, when you come up or when they come up to you? »
“What difficulties did we encounter?”
"What worked best"
Exercise 6. “Correspondent”
Goal: acquaintance and group unity
The game is played in two stages: at the first stage (“interview”), the participants are divided into pairs and talk for three minutes on the topic “my interests and hobbies.” After the time of the first stage has expired, the second stage ("note") begins. One of the pair members should introduce the second player to the group as best and as interesting as possible.
DISCUSSION:
“What was more difficult to do: find out information about a person or tell a group about him?”
“Which caused more excitement: when they talked about you or when you talked about someone?”
“What useful experience can be gained from this exercise?”
Exercise 7. “Spark” (with compliments)
Material: matchbox
The group, including the coach, sits in a tight circle. The coach lights a match and passes it around. The one in whose hands the match goes out gives himself a compliment. Then he lights a match and passes it to the next participants. Then the task becomes more complicated: whoever’s match goes out, the training participants give three compliments.
DISCUSSION:
“What did you feel?”
“Which was more pleasant to say or receive compliments?”
Exercise 8 “Nobody Knows”
Goal: developing self-presentation skills
Presenter: “Now we will take turns completing the phrase: “Everyone knows that I ...”
Second circle: “None of you know that I...” (what I have...)
Third circle: “Actually I...”
DISCUSSION:
- “Was it easy to tell about your secrets?”
Exercise 9 “Gift”
Goal: group unity.
Presenter: “Now we will give gifts to each other. Each person takes turns using pantomime to depict an object and passes it to the neighbor on the right.
DISCUSSION:
- “Was it difficult to understand another without words?”;
- “What helped / hindered understanding the other?”
- “What useful things can be learned from this exercise?”
Exercise 10 “Block Feedback”
Second part
Goal: to continue acquaintance, practice and consolidate the skills and conditions achieved in the introductory lesson.
Exercise 1 “Wish”
Purpose: To identify the participants’ mood for the lesson; warming up the group.
Material: ball
Presenter: “Let's start our work by expressing wishes to each other for today. You throw the ball to someone and at the same time say your wish. The one to whom the ball was thrown, in turn, throws it to the next participant, expressing his wish for today.”
Exercise 2 “Fairy tale in a new way”
Goal: developing the ability to track and maintain a logical thread when communicating.
Presenter: “Now we need to come up with a continuation of one of the famous fairy tales, or compose a new fairy tale. We will do this as follows: I say the first sentence, and everyone adds a sentence so that we get a complete story.”
DISCUSSION:
- “What do you think this exercise does?”
“What was more interesting to listen to others or to come up with yourself?”
Exercise 3. “Mirror”
Goal: development of psychological contact
Participants are divided into pairs and face each other. One of the players makes slow movements with his hands, head, and whole body. The other’s task is to exactly copy all the movements of his partner, to be his “mirror image”.
Exercise 4. “My name is my character”
Goal: strengthening the skill of self-presentation
Material: paper, pens
Presenter: “Write your name on a piece of paper. Write down your positive qualities in the first letters of your name
DISCUSSION:
- What did you like about this exercise?
- What was difficult to do in this exercise?
- How did you feel?
Exercise 5. “What am I?”
Goal: to evaluate the view of yourself from the outside
I. Fill out the form:
I want to be________________ (3-5 character traits)
I do not want to be_____________
Questionnaires are read in a circle (15 minutes). Then the participants pair up as desired. Work in pairs.
A. Using the questionnaire, put points from 1 to 10 next to the character traits - how many in your opinion do you already have this trait.
B. Exchange profiles and tell your partner how many, in your opinion, he has of those traits that he put in his profile.
Analyze your own questionnaires, where the scores are the same, where there is a difference. You can have someone in a circle who wants to talk about their condition.
II. Using the questionnaire, write 5-7 phrases about yourself. The last phrase will be: “The main character trait that I am proud of is ....” (for a positive attitude towards your character traits).
DISCUSSION:
“Is it difficult to talk about yourself?”
“What do we mean when we call a person “good” or “bad”?”
Exercise 6. “Drawing yourself”
Goal: developing self-presentation skills
Host: “Now I invite you to draw yourself. But only one fragment of the drawing. Next, pass the drawing to the neighbor on the right. He must complete another fragment, etc. This way you get your portrait through the eyes of the group.”
DISCUSSION:
“How consistent is your self-image with the group’s?”
“How did this exercise make you feel?”
“What new did you learn from this exercise?”
Exercise 7. “Court: Self-presentation: pros and cons”
Goal: developing a conscious attitude towards self-presentation
1. Three winners of the game “rock, paper, scissors” are selected. They will be the judges.
2. The judges, using the “empty-thick” game, divide the remaining members into 2 subgroups. Principle: “empty” – accusers, “dense” – defenders.
3. Each side prepares a speech and questions for the opponent within 5 minutes, with the goal of defending its position.
4. A tournament is held between opponents.
5. The judges pronounce a verdict.
Exercise 8 “Block Feedback”
Goal: maintaining group tradition.
Presenter: “Now we will discuss the experience gained in this block.”
- What did you remember (like) in this block?
- Was there anything that surprised you in this block?
- Name one thing you liked and one thing you didn’t like.
The third part
Goal: practicing and consolidating the skills and conditions achieved in previous classes
Exercise 1. “Impulse”
Goal: to unite and warm up the group.
Participants sit in a circle. The right hand, palm up, is placed on the left knee of the participant on the right, and your left hand, palm down, is placed on the palm of the neighbor. You need to slap your neighbor's palm as soon as you feel the clap on your palm.
Discussion:
- “What useful things can be learned from this exercise?”
Exercise 2. “I am very good, we are very good”
Goal: building self-confidence, group unity
One of the participants (and then all the rest) goes to the center of the circle and says in turn the words: “I”, “very”, “good”, first in a whisper, then loudly, then very loudly. Participants expand the circle and, holding outstretched hands, repeat the same thing, only together saying instead of “I,” “we,” “very,” “good.”
Exercise 3 “Sculpture”
Goal: group unity
The presenter selects three volunteers. The first is a sculptor; the second is clay; the third is a critic. The essence of the game: the critic goes out the door, and the sculptor must come up with and depict any object out of clay, for example, the Statue of Liberty, a turtle, etc. After the sculpture is ready, a critic is invited, who must guess what happened.
Exercise 4. “Confidence Fall”
Goal: removing psychological defense mechanisms, building trust in the group.
Presenter: “Stand in a circle very close to each other. This is not an ordinary circle, but a magical one, since the children who stand in the circle will do everything to ensure that the one who stands in the center experiences amazing sensations. Which one of you would like to be the first to stand in the middle? Everyone else, raise your arms at chest level. When ..... falls in your direction, you must understand it and carefully return it to its original position.
DISCUSSION:
- How did you feel in the center of the circle?
- Did you trust your comrades?
Exercise 5. “Film Festival”
The group is divided into spectators and actors, and the actors into subgroups of 3 people. Each group draws out a piece of paper with the task of preparing (10 min) and demonstrating (5 min) a skit in the following genres:
Action
Comedy film
Melodrama
Horror
Viewers vote which film they liked best. The winners receive the Audience Award.
Then the audience becomes actors, the actors become spectators.
DISCUSSION:
“Who did you enjoy being more, an actor or a spectator?”
“What does this exercise do?”
Exercise 6. “Eye to eye”
Goal: receiving feedback on the presentation itself
According to the “hot chair” principle, two people are opposite each other.
Exercise 7. “Farewell”
Goal: maintaining group tradition.
Host: “Now you have time to say goodbye. Come up to each other and wish something nice, hold hands, look into the eyes.”
DISCUSSION OF THE LESSON:
- Name one thing you liked and one thing you didn’t like.
Second lesson “Cohesion and interaction”
First partGoal: continuation of work aimed at unity and increasing the degree of interaction in the group
Exercise 1 “Greetings”
Goal: maintaining group tradition
Presenter: “We began our work in the first lesson with introductions and exchanges of greetings, now this procedure will become a tradition for us and will open all our classes.”
Exercise 2 Magic wand
Purpose: warming up and uniting the group
The participants move in a circle and the leader gives the task: “I have a magic wand in my hands and I want us to turn into a herd of hippos.” After the participants have lost one round, the leader passes the baton to the next, and so on.
Exercise 3 “Guess the touch”
Goal: creating a trusting atmosphere.
The participant closes his eyes and turns away. He must guess who is approaching him and touching him in some way.
Exercise 4 “Choice”
Goal: determining mutual preferences in the group
Participants sit in a circle. At the leader's command, each of them must point his finger at one of his group mates - for example, at the one with whom he would like to pair up in some other game. The goal of the players is to achieve in one of the attempts such a choice that the group would split into pairs of participants who mutually chose each other.
Exercise 5 “Reflection”
Goal: the opportunity to put yourself in the place of another
Presenter: “Split into pairs. At my signal, begin to pronounce a word syllable by syllable. For example, SA-MO... the third syllable could be –KAT-, -LET-. The task of one of the participants is to adapt to the partner, i.e. achieve the coincidence of your third syllable with his third syllable. The other participant’s task is to avoid adjustment and achieve mismatch. You must pronounce the third syllable at the same time.”
Exercise 6 “Narrow Bridge”
Goal: practicing group interactions
The presenter draws a line. This is a bridge. Two participants are selected to come from different sides of the bridge. They meet in the middle. Everyone's task is to reach the end of the bridge.
Attention is drawn to how they cross the bridge. Will they be able to politely disperse or will one push the other?
Exercise 7 “Scout”
Goal: development of social perception
Presenter: “To understand another person and predict his plan, you need to be able to observe. After all, a person speaks not only with his tongue - with his eyes, face, and whole body. It is necessary to learn to read these manifestations.”
One participant is selected - a scout. The leader says the command “freeze” and the whole group freezes motionless. The scout tries to remember the poses of all participants. Then he leaves the room. During this time, participants make several changes in position. The scout's task is to detect all changes.
DISCUSSION:
“What did you like?”
“What benefits can be gained from this exercise?”
Exercise 8. “Block Feedback”
Goal: maintaining group tradition.
- What did you remember (like) about this block?
- Was there anything that surprised you?
- Name one thing you liked and one thing you didn’t like.
Second part
Goal: continuation of work aimed at unity and increasing the degree of interaction in the group.
Exercise 1. “Bouquet”
Purpose: warming up the group
The presenter stands in the center of the circle of participants sitting on chairs. Group members choose a flower from three suggested by the presenter or participants, for example, rose lily of the valley and peony. At the command of the driver, those participants whose flower he named change places, and at the command “bouquet,” all participants change places. The driver must have time to sit in the place of one of the participants, who becomes the next driver.
Exercise 2. “Spark”
Goal: expanding information about group members, building group cohesion
Material: matchbox
The group, including the coach, sits in a tight circle. The coach lights a match and passes it around. Whoever holds the match goes out, group members ask any three questions. The person answering the questions lights the match again and passes it around.
Exercise 3. “Homeostat”
Goal: identifying relationships between participants.
Presenter: “Clench your right hand into a fist, and at my command everyone throws out their fingers. You should strive to ensure that all participants throw out the same number independently of each other, without agreeing.”
Exercise 4. “The Blind Man and the Guide”
Host: “Now you need to split into pairs. Let one of you close his eyes, and the other guide him around the room, so as not to collide with other pairs and obstacles. Switch roles."
DISCUSSION:
“How did you feel when you were blind?”
“Did your guide lead you carefully and confidently?”
“Was there a desire to completely trust your partner?”
“When was it better for you: when you led or when you?”
Exercise 5. “Contact”
Goal: practicing the skill of kinesthetic influence
Participants are divided into pairs: one leader - the other slave. The follower closes his eyes, and the leader leads him. Contact between them is maintained through a handle that rests freely on the open palms of the players. After a minute they switch roles.
DISCUSSION:
“Which role was more difficult for you, leading or following?”
“How successful were you in maintaining contact?”
Exercise 6 “Associations”
Goal: team building
One of the participants leaves the room. The rest choose the participant they wish for. The driver returns, and his task is to guess this person with the help of leading questions. For example, “if it were a flower (animal, weather, furniture) then what kind...”
DISCUSSION:
“Was it difficult to select an association?”
“What helped you guess?”
Exercise 7. “Damaged phone”
Goal: developing attention to how we listen to each other.
The participants sit in a semicircle, the Leader whispers in the ear of the first player the wish that he would like to hear today. After that, he is transplanted to the end of the row. The wish is whispered to the end of the row until the last person in the row says it. The first player becomes the leader and everything is repeated again until each player moves to the end of the row.
Exercise 8. “Nonverbal telephone”
Goal: to identify the features of non-verbal language.
As a “deaf” person only communicates with gestures.
Exercise 9. “Annabiosis”
Goal: learn to recognize and satisfy the hidden needs of your interlocutor
Presenter: Probably everyone is familiar with the feeling of alienation that arises between two people: partners cease to feel and understand each other. The opposite feeling is probably also familiar: absolute mutual understanding arises between people. The proposed exercise allows you to solve the problem of transition from alienation to contact.
Participants are divided into pairs. In each pair, players distribute the roles of “frozen” and “reanimator” among themselves. At the signal, the “frozen” one freezes motionless - with a petrified face and an empty gaze. The task of the “reanimator,” for which one minute is allotted, is to rescue the partner from the anabiotic state and revive him. The “reanimator” has no right not to touch the “frozen” person, nor to address him with any words. All he has is a look, facial expressions, gesture and pantomime. Signs of successful work include laughter, smiling, etc.
Part three
Exercise 1. “confidence drop”(complex)Purpose: Warming up the group
It is performed as usual, but the participants fall from a small elevation.
Exercise 2. “Add-ons”
Goal: introduction to different types of communication in a playful way.
In theatrical art there are 3 superstructures:
From above - the person’s entire posture suggests that he despises those around him, looks down on him, his shoulders are straightened;
From below - he is despised, there is no reason to love him, those around him are better, smarter than him - this is what a person from this superstructure thinks;
Equally - not strained, friendly relations with comrades.
Walk around the hall, changing positions.
Divide into pairs, ask your interlocutor for something using the superstructure from above, then from below, and finally, on an equal footing. Switch roles.
DISCUSSION:
“Which type of add-on was more convenient for you?”
“Which type of setup was least convenient?”
“How can the knowledge gained be used in life?”
Exercise 3. “Give me a flower”
Goal: increasing interest in conversation opportunities
Participants sit in a general circle. Anyone who wishes takes a flower, everyone in turn asks to give this flower to him. The flower is given to the one whose request is most liked. Moreover, the person explains why he preferred this particular request (10 minutes).
Exercise 4. “Guard”
Goal: familiarization with the stages of conversation
Participants stand in a common circle, each turning to their right neighbor. Assignment for everyone: attract this person’s attention (5 minutes).
Exercise 5 “Unclench your fist”
Goal: taking into account the position of the interlocutor in a difficult situation (carried out in pairs).
One clenches his fist, the other tries to unclench it (do not break his hands or fingers!), then the partners change roles.
DISCUSSION:
“Did the position and desire of the partner be taken into account when performing the exercise?”
“Were non-forceful methods used – requests, persuasion, cunning.”
“What conclusion can be drawn from this exercise?”
Exercise 6. “Sassy” (role-playing game).
Goal: awareness of behavior in a situation of defending one’s own interests.
The group is divided into two teams: active and observers. For the active situation in the store. Roles – “seller”, “impudent”, “queue”. Then the group changes places.
DISCUSSION:
“What emotions and feelings did you experience?”
“What are self-interests, and why do they need to be defended?”
“Which actor’s behavior did you like the most and why?”
Exercise 7. “Active listening”
Goal: Master active listening skills
I. Participants sit in pairs. One person tells something (2 minutes), another listens to him very carefully (1 minute), and then, at the leader’s sign, does not listen to him. Partners switch roles and then discuss this exercise.
II. In the general circle, participants show poor and good listening. General discussion of what you saw and your experience in pairs. Draw the attention of training participants that the active listening mode has the following signs: a person comes up to you, he is excited, something happened to him, he wants to tell you, and you want to listen to him.
III. The algorithm is written down by the presenter on the board, and by the participants in notebooks.
Active listening What prevents your interlocutor from speaking
Sit opposite
Look at your interlocutor
Assent “uh-huh”, “yes-yes”.
Direct repetition of words, echo
Clarification of details
Do something else
Look closely into the eyes
Use the following phrases: “It’s because of you...”
“I had it too...”
"Don't worry"
“You’re all lying...”
“So what of this..”
"I would in your place.."
"Let's think logically.."
Exercise 7. “Secret failure algorithm”
Goal: practicing the skills of saying “no”.
I. Participants disperse around the hall in pairs, agree on what their situation will be, preferably from real life (maybe they once had problems refusing someone).
II. One person persuades another, but he must refuse. They then switch roles and discuss their experiences.
III. In a general circle, two people show everyone their skit (the skit can be discussed).
IV. The presenter intrigues the participants with a secret refusal algorithm, and then analyzes it together with the participants (30 minutes).
SOLID BASES
Do you really need to refuse or are you being flirtatious?
Yes, no, maybe they can persuade me
Create space for yourself, this algorithm does not suit you
(for example, do not sit if the one who you
persuades, stands) and remember, you
You have the right to refuse
NUCLEAR MESSAGE
"I can't do this because...
MAIN REASON"
HELP SOMEONE YOU REFUSE
After all, it’s more difficult for him than for you!
“don’t be offended, I really can’t..”
The important secret and the whole difficulty of refusal is to find exactly the main reason for the refusal, because if the reason is invented, it is easy to check, if it is not a number of main reasons, they are easy to break down.
V. Those two people who showed the skit to the whole circle repeat it, using the algorithm and the help of the group leader.
VI. The group repeats their skits using an algorithm.
DISCUSSION:
“How much more confident has your behavior become?”
“Did you manage to find the main reason?”
“What new things have you found for yourself?”
Exercise 8. “Role playing carousel”
Goal: skills to start, maintain and end a conversation.
Participants sit in two circles, facing each other. The presenter reads the situation and the task: start a conversation and conduct it for 1 minute. After listening to the situation, the outer circle begins a conversation, and the inner circle supports it. The outer circle then moves one space to the right. The situation is the same, but now the inner circle starts the conversation, and the outer circle supports it. The inner circle moves one space to the left. The presenter reads the second situation, etc. (20 minutes).
Situations:
1. In front of you is a person whom you know well, but have not seen for a very long time, you are happy about this meeting.
2. In front of you is a stranger, get to know him, find out his name, where he studies, etc.
3. There is a small child in front of you, he is scared of something and is about to cry, calm him down.
4. You were pushed hard on the bus, you looked back and saw an elderly man.
5. There is an unpleasant person in front of you, but you are visiting your mutual friend, and you need to maintain decency in the conversation.
DISCUSSION:
“How did you feel?”
“What difficulties did you encounter?”
“What was easy?”
"What's difficult?"
Exercise 9. "Titanic"
Goal: completion of group classes
The group is divided into two subgroups: one is departing, the other is seeing off. Participants are asked to imagine that they are in a port and in a couple of minutes they will board a ship and begin their journey. They have time to say goodbye, and on board it says "TITANIC"
DISCUSSION OF THE LESSON:
- What did you remember (like) from today’s lesson?
- Was there anything that surprised you during the lesson?
Name one thing you liked and one thing you didn't like.
Target:
development of skills to control the emotional situation.
Task:
Find out the role of emotions in interpersonal communication;
Develop adolescents' self-awareness;
Expand participants’ knowledge about methods of self-regulation of their own emotional state.
Exercise “My mood”
The presenter invites each participant to draw their mood. After completion, presentation of drawings and stories about them.
Exercise "Guess"
Goal: teaching children to recognize emotional states.
A psychologist gives teenagers envelopes with a task: to express certain emotions with facial expressions, and everyone else must guess them.
Discussion. Everyone expresses their impressions.
Was it difficult to show your emotions?
Exercise “Calm and aggressive responses”
Goal: formation of adequate reactions in various situations.
Each participant is asked to demonstrate calm, confident and aggressive responses in a given situation. Only one situation is used for each participant.
Situations:
A friend is talking to you, but you want to go;
Your colleague distracts you from important work, asks questions that interfere with your work;
Someone really offended you.
Exercise "Glass"
Goal: emotional awareness of your behavior. Children are asked to take a disposable glass and do with it what you would do in a state of aggression. Then the presenter suggests returning the item to its original form.
Discussion:
Can we restore everything after aggressive actions?
Has it ever happened that after aggression you regretted your actions?
Conclusion. All these are things that have a certain value, and the most valuable treasure is the human soul. How can we restore it without leaving traces?
Exercise "Breathing"
Goal: relieve tension, optimize emotional state. We sit down comfortably, relax and close our eyes. We focus on our breathing: inhaling and exhaling. We exhale worry, fatigue, anxiety, and inhale strength, energy, good feelings. The exercise time is 5 minutes.
Exercise “Angry Balls”
Goal: development of self-control. The psychologist invites the children to inflate balloons and tie them. The ball symbolizes the body, and the air in it symbolizes anger. How to get this anger out from within? If you don't inflate the balloon, what will happen to it? What about a person? How to make sure that the air comes out, but the ball remains intact? Can a person control his anger? Maybe! In the formation of self-control before aggression, the development of mental processes plays an important role: empathy, identification.
Exercise “Agreement, disagreement, assessment”
Goal: training participants to express their feelings without judgment, dissatisfaction and image. The presenter unites teenagers into three subgroups based on the colors of the traffic lights. Each group receives a sheet of A3 paper and a card with a task.
Task options:
Make a list of words and expressions with which you express agreement;
Make a list of words and expressions with which you express disagreement;
Make a list of words and expressions with which you evaluate the actions or actions of another. Each group takes turns presenting the results of their work. The psychologist notes that for effective and tolerant communication it is important to be able to express your point of view without offending others.
Discussion:
Was this exercise interesting to you?
What do you understand?
History of "a piece of bread"
One day, a man who had not gone to church for twenty years approached the priest. After a minute of hesitation, almost in tears, he began to tell: “My hands are stained with blood. This happened when we were retreating at the front. Every day one of us died from wounds or hunger. We were given orders not to enter houses without a gun and to shoot at the slightest movements of local residents... In the house where I entered there was only one old man and a teenage girl.
Give me some bread, some bread! - I asked greedily. The girl bent down... I thought she wanted to take some kind of weapon, a bomb. I shot...
The girl fell... When I approached, I saw that she was holding a piece of bread in her hand. I killed a fourteen-year-old girl who wanted to give me bread... Returning home, I started drinking to forget all this... But I can’t... Will God forgive me? " He who walks with a loaded gun will shoot. If the only tool you have is a hammer, and you carry it with you, then other people will be nails for you: you will hit them all day long.
Discussion:
What aggressive and cruel human actions affect life?
How are such people treated in the social environment?
Exercise “Emotion in a circle”
Goal: creating a good mood. The psychologist suggests speaking in a circle about your emotional state at the moment.
