Class hour with a psychologist "Secrets of communication (6th grade)." Class hour with a teacher-psychologist “our character” Class hour by a psychologist at school
Goal: formation of the cognitive sphere of first-graders.
Age: 7-8 years
Topic: “Adventure in the world of fairy tales”! Goal: formation of the cognitive sphere of first-graders. Objectives: 1. development of cognitive interests and horizons. 2. nurturing students’ information culture, attentiveness, observation, and perseverance. 3. develop skills of self-control, confidence in one’s abilities, and promote the cohesion of group relationships. Lesson time: 45 min. equipment: interactive whiteboard, presentation, pencils, drawings - coloring books Lesson type: educational.
Target audience: for 1st grade
This lesson is designed for children 7-8 years old
Goal: formation of the cognitive sphere in preschoolers.
- development of cognitive interests and horizons.
- nurturing students’ information culture, attentiveness, observation, and perseverance.
- develop skills of self-control, confidence in one’s abilities, and promote the cohesion of group relationships.
Target audience: for 1st grade
This development contains a lesson summary for 1st grade students. When conducting classes, various modern educational technologies are used: problem-based learning, collaborative learning, health-saving, reflective learning, fairy tale therapy, color therapy, music therapy; TsOR: video with physical education; ICT: presentation. The lesson can be used as part of a correctional and developmental adaptation program, or as an independent lesson on the proposed topic. If the performance of children in the group is not very high, then you can exclude the exercise with joint drawing of a story. The task of coloring a backpack can be used by a teacher-psychologist for diagnostic purposes.
Target audience: for 1st grade
Lecture for class teachers on the influence of color on the development of a child’s personality. A skillfully, competently selected color of the classroom, taking into account its properties, will help to achieve not only harmony, comfort, success, but also the preservation of the psychological health of students. Neglecting the properties of color and its psychology can make the room dull and inexpressive, or too colorful for daily perception, and, consequently, tiring the eyes and brain. The lecture provides examples of the combination and influence of different colors on personality. The lecture is supported by examples in the presentation.
Target audience: for the class teacher
This methodological development is aimed at preventing child-parent conflicts, studying methods for resolving them, teaching parents one of the communication techniques that promotes the harmonization of child-parent relationships. The main questions that the topic of the parent meeting reveals:
- causes of conflict situations;
ability to identify a problem (find out the reasons for the unacceptable behavior of a child or adult) and analyze it;
- searching for possible solutions to a conflict situation.
The methodological development material is aimed at parents of teenagers aged 11-14 years.
As a result of the meeting, parents acquire the following skills:
- ability to find a compromise;
ability to apply acquired skills in anticipation of possible educational difficulties;
application of active listening techniques in personal practice
The parent workshop contains exercises, recommendations and a presentation. Aimed at increasing parents' self-confidence and children's self-esteem. Helps to form trusting and friendly relationships between parents and children. Contains information about the psychological knowledge, skills and abilities necessary for a parent to achieve success in life and the lives of children. Opens up new facets of children's individuality in the eyes of their parents. Helps in ensuring psychological health, preventing suicidal manifestations among children and adolescents.
Target audience: for psychologist
This development helps create favorable relationships between parents and children. Describes the main reasons leading to misunderstanding between children and parents. The presentation allows you to take into account age characteristics according to the age and needs of the child. Draws attention to the importance of trusting relationships with children. A happy family is an example for others.
Target audience: for psychologist
This development will allow the psychologist to conduct an interesting lesson on career guidance and at the same time identify the professional orientation of students, taking into account their inclinations and interests. The lesson contains exercises, tasks and techniques, and combines elements of training and diagnostics. The presented presentation is aimed at activating the interests of students and allows those who have not yet decided on the choice of specialty to involuntarily think about which profession to choose. The presentation allows you to reveal the characteristics of each profession. Contains most of the professions existing in the world, both in demand and prestigious. It arouses interest in professions and involuntarily makes you think about what you like to do in life and what to choose so that it brings pleasure and the opportunity to achieve the greatest results in your work, as well as achieve significant career growth.
Target audience: for 11th grade
This development will help introduce parents to the characteristics of the cognitive processes of future schoolchildren and the possibilities for their development. Arm them with practical recommendations on the formation and development of cognitive processes.
Target audience: for psychologist
Municipal budgetary educational institution
Yasenets secondary school
Master class on the topic:
“How to learn to listen and hear?
(mastering the technique of active listening)"
Work completed:
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, handouts, presentation, blackboard, 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
Organizing time.
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 a short form of expression for this, perhaps 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 the highest form of politeness!
Without the ability to listen, effective communication is 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 (email, chats, forums, etc.), the ability
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 of 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 the questions you are asked, 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?”
- get 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 other than written recording are allowed.”
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.
Issues 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.
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 boils 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 advice from a 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 the partner’s statements in other words) - a high degree of 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”, “All this is 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.
Class notes on the topic “Communication with understanding”, grades 7-8
Goals: expand children's understanding of interpersonal relationships; to form a positive attitude towards such moral qualities as tact and restraint, adherence to principles, compliance, goodwill; cultivate aversion to licentiousness and vulgarity; contribute to the creation of a positive moral atmosphere in the classroom, strengthening friendship between boys and girls.
Equipment
For the “Silent Movie” exercise, choose three proverbs (from those suggested below), write each on a separate tablet.
No matter how much you feed the wolf, he still looks into the forest.
Braid - girlish beauty.
Your shirt is closer to your body.
Don't have a hundred rubles, but have a hundred friends.
Houses and walls help.
The horse has four legs and stumbles.
If you hurry, you will make people laugh.
Work is not a wolf; it will not run away into the forest.
Don't dig a hole for someone else, you will fall into it yourself.
The word is not a sparrow; if it flies out, you won’t catch it;
For the “Hint” exercise, write a line of the poem in large letters on a landscape sheet:
“Once, in the cold winter, I came out of the forest; there was severe frost";
For the “First Impression” exercise, make a stirrup box with small holes, put some object there (for example, an alarm clock) so that part of the object is visible from each hole;
For the “Broken Phone” exercise, write down instructions for each group on three sheets of paper (taken from the text of the script).
Class plan
I. Introductory conversation “Man is a social being.”
II. Mini-lecture “Body language and facial expressions”.
III. Comprehension exercises.
1. "Silent Movie".
2. "Hint."
3. "First impression."
4. “Damaged phone.”
IV. Commenting “Communicate according to the rules.”
V. Summing up (reflection).
Class progress
I. Introductory conversation “Man is a social being”
Classroom teacher. Guys, you all know the fairy tale about Mowgli well. A child who grows up among animals behaves like a person. But in life such children do not become people, but remain only human beings. Science knows of cases where children were raised by animals from birth. These children were never able to master human skills and remained disabled for the rest of their lives. Why do you think? (Children speak out.)
Of course, it is not without reason that they say that man is a social being, and only in communication with his own kind does he become human. Through communication, people exchange information, accumulating and preserving it for future generations. How do people transmit information to each other? (Using words spoken or written.)
Scientists from the USA have found that the average person speaks only for 10-11 minutes a day and that each sentence on average lasts no more than 2.5 seconds. In general, in any conversation, less than 1/3 of the information is transmitted through words, and more than 2/3 of the information is transmitted through other means of communication. Which ones do you think? (Using sounds, gestures, posture, facial expressions, etc.)
Is communication always beneficial for a person or can it be harmful or even disastrous? (Sometimes a simple conversation can end in an quarrel or even a fight.)
For communication to be successful, certain rules must be followed. We will talk about these rules during today's class hour.
II. Mini-lecture “Body language and facial expressions”
Classroom teacher. As we have already said, people transmit 2/3 of information to each other through gestures, facial expressions, and other means of communication. But you need to be able to understand sign language.
Guys, I ask you to answer me without words. Do you want to be understood?
(Children nod.)
Do you know the language of the Tambu-Lambu tribe?
(The children shake their heads negatively.)
What kind of tribe is this and why do you need to know their language?
(Children shrug their shoulders, showing bewilderment.)
The gestures you just used are universal, understandable to people of almost all nationalities. But there are gestures that are understood differently in different countries.
A thumbs up in America, England, Australia and New Zealand can mean “everything is okay”, but if the thumb is thrown up sharply, the gesture can also mean a harsh curse.
What does this gesture mean? (Shows a V-shaped sign with his fingers.) For an Englishman, this gesture means “victory” if the back of the hand is turned towards the speaker, and if the palm is turned, then the gesture takes on an offensive meaning - “shut your mouth!” But in most European countries, this gesture in any execution means “victory.” In many countries this gesture also means the number 2.
We count on our fingers. Italians count starting with the thumb - this is the number 1, and Americans and the British - from the little finger, then the thumb indicates the number 5. And how do they count in Russia?
Count to five on your fingers. Which finger did you start with? (From the little finger.)
These examples suggest that when interpreting gestures, it is necessary to take into account the national characteristics of the speaker in order to avoid misunderstandings during communication.
III. Comprehension Exercises
Classroom teacher. Understanding is very important in communication. “Happiness is when you are understood” - these words from the film “We'll Live Until Monday” have become an aphorism. Only then does communication become fruitful when both parties want mutual understanding.
To strengthen and pump up muscles, guys go to gyms and perform special exercises. Likewise in communication, in order to learn how to communicate correctly, you need to strengthen your communication muscles. These exercises will help.
1. "Silent Movie"
Classroom teacher. Everyone knows what silent films are. Now, as in a movie like this, they will show us a proverb with the help of gestures and facial expressions. I invite one representative from each row to the board. You can step outside the door for 5 minutes to get ready for the “shoot.”
(The teacher gives everyone pieces of paper with proverbs. The children go out the door and get ready.)
In the meantime, we will perform an exercise called “Hint”.
2. "Hint"
Classroom teacher. I call three guys to the board (one from each row). They had to write a line from a poem that they had to learn by heart, but of course they didn't learn it. Do you know this poem? (Shows the class a sign with a proposal so that the text is not seen by the students standing at the board.)
How to tell your comrades so that the teacher does not see or hear?
(Children try to convey the meaning of the sentence with gestures. Students write down what they managed to understand at the blackboard.)
Yes, not everything can be conveyed using gestures, so it’s better not to rely on a hint, but to learn what is given.
And now I invite the guys who were preparing to show proverbs. Let's see how you can understand the meaning of gestures and facial expressions.
(Children convey the meaning of the proverb, classmates try to Guess.)
Yes, the possibilities of gestures and facial expressions are quite limited; it is not for nothing that silent cinema ceased to exist with the advent of sound.
American scientists have noticed that there is a relationship between a person’s social status, his education and the number of gestures and movements he uses.
People who are at the top of the social ladder or professional career prefer verbal forms of communication; less educated people often rely on gestures rather than words.
3. "First impression"
Classroom teacher. When meeting a person, we often form an opinion about him based on his first impression, but, as we know, it is often wrong.
There is an object in this box with holes. You must look into the hole and describe only what you see, without naming the object itself. I invite three people to the table.
(Children look into the holes in the box and name the signs of the object.)
Class teacher (addressing the class). What kind of item do you think is in this box?
(Children make assumptions.)
Class teacher (showing an object). As you can see, each of the three guys named one feature, and none of these features gives a complete picture of the subject.
But this is just an alarm clock, and how can you trust your first impression when it comes to a person?
4. "Damaged phone"
Classroom teacher. An important condition for successful communication is the ability to listen and hear. The “Broken Phone” exercise will show whether you have this skill.
I invite one person from each row here.
(Children go to the board.)
Guys, now each of you will receive secret instructions. You will remember it, and then, on my command, pass it on orally to one of the guys in your row, then this phrase will be passed along the chain to the end of the row. Those who hear this phrase last will come to the board and say it. Then we will compare in which row the guys are better able to listen and hear.
So, let's start. Guys, there was an emergency situation at our school. You need to do this urgently (gives the children notes to read, which he then takes away, or whispers the following phrases to each student):
1st row - run to the director's office and report that after the 4th lesson our class is going to the roof of house No. 23 to knock down icicles.
2nd row - call the rescue service and say that a cat has climbed to the very top of the aspen tree in the yard of house No. 23 and is interfering with the lessons with its meowing.
3rd row - find the caretaker and tell him that on the second floor a fire extinguisher fell off the panel and the foam is already reaching the very ceiling in office No. 23.
Attention, let's start!
(In each row, children convey oral messages in a chain. The last students in each row go to the board.)
Let's hear how the instructions received by commanders have changed and what each team will do in this emergency.
(Children pronounce phrases, the teacher reads the original instructions for comparison, children draw conclusions about how much the information was distorted during the transmission.)
We are often offended that we are not understood. But in order to be understood, we ourselves must be attentive, express our thoughts clearly and clearly.
IV. Commenting “Communicate according to the rules”
Classroom teacher. In order for mutual understanding to arise during communication, certain rules must be followed. The main one is: “Treat others the way you would like to be treated.”
Here are some tips from business communication experts. I invite you to comment on these rules. (The teacher reads the rules, the children comment.)
1. Be punctual in everything.
2. Don't say too much.
4. Dress as is customary.
5. Speak and write in good language.
6. Don’t make excuses for yourself (they don’t understand me, they don’t appreciate me, they treat me unfairly, etc.).
7. Don't abdicate responsibility.
8. Be sincere, courageous and fair.
9. Be tolerant and optimistic.
10. Consider other people's opinions.
11. Rejoice in the successes of the people around you.
12. Be natural in your communication.
13. Do not be afraid of the truth spoken to you.
Those who follow these rules gain a reputation as courteous, polite, tactful people with whom it is a pleasure to communicate.
V. Summing up (reflection)
Classroom teacher. Are you interested in the topic of the class hour? Did you like the game exercises? What did you enjoy most about the game? Are you satisfied with your participation in class? (Children speak out.)
This class hour is aimed at first-year students with the goal of self-knowledge of their own personality,
on the basis of which they will be able to create their psychological portrait,
and also to identify certain qualitative psychological characteristics for further self-development.
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Cool hour with a psychologist.
Topic: “Know yourself - who I am, what I am”
Goals:
- to focus students’ attention on their own personality for the purpose of self-knowledge and further self-development;
- teach you to recognize and analyze your actions in communication with others;
- provide an opportunity to compile your personal psychological portrait in order to identify certain qualitative characteristics.
Class task:
- introduce students to the techniques of self-knowledge;
- learn to identify your personal characteristics;
- develop the ability to correctly evaluate yourself and others;
- promote the formation of faith in one’s strengths and the ability to become better;
- encourage students to self-knowledge and self-education;
Form:
Conversation with elements of testing and training.
Preparation:
1. Compile and distribute questionnaires for each student (conduct a survey a week before the event) and tests.
2. Prepare speakers and presenters.
3. Prepare the audience tables around the perimeter of the room, and leave the middle empty.
Introductory word from a psychologist:
Each of you is not only unique, but also completely unknowable, because nature has not created anything more complex than man. And one of the fun things to do is learn something new about yourself. The topic of our conversation“Know yourself - who I am, what I am”. This topic is as old as time and inexhaustible as eternity. What does a person not know? Man only knows the limits of his strength. People look for themselves everywhere, but not in themselves. Today we will try to lift the veil of secrecy in self-knowledge. And now I invite everyone to listen to the dialogue between two young people.
Two presenters - a boy and a girl - come to the center of the audience.
They both have a mirror in their hands.
Host: I look in the mirror. Today I like my reflection. A good man is looking at me. He is smart, ironic, courageous...
The presenter also looks in the mirror and says:
Presenter: Oh, and a beautiful face is looking at me. She is smart, graceful, attractive, mysterious...
Presenter: I look in the mirror again. Who is this? What kind of face is this? Not a hint of charm, what a pitiful person?
Leading (looking in the mirror):Horrible! What a stupid face
looks at me. He is primitive, stupid and weak-willed!
Presenter: Every day we are reflected in many mirrors.
Host: Throughout our lives we reflect and catch
imperfect, momentary, sometimes cloudy and blurry reflections, highlights, silhouettes...
Presenter: Every time we try to imagine a bright image of ourselves, created by us in our deepest dreams...
Presenters together: What are we like??? How to know yourself?
- Conversation “Do you need to know yourself?”
Psychologist The first thing we have to find out today is the answer to the question: “Does a person need to know himself, and if so, why does he need it?”
And now I want to read out for you the answers to the questions of the questionnaire “Do you need to know yourself?”, which we conducted in anticipation of our class hour.
Show a presentation with student responses.
Psychologist. Your answers indicate that you already know something about yourself, something remains unknown and frightening for you, in many ways you want to figure it out and understand something important both in yourself and in others. But you all agree on one thing, the most important thing - it is necessary to know yourself.
The words “Know thyself” belong to the greatest philosopher of antiquity, Socrates, who lived many centuries ago. Even then, a person wondered: who is he, what is his character, what does he like, what does he not like, what are his goals in life, how do other people treat him? This process is called self-discovery.
Today we will learn self-knowledge. This means that we will conduct self-observation, self-assessment, self-analysis - all these are methods of self-knowledge.
And here is how the Holy Scripture answers the question “Does a person need to know himself?” “Dig into yourself and into the teaching; do this constantly: for by doing this, you will save yourself and those who listen to you.” To delve into oneself means to know oneself.
Why do you think a person needs to know himself?
Students' answers.
Psychologist To better understand this issue, let’s talk a little about it. Let's say a person tried to know himself and realized that he was bad or good, and what next? Either he will become despondent from the realization of his shortcomings, or he will become immensely proud of his talents. What's next? A person must do something with what he has learned about himself. And if he does not use what he has learned about himself for his further improvement, then his self-knowledge is useless. If improvement is not the goal of self-knowledge, then what is the point of knowing yourself?
We have come to the definition of the term “self-knowledge”.
Self-knowledge is the process of getting to know oneself as an individual with the goal of improvement, that is, change for the better. How can a person know himself? Find out what your loved ones and friends think about yourself, remember your interests, hobbies, take a test.
Test "It's me"
Many people perceive tests as entertainment, or when answering questions they try to evaluate not themselves, but how accurately the test guessed what the person already knew about themselves. However, tests should not be taken too straightforwardly, without refracting them through the prism of your own characteristics and personal situations.
Try to answer the questions quickly and clearly:
Question No. 1: wish for any animal (except cats and dogs).
Write down three definitions that describe your attitude towards him.
Question No. 2: think of your favorite color. Write down three definitions that describe how you feel about this color.
Question #3: Close your eyes and imagine a sea or ocean. Write down three words that describe your feelings.
Test explanation
The answer to question #1 describes how others treat you;
The answer to question #2 describes your own attitude towards yourself;
The answer to question #3 describes your attitude towards life.
Tell me, what did you learn by taking this test? We learned about our attitude towards ourselves, towards others, towards life. Please do not take the test results to heart. But if you learned something new for yourself, then I’m happy for you.
Exercise “Name-adjective”
Do the following exercise, quickly write seven adjectives starting with the first letter of your name. Cross off the ones you don't like from the list. The words you left will characterize you from the point of view of your opinion about yourself.
Questions for students:
Do you think a person is interested in knowing himself?
How else can you know yourself?
Is it possible to know yourself by relying only on your own mind and experience?
Student answers
Psychologist Yes, just reason and your own opinion and experience will not be enough. Some people are so confident in themselves that they believe that they can know themselves by relying on their own reason. Moreover, such people think that they know themselves well enough. We'll have to disappoint them by saying that they don't know themselves at all. Popular wisdom says: “Do not be a wise man in your own eyes.”
How about knowing yourself by relying on the opinions of others? This is right?
People around us cannot always evaluate us correctly. A person can know himself only by comparing himself with others and listening to their opinions. These measures will allow a person to learn something about himself. However, such self-knowledge is doomed to one-sidedness. Thus, such a method of self-knowledge as the only correct one is also not suitable.
Questions for students:
Do you need to get to know yourself better, your self-esteem?
What do you think is better: to overestimate yourself or to underestimate yourself?
Student answers
Psychologist And now for your attention a mini-lecture “What is self-esteem?
Knowing yourself is not enough, you need to have proper self-esteem. Self-esteem is an assessment of one's strengths and weaknesses. Not every person can evaluate themselves correctly. Self-esteem can be overestimated, underestimated and true. People with low self-esteem consider themselves stupid, weak, and ugly. These people are very touchy, uncommunicative, and unsure of themselves.
People with high self-esteem, on the contrary, consider themselves the smartest, most beautiful, and talented. They are very sociable and self-confident, but they often take on work that is beyond their capabilities and do not complete it.
And only people with correct self-esteem know their strengths and weaknesses, are not afraid of criticism, are not afraid of communication, they will confidently take on a task that they can do, bring it to the end and earn the respect of others.
True self-esteem helps a person maintain his dignity and live in harmony with everyone and with himself.
Test "My self-esteem."
Today we are learning to evaluate ourselves. Let's go through the test and find out what self-esteem each of you has. Everyone has a piece of paper on their desk. Draw 8 circles on it in one row. It is better to place the sheet wide. Quickly write the letter “I” in any circle. And now you can find out what your self-esteem is. The closer to the left edge, the lower your self-esteem. The closer to the right edge, the higher your self-esteem. Those who put the letter “I” in the middle have correct self-esteem.
The result you get does not have to be shared with everyone. This result should give you food for thought for further self-observation. After all, only by recognizing our weaknesses can we correct them and become stronger. This determines how successful your life will be.
Questions for students
How do you understand the words “self-observation”, “self-examination”?
How long can self-knowledge last?
Student answers
And now we will conduct a self-test with you, which will show whether you know yourself? For example, what kind of memory do you have? (invite to the board a student who is sure that he has a bad memory). At the board and on the ground, we quickly make sketches that correspond to the words: Sun, flower, car, tree, road, hand. We repeat, looking at the pictures of the word (the student at the board copes with the task, which means he did not correctly assess the quality of his memory).
Exercise “Creating self-portraits.”
And now I invite you to the photo studio, first I suggest you hold a discussion and answer the question “What kind of person can be called unique?”
Sample student answers:
This is a bright, talented, extraordinary person
A person who is different from others
Unusual person, strange, eccentric
This is an ordinary person, every person is different from another person
Psychologist Each person is unique, inimitable. The word “unique” means “one and only.” I want each of you to think about your uniqueness. To do this, I suggest you create a self-portrait in which you include everything that is dear to you and what you are passionate about. You are given 5 minutes to work. At your disposal is a sheet of paper, magazine clippings, various pictures, glue, markers and pencils. This can be an abstract composition or an image of appearance.
You have created unique self-portraits. On the back of the paper, write a few sentences starting with the word “I.” Describe your character, appearance, hobbies, inner world, what you respect yourself for, what you want to improve about yourself (3-5 minutes for work). Who wants to introduce themselves to the whole group? (several works are read)
Conclusion
Our event has come to an end, I am very grateful to everyone for their active participation. Yes. It is necessary to know yourself! After all, if a person knows his strengths and weaknesses, he can develop his talents and correct his shortcomings. It will be easier for him to communicate with people around him, because, having defined his individuality, he will be able to see the individuality of another person. He will feel successful and happy.
Let's summarize our meeting:
Were you interested in the topic of self-knowledge? How can true self-esteem help you in life? What new things have you learned about yourself today?Did our meeting help you find answers to the questions of who I am, what I am like, did you learn anything new about yourself? With the help of what techniques did self-knowledge take place?
Currently, one of the key problems facing our country and requiring solutions is ensuring security. The safety of each of us...
According to the Law “On Security” (03/05/92), security is understood as “the state of protection of the vital interests of the individual, society and state from internal and external threats.”
Today, an understanding of the importance of this problem is being formed at all levels of society and the state, since ensuring the safety of the population is one of the main elements of a high standard of living. Culture is not transmitted genetically from parents, but is acquired by a person during the course of his life. Safety culture is a certain level of development of a person’s creative powers and abilities to prevent risks, prevent and reduce harm caused by harmful and dangerous factors of life to him personally, as well as damage to other people and society as a whole.
A person's reaction to danger, thanks to his mind, differs from the instinctive actions of animals by foreseeing the development of events and subsequently assessing his actions. This allows him to find the necessary security measures and choose the most effective option or combination of these measures.
Safe life activity is life activity according to the laws of safety: prevention, minimization, overcoming, elimination of the consequences of harmful and dangerous factors.
A person with a culture of life safety demonstrates it:
- in a safe attitude towards oneself;
- in safe interaction within society, without becoming a subject or object of danger to others;
- in safe interaction with the environment.
Very often people find themselves psychologically unprepared to act in extreme situations. But psychological stability in dangerous situations is a decisive factor for survival.
In a moment of danger, people are affected by psycho-traumatic circumstances - a complex of super-strong stimuli that disrupt normal mental activity. According to scientists, there is a direct relationship between stress and performance, the ability to deal with danger.
However, is it really possible to prepare a person for adequate behavior in the event of unforeseen situations associated with a threat to life, to develop stress resistance, psychological qualities that allow one to competently assess the situation, make quick and correct decisions, not lose composure in dangerous situations, and control one’s own emotions?
Really. And various sciences are working on solving these problems. For example, psychology, victimology. Victimology represents the doctrine of the victim of a crime; the main element of its subject is victimization of behavior. Victim behavior is understood as behavior that puts a person into one or several risk groups at the same time.
According to statistics, from 70% to 90% of all crimes are provoked by the victim himself.
I would like to tell you several complexes that may be characteristic of a victimized person.
Red Riding Hood complex
When performing certain actions, the victim does not foresee a possible danger and does not expect the corresponding consequences to occur, although under the circumstances and with due diligence he should have foreseen it. That is, this is a form of “mental negligence.”
Icarus complex
A more common version of the Little Red Riding Hood complex.
When performing certain actions, the victim foresees a possible danger, assumes the possibility of undesirable events occurring, but frivolously expects that everything will work out. Also a kind of “mental negligence.”
Goliath complex
GOLIATH, in the Old Testament, a Philistine giant from the city of Gath, killed by David during the war between the Philistines and the Israelites. Goliath and David were chosen by their fellow tribesmen for single combat, which was supposed to decide the outcome of the battle: the winner in the duel won victory for his side. According to the biblical description, Goliath was six cubits and a span tall (i.e. about 3 m). David, a man of ordinary height, not wearing heavy armor, used only a sling in the duel. The stone he released hit Goliath in the forehead, split his skull and killed him.
When performing certain actions, the victim foresees a possible danger, assumes the possibility of undesirable events occurring, but expects without sufficient grounds that he will cope with the situation; The victim’s behavior is characterized by excessive self-confidence, bravado and overestimation of one’s own strengths. This is “mental arrogance”.
Complex of Ivan Susanin
When performing certain actions, the victim is confident in the occurrence of unfavorable consequences for himself, and even does everything possible to ensure that they occur, but treats them with indifference. So, Ivan Susanin was by no means a suicide, although he did everything to achieve such a sad result for himself.
And finally, the last complex.
De Gaulle complex
The victim acts intelligently, checks his plans, taking into account possible negative consequences. Soberly assesses the changing situation, quickly and adequately responds to changes. Calculation prevails over emotions; there is the ability, if necessary, to sacrifice something in order to preserve the main thing. Innocent behavior.
Of course, there is no mathematically precise measurement of victimization levels, but they can be roughly defined as follows:
- complexes of Little Red Riding Hood and Ivan Susanin – the level of victimization is very high; Icarus complex – from high to very high;
- Goliath complex – from elevated to high;
- and the de Gaulle complex – the level of victimization is normal.
The victimized person perceives the world around him as hostile, full of unpredictable and uncontrollable dangers, he views himself as a real and potential victim of these dangers, which constantly cause damage, threaten life and, ultimately, lead to inevitable death. Such a person is sure that in life little depends on the person himself. A victimized person commits rash acts, making mistakes or committing provocative actions that actually lead to accidents, illnesses, and injuries. The worldview of a victimized person can be conventionally expressed in the saying “What happens, cannot be avoided.”
Manifestations of victimization are conventionally divided into several types:
1. Victimization of items:
- dried flowers on the windowsill, an overflowing mailbox in the entrance - signs that the owners have not been home for a long time;
- open window on the first or last floor;
- a chic, unlike others, entrance door at the entrance;
- an abundance of expensive jewelry (a person returns home alone in the evening).
2. Victimization of gestures and behavior:
- feeling your pocket on payday indicates where the money is;
- carefully hiding something while looking around;
- sudden movements when there are terrorists around;
- questions to the first person you meet in a foreign city;
- displaying a large amount of money when paying for a purchase;
- agreeing to go somewhere with a stranger.
– Name the manifestations of victimization known to you.
(Students' answers.)
A safe person knows about the existence of various sources of danger, but is confident that there are opportunities in the world to prevent and overcome dangerous situations; considers himself as an active subject, capable of preventing or overcoming many dangerous situations without harm to himself and the people around him. A safe person is confident that, along with external prerequisites for safety, there is an internal readiness to avoid danger through purposeful activities taking into account the laws of safe behavior.
Becoming a safe person is possible only with appropriate training in safe behavior. Training based only on a limited set of rules, mostly of a prohibitive nature (don’t let people into the apartment, don’t answer questions, don’t get in the car, etc.), does not provide the opportunity to learn a rich arsenal of safety equipment. In other words, only a person trained in constructive methods of safe behavior can be capable of ensuring his personal safety.
Test “My prudence”Prudent people love comfort. Before doing anything, they “measure seven times.” Others rush through life at breakneck speed: they don’t care! They are able to risk everything, even if the success of the enterprise is not guaranteed. Which group do you belong to? To find out, answer the questions of a simple test. Give yourself one point for each positive answer to questions 2 and 10, and one point for each negative answer to questions 1, 3, 4, 5, 6, 8, 9, 11, 12.
- Do you lose your temper at the slightest provocation?
- Are you afraid of angering a person who is obviously physically stronger than you?
- Do you start making scandals to get people to pay attention to you?
- Do you like to drive at high speed, even if it involves risking your life?
- Do you take medication when you're sick?
- Will you go to any lengths to get what you really want?
- Do you like big dogs?
- Do you like to sit for hours in the sun?
- Are you sure that you will someday become a celebrity?
- Do you know how to stop in time if you feel like you are starting to lose?
- Are you used to eating a lot, even if you are not hungry?
- Do you like to know in advance what you will get?
Now let's do the math.
More than 8 points. You are wisdom itself. You are prudent, your needs are moderate. You don't expect disappointment. But perhaps we could be a little more dynamic. This will make it easier to communicate with people and make life a little easier...
From 4 to 8 points . Golden mean. You have a wonderful sense of proportion. You know exactly your capabilities and are not trying to catch pie in the sky. Although you also have a little extravagance that gives people such charm!
Less than 4 points. One thing can be said: you are absolutely reckless. Everything is never enough for you. You often feel unhappy due to this apparent dissatisfaction. Our advice: learn to enjoy the pleasant little things, of which there are quite a few in life. This will help you become calmer and more reasonable.
Known psychological mechanisms of human behavior that contribute to greater safety.
To survive, you must always be psychologically prepared. Such a person is in the best conditions, and most likely nothing bad will happen to him.
In an emergency, it is important that you are able to:
- make quick decisions;
- be able to improvise;
- constantly and continuously monitor oneself;
- be able to recognize danger;
- be able to recognize people;
- be independent and self-reliant;
- be firm and decisive when necessary, but be able to obey if necessary;
- determine and know your capabilities and not lose heart;
- in any situation try to find a way out.
Never give up! The stakes in the game are too high to give in without trying all possible means. Think! As long as no one and nothing threatens your precious life, think. Because then there will be no time to think, and it will be too late. Because mentally simulate possible extreme situations. Train your figurative memory. Do this so that in difficult moments your behavior will be automatic.
Mental problems in critical situations
Apathy
In the event of an unexpected catastrophe, when death seems inevitable, the only absolute danger is that you may fall into a state of apathy - like a rabbit being swallowed by a boa constrictor. The history of major accidents is replete with examples where people died only because they lost hope too quickly and did nothing to save themselves. Salvation lies in being prepared in advance to perceive a critical situation as your own long-awaited chance to become a hero. You should feel uplifted. Behave in such a way that you won’t be ashamed to remember later.
Insulation
Lack of information depresses the psyche. Solitary confinement is the strongest punishment for a prisoner. But the situation is not at all hopeless for the intellectual. Take advantage of the peace to put your knowledge, ideas, and self-organization in order. Do yoga. If there is enough food, train your muscles.
Get yourself a pet, for example a spider. Watch him, train him, experiment. You will discover something useful for yourself. Consciously start thinking out loud. This will someday begin by itself, but you will get ahead of events to prevent mental disorders. The inability to write is a good reason to start serious memory training. The potential of memory is colossal. You can perfectly hold more than one big theory in your head.
The immensity of work
Intellectuals do not tolerate monotonous physical work well. Suppose you need to walk a huge distance or turn over a huge amount of earth with a shovel. This is a very boring activity, but it allows you to think about someone else. Keep your mind busy putting your past impressions in order: remember pleasant episodes, films, books. Analyze your life. This entertainment will last for a long time.
You can still dream about how good everything will someday be. Look for benefits in the current situation. It may consist, for example, in muscle training, in the development of certain mental qualities.
Depression
Depression occurs as a result of a great failure or a great loss. Depression can be caused by a combination of minor troubles, lack of success - when “everything is bad.” In this state, a suicidal mood can form, that is, an obsessive thought about suicide. Set a rule for yourself: always, if possible, delay making decisions. The morning and evening are wiser. New ideas will appear, circumstances will change, good advice will come. Keep in mind: any severe loss is emotionally experienced only for the first three days. Then a person gets used to everything. Gain strength for three days. If you don’t want to live, conduct an audit of those joys that are still available to you. There may be enough of them to justify your existence. If you have enemies, think how happy they will be at your mediocre end. If you haven’t dared to take some decisive action all your life, take it “in the end.” This can give you back your will.
Drugs
Definitely do not try drugs. There may be no harm to your health from one time, but you will forever break the barrier in yourself, and it will be much easier to succumb to temptation a second time. In general, the best way to protect yourself from dangerous temptations is not to try. Personal experience is a nonsense achievement compared to the risk of personality disintegration and destruction of health. Righteousness is not in fashion these days. But if you are a strong person, or want to be one, why do you need the fashion of weak, mediocre people?
In addition, strong-willed qualities significantly add value to you when making a business acquaintance, or when applying for a job in a reputable company.
Panic
A stampede occurs when the path to salvation seems accessible, but scarce. There is no way to escape - there is no panic. There is a way, but it seems that the train is leaving - and then the stampede begins. In panic, people forget morality: they can run over both children and old people. Panic does not turn off your ability to think. Find a strong argument and you have a chance to stop the crowd.
Hope
In difficulties, hope for the best helps you to hold on. The soldier dreams of being discharged, Robinson dreams of a sail on the horizon. Have backup dreams in case your main one fails. Don't bet everything on one card: move in several directions (but be careful not to get scattered). Watch movies with a good ending. Believe that there is a way out of any unpleasant situation in principle. The only problem is whether you are smart enough to find it.
- Thanks guys! Well, I would like to end our event today with these wonderful words:
- “Where all other conditions are equal, the more courageous will emerge victorious.” (Plutarch, ancient Greek philosopher)
- “We are responsible not only for what we do, but also for what we don’t do” (J. Moliere)
- “Those who know how to swim are supported by water, but those who know how to live are supported by life itself.” (Folk wisdom)
– Be courageous, responsible and, of course, do not forget about your safety.
Literature:
- Malkina-Pykh. Psychology of victim behavior. – EKSMO, 2009.
- Frank L.V. Victimology and victimization. – Dushanbe, 1997.
- http://www.gm-legal.com
- http://www.ex-jure.ru.
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