Psychological training with teachers “Together a friendly family”

Teacher-student: conflict-free communication (training for teachers)

Training “Teacher and student: conflict-free communication”

Before you speak, count to ten, Before you offend, count to a hundred, Before you hit, count to a thousand. (Old folk wisdom)

1. Org moment.

Do you know the most accurate sign: if two teachers meet, then a teachers’ meeting will definitely begin? Then what can we expect today, when so many teachers have gathered together!

Game “Situation of Success” ( against the background of the music “Let’s compliment each other”)

To begin with, we want to invite you to participate in one exercise. We don’t often hear kind words about our professional activities, but without a warm word it’s cold in the summer. I think that now you are sitting next to the person who is familiar to you not only as a teacher, a professional in his field, but also as a person with whom you enjoy communicating. You have a unique opportunity to express your kind thoughts and feelings towards the neighbor sitting on your right regarding his professional qualities. To do this, you need to take your neighbor’s hand in your hand and say these words to him.

The game takes place along a chain from the first participant to the last in each group.

Now mentally answer the questions:

— What feelings did you experience when your neighbor addressed you?

- Raise your hand, whose expectations coincided with what your neighbor told you?

Reading the parable “Sack of Potatoes”

The student asked the teacher:

-You are so wise. You are always in a good mood, never angry. Help me to be like that too.

The teacher agreed and asked the student to bring potatoes and a transparent bag.

“If you get angry with someone and harbor a grudge,” said the teacher, “then take these potatoes.” On one side, write your name, on the other, the name of the person with whom the conflict occurred, and put these potatoes in a bag.

- And it's all? — the student asked in bewilderment.

“No,” answered the teacher. You should always carry this bag with you. And every time you are offended by someone, add potatoes to it. The student agreed...

Some time passed. The student's bag was replenished with several more potatoes and became quite heavy. It was very inconvenient to always carry it with you.

In addition, the potatoes that he put in at the very beginning began to spoil. It became covered with a slippery coating, some sprouted, some bloomed and began to emit a sharp, unpleasant odor.

The student came to the teacher and said:

“It’s no longer possible to carry this with you.” Firstly, the bag is too heavy, and secondly, the potatoes have spoiled. Suggest something different.

But the teacher replied:

“The same thing happens in your soul.” When you are angry or offended at someone, a heavy stone appears in your soul. You just don't notice it right away. Then there are more and more stones.

Actions turn into habits, habits into character, which gives rise to fetid vices. And it is very easy to forget about this burden, because it is too heavy to carry with you all the time.

I gave you the opportunity to observe this whole process from the outside. Every time you decide to be offended or, conversely, offend someone, think about whether you need this stone.

We ourselves create our vices. Do you need to carry a bag of spoiled potatoes on your back?

In the process of work and social activities, the teacher interacts with other participants in school life. At the same time, conflicts are an inevitable phenomenon. But what remains after a conflict situation largely depends on the teacher.

Conflicts are an integral part of human relationships. The possibility of conflicts exists in all areas, including school life.

Unfortunately, school life is not without its negative aspects. Among them, a fairly large place is occupied by various conflict situations. Moreover, according to psychologists, 80% of conflicts occur spontaneously, against our will. How to protect yourself from conflicts? How to resolve a conflict situation? What role does the class teacher play in resolving conflicts and conflict situations? This is the range of issues that our work today will be devoted to.

So, we will call today’s meeting “Teacher and student: conflict-free communication.”

Exercise “Communication Options”

Goal: try different communication options.

Participants are divided into pairs.

"Synchronized conversation." Both participants in a pair speak simultaneously for 10 seconds. You can suggest a topic of conversation. For example, "vacation". At the signal, the conversation stops.

"Ignoring" Within 30 seconds, one participant from the pair speaks out, while the other completely ignores him at this time. Then they change roles.

"Back to back". During the exercise, participants sit with their backs to each other. For 30 seconds, one participant speaks while the other listens to him. Then they change roles.

"Active Listening" For one minute, one participant speaks, and the other listens attentively, showing his interest in communicating with him. Then they change roles.

Questions:

1. How did you feel during the first three exercises?

2. Did it seem to you that you were listening with effort, that it was not so easy?

3. What prevented you from feeling comfortable?

4. How did you feel during your last exercise? What helps you communicate?

Conclusion: the exercises showed us that people do not always understand each other in the process of communication. As a result, conflicts arise.

Theoretical part

The teacher organizes interaction with students through resolving pedagogical situations.

Pedagogical situation

is defined by N.V. Kuzmina as “the real situation in a study group and in a complex system of relationships and interactions among students, which must be taken into account when deciding on ways to influence them”

Pedagogical situation

– this is the interaction of a teacher with a class staff or a student on the basis of opposing interests, values ​​and norms, which is accompanied by significant manifestations of emotions and is aimed at changing previously established relationships, both for the better and for the worse. What do pedagogical situations involve? Even though pedagogical situations are short in time, they usually deeply affect two forms of human activity: visible behavior or interaction and relationships - these are attitudes, emotional reactions, expectations.

Group work

The participants’ task is to determine the causes of “teacher-student” conflicts in their groups. The expressed thoughts, with some editing, are written down on whatman paper.

In what groups can we combine these reasons? (recording during the discussion).

1. Incorrect relationships between teachers and children, manifested in:

• demonstrating one's superiority, status
• interaction errors, such as violations of pedagogical ethics;
• pedagogically unprofessional actions of the teacher (poor organization of the class, commanding tone, shouting)
• inability to organize cognitive interest in the subject;
• in labeling (for example, an underachieving student)
• in assessing an action based on the subjective perception of the student’s personality.

1. Violations of school requirements by students:

• Unpreparedness of homework, deliberate violation of discipline, skipping lessons.

1. Manifestation of personal conflicts of both students and teachers

The pedagogical situation affects not only students, but also teachers. For the latter, it becomes very important to emerge from the conflict with creative satisfaction and dignity.

Exercise “Constructive style of behavior in conflict”

We invite 2 interested people, we suggest that they agree on who in the pair will be “A” and who will be “B”.

“A” must take a place on the chair, “B” stands in front of him.

Instructions: “Place the palms of your hands together. Your task is to fix your internal state while performing the exercise. So, “B” presses on the palms of “A”, “A” resists. (30 seconds are enough to complete the task). Then the participants change places and repeat the task.

Discussion

How did you feel when your partner pressed on your palms?

Conclusion: In conflictual relationships, people experience discomfort when they are “pressured” by words, intonation, and actions. It is not surprising that most of them try to avoid conflict or, in general, communication with such “oppressive” people.

Algorithm for solving pedagogical situations.

In order to have an effective educational impact on the child’s personality in an “emergency” situation, we propose an algorithm for solving a pedagogical situation. This is a set of consistent actions aimed, on the one hand, at achieving an educational effect, and on the other, at strengthening contact in communication between a child and an adult. The systematic use of the algorithm makes the educational process more focused, consistent and humane, prevents pedagogical errors and helps to better understand the child.

During the explanation, cards with key words are posted (“Stop!”, “Why?”, “What?”, “How?”, “Action,” “Analysis”)

First stage

, conventionally called “stop!”, is aimed at the teacher’s assessment of the situation and awareness of his own emotions. This stage is necessary in order not to harm the child with hasty actions and not to complicate the relationship with him. Only in cases where the situation poses a danger to the life and health of the child or others, you need to act quickly and decisively. But such situations do not occur so often, so in all other cases it is recommended to take a pause and ask yourself: “What am I feeling now? What do I want now? What am I doing?”, after which you can move on to the second stage.

Second phase

begins with the question “why?” asked by the teacher to himself. The essence of this stage is to analyze the motives and reasons for the child’s actions. This is a very important stage, since it is the reasons that determine the means of pedagogical influence. Each reason requires a special approach. In order to correctly determine the motives of a child’s behavior and accurately answer the question “why?”, the teacher needs to master nonverbal communication. Having answered at least in general terms the question “why?”, you can proceed to the third stage of the algorithm.

The third stage is

in setting a pedagogical goal and is formulated in the form of a “what?” question: “What do I want to get as a result of my pedagogical influence?” When it comes to unseemly acts, every teacher wants the child to stop his unworthy activity and never do it again. But this is only possible if the child experiences a feeling of embarrassment, shame, and not fear. How can we get out of this vicious circle and induce in a child not fear, but a feeling of shame, for example? Shame will be a stimulus in the case when the pedagogical influence is directed not against the child’s personality, but against his action. If a child clearly realizes that he himself is good, but this time he did not act very well, then through a feeling of shame (because he, such a good person, could allow himself to do an unworthy act), he will have a desire to really never do that again. Therefore, when setting a pedagogical goal for yourself, you need to think about how, in each specific case, you can simultaneously show the child that you accept him for who he is, understand him, but at the same time do not approve of his actions, since they are not worthy such a wonderful child. This approach, without humiliating or belittling the child, can evoke in him stimulating positive behavior and feelings.

Fourth stage

consists in choosing the optimal means to achieve the set pedagogical goal and answers the question “how?”: “How to achieve the desired result?” When thinking through ways and means of achieving pedagogical influence, the teacher must leave freedom of choice to the child; the child can do as the teacher wants, or maybe differently. The teacher's skill is manifested in the ability to create conditions so that the child can make the right choice, and not force him to do what is necessary.

Fifth stage -

practical action of the teacher. This stage is the logical conclusion of all previous work in resolving the pedagogical situation. It is at this stage that pedagogical goals are realized through certain means and methods in accordance with the child’s motives. The success of the teacher’s practical action will depend on how correctly he was able to determine the motives and reasons for the child’s action, how accurately he was able to formulate a specific pedagogical goal based on the reasons for the action, how correctly he was able to choose the optimal ways to achieve the goal and how skillfully he was able to implement them in the real pedagogical process.

Sixth stage

- the final one in the algorithm for solving a pedagogical situation, it is an analysis of the pedagogical impact and allows you to evaluate the effectiveness of the teacher’s communication with children. This stage should not be neglected, since it makes it possible to compare the set goal with the achieved results, on the basis of which it is possible to objectively determine the effectiveness of the teacher’s work and formulate new perspectives.

The main thing in a teacher’s psychological skill is to prevent the emergence of acute conflict situations, which are based on a sharp and, possibly, tactless reaction of the teacher to inappropriate behavior of schoolchildren.

Analysis of the pedagogical situation allows us to see the complex processes of personality actualization and try to intervene in their development in a timely manner in order to eliminate undesirable consequences in the future.

Correct resolution of conflict situations is a necessary element of a teacher’s professional activity. It is very important for a teacher to get out of a conflict situation with dignity and creative satisfaction with his work in connection with the successful defense of socially valuable norms and leading values ​​of schoolchildren’s educational activities.

We invite you to work in groups to resolve the proposed pedagogical situations (representatives from each group come out and take cards with situations)

3. Practical work in groups (5 groups).

Preparing paraphernalia for playing out the situation (on a separate table)

Groups need to act out situations using the key words from the previous exercise.

Group
I
Situation 1

...8th grade, lesson; difficult student K. demonstratively does not listen to the explanation and interferes with the teacher. The teacher makes one remark, another - the student does not react. Finally, the last one, sharp in form. The student gets up and leaves the classroom. The teacher takes his briefcase and brings it to the teacher's room so that the student can come get it himself. A day passes, a second, a third. A student is in class, but without a briefcase, he is not ready for lessons. “Go and get it!” - “But I didn’t take it there.” The teacher also does not take the briefcase, does not give it to the student, waits for him to come, take it and apologize to her. The student feels offended by the teacher's harsh remark. Exit…

Situation 2

Student N. systematically did not complete his homework. When giving unsatisfactory grades in his diary, he stated: “Well, give it!” One day, during the next survey, the student again answered poorly. Teacher…

(Exemplary answer. He invited the student to open the diary and said: “Give yourself a grade for the answer.” The student was pleased. The students perked up. They began to suggest what to put. Finally, after a long thought, the student gave himself a grade of “2” in his diary. The teacher signed the diary, and next to it added: “5 - for honesty.” The conflict was resolved, the relationship between the teacher and this boy became more humane and trusting).

Group
II
Situation 1

A teacher, tired of the constant noise in class: “Why do you come to school? Isn’t it about learning something?” Students in chorus: “We come to communicate with friends!” How will you react (how will you act, what will you do, what will you say, etc.) in this situation and why?

Situation 2

A student, having learned that her friend received a point higher on a test than she did, considered the grade unfair. Out of resentment towards the teacher, she furrowed her eyebrows, crossed her arms over her chest, pushed away her notebook and textbook, put down her pen, and tears appeared in her eyes. To the teacher’s question: “What happened, why aren’t you working?” - She did not answer and continued to sit silently and do nothing.

How will you react (how will you act, what will you do, what will you say, etc.) in this situation and why?

Group
III .
Situation 1

The guys decided to disrupt the lesson of the young teacher. At the same time, they agreed to grunt during the lesson. When the teacher entered the class, corresponding sounds were heard...

(An approximate answer. Then she turned to the class leader: “Okay, Vitya, I was just about to take you to the farm on an excursion. Will you be a translator? Will you help in communicating with animals?” Everyone laughed. The lesson was as lively and fun as ever)

Situation 2

Teacher: “When will you finally learn the multiplication tables? Student: “Why do I need it? There's a calculator for that."

How will you react (how will you act, what will you do, what will you say, etc.) in this situation and why?

Group
IV .
Situation 1.

By the sixth lesson, the students were tired, making noise, talking loudly. The teacher announces a physical education lesson. Most enjoy the change in activity and do the exercises with pleasure. However, several people remain seated, refusing to participate. The teacher asks: “Why are you sitting?” They answer: “We don’t want to do anything.”

How will you react (how will you act, what will you do, what will you say, etc.) in this situation and why?

Situation 2.

At the beginning of the lesson, the teacher hands out notebooks with checked homework and offers to work on mistakes. One of the students discovers that during the test the teacher did not notice his mistake and loudly announces this to the whole class.

How will you react (how will you act, what will you do, what will you say, etc.) in this situation and why?

Group
V. _
Situation 1.

During the first lesson, the student lies on his desk, his eyes are sleepy, he is almost asleep. The teacher asks: “What is happening to you? What time did you go to bed today? The student answers: “I went to bed late - at three or four in the morning, I don’t remember.” Teacher: “What did you do?” Student: “I played online on the computer.”

How will you react (how will you act, what will you do, what will you say, etc.) in this situation and why?

Situation 2.

Teacher: “You have a lot of failures and failures. It's almost the end of the quarter. When will you start studying? Student: “Why bother? You'll still get a C in a year. The school doesn’t need repeat students.”

How will you react (how you will act, what you will do, what you will say, etc.) in this situation and why

Fallback option

Situation

During the test, the student asks permission to go to the toilet. The teacher says: “Of course, go out, just leave your phone.” Student: “No, I won’t go without a phone, my parents told me to always keep it with me - who knows what might happen?” How will you react (how will you act, what will you do, what will you say, etc.) in this situation and why?

Situation

Several students were 15 minutes late for class. The teacher asks: “Why are you late?” Students (chewing buns as they go): “And we were in the dining room.”

How will you react (how will you act, what will you do, what will you say, etc.) in this situation and why?

Situation

Teacher: “When will you finally learn the multiplication tables? Student: “Why do I need it? There's a calculator for that."

How will you react (how will you act, what will you do, what will you say, etc.) in this situation and why?

Situation

The student says to the teacher, “I won’t go to the next two lessons that you teach, because at this time I want to go hunting and take a break from school.” How should you answer him?

1. Summing up the practical work.

Each group dramatizes a situation and a solution to it.

Teachers are invited to choose the most original solution from the situations played out.

1. Recommendations.

Rules of pedagogical communication. In order for pedagogical situations to arise as rarely as possible, the teacher must adhere to the following rules:

• There is no need to see only negative motives behind all the negative actions of students. What is important here is “pedagogical vigilance” - attentive attention to every acute moment in interaction with students and colleagues and a thoughtful analysis of what happened. Seeing only the bad is to aggravate the conflict situation.

• Prepare carefully for the upcoming lesson, do not allow even the slightest incompetence in teaching your subject.

• Students are better able to carry out indirect instructions from the teacher. The meaning of indirect influence is that through awakening the interests, needs and motives of a person’s behavior, more can be achieved from him.

Working with the table (recording during the discussion on Whatman paper)

Rules for resolving conflict situations (with a presentation of video sequences - pictures or excerpts from cartoons and films)

Rule 1

“Two excited people cannot agree” (Dale Carnegie).

Try to make every effort to restrain yourself in an acute situation; under no circumstances scold or get irritated. Teenage audiences highly value the self-control, restraint and humor of teachers.

Rule 2

. “Hold your reaction!”

You should not immediately enter into controversy with your opponent, especially if his actions do not pose a threat to others. You need to pretend that you don’t seem to notice the intruder, although at the same time you make it clear that you clearly see his actions. The essence of the technique is that it emphasizes the secondary importance of the offender’s defiant behavior and therefore the teacher has no time and no need to be distracted from teaching the lesson. The “fact of not noticing” an obvious violation allows you to introduce some confusion into the actions of the disruptor and reduces his activity. A delayed reaction often gives a psychological advantage to the teacher.

Rule 3. “Translate the reaction”

This technique also serves to debunk the significance of the act and the personality of the offender. This technique is technically implemented through the teacher performing everyday actions in the lesson (addressing the class with a greeting, working with a magazine, looking out the window, etc.) despite the emergency situation, which seems to be urgent. As a result, the “hero” of the conflict is left alone with himself. This reduces the “intent” of the struggle.

Rule 4.

“Be an innovator!”

It is known that everything that has become funny and clumsy in the eyes of others loses its impact and ceases to be dangerous.

It is very important to get out of a conflict situation with dignity. In this way, those socially valuable norms that the teacher defends will be protected.

Rule 5.

Paradoxical reaction

Try, if necessary, to turn the insidious plan of the violator of discipline to the benefit of yourself and the cause. It is advisable to “break down” the essence of the situation for the guys in such a way as to also thank the offender for his help (with irony, of course). The teacher appears as a strong and original personality.

Watching the social video “Teachers”

1. Final reflection. Stickers.

Do you consider the topic of the meeting relevant? If yes, then attach a pink sticker. If not, then yellow.

Psychological games for teachers card index

Psychological games for teachers

The goals of psychological games are purely psychotherapeutic: games contribute to the harmonization of the teacher’s inner world, ease his mental tension, and develop internal mental strength. Game exercises help the teacher navigate his own mental states, evaluate them adequately, manage himself, maintaining his mental health and, as a result, achieve success in professional activities with a relatively small expenditure of neuropsychic energy. Psychotechnical games do not require much time or special premises. Alone or in pairs with another teacher, the teacher can perform exercises during breaks between lessons (in his office or teacher's room), during lessons when students are working independently, on the way to work or home. Try to develop the habit of psychological actions: then the need for mental stability and internal order will appear.

Relaxation games

In 3-5 minutes spent on psychotechnical exercises, a teacher can relieve fatigue, stabilize, and feel self-confident. Like a worker who takes a shower after a hard day in a hot shop, a teacher who performs special psychotechnical exercises at school and after work resorts to the “psychological shower” method, which cleanses his psyche.

Exercise 1. “Inner Ray”

The exercise is performed individually; helps relieve fatigue, gain inner stability…….

In order to perform the exercise, you need to take a comfortable position, sitting or standing, depending on where it will be performed (in the teacher’s room, in class, in transport).

Imagine that inside your head, in the upper part, a light ray appears, which slowly and consistently moves from top to bottom and slowly, gradually illuminates your face, neck, shoulders, hands with a warm, even and relaxing light. As the beam moves, wrinkles are smoothed out, tension in the back of the head disappears, the fold on the forehead is weakened, the eyebrows fall, the eyes “cool”, the clamps in the corners of the lips are loosened, the shoulders drop, the neck and chest are freed. The inner ray, as it were, forms a new appearance of a calm, liberated person, satisfied with himself and his life, profession and students.

Perform the exercise several times - from top to bottom.

Doing the exercise will give you pleasure, even pleasure. End the exercise with the words: “I have become a new person! I became young and strong, calm and stable! I will do everything well!”

Exercise 2. “Press”

The game exercise is performed individually. Neutralizes and suppresses negative emotions of anger, irritation, increased anxiety, aggression. We recommend doing this exercise before working in a “difficult” class, talking with a “difficult” student or his parents, or before any psychologically stressful situation that requires internal self-control and self-confidence. The exercise is best done immediately after you feel psychological tension. If for one reason or another this moment is missed, then the raging emotional “element” can sweep away everything in its path and make it impossible to control itself. As a result, something happens that we see so often: negatively charged energy is “dumped” onto a student or work colleague. Most often, the “grounding” of negative energy, unfortunately, occurs in the teacher’s family, where he weakens internal control after work.

The essence of the exercise is as follows. The teacher imagines inside himself, at chest level, a powerful press that moves from top to bottom, suppressing the negative emotions that arise and the internal tension associated with them. When performing the exercise, it is important to achieve a clear feeling of the physical heaviness of the internal press, suppressing and, as it were, pushing down unwanted negative emotions and the energy that it carries with it.

Exercise 3. “Tree”

Any tense psychological state is characterized by a narrowing of consciousness and a person’s hyper-concentration on his experiences.

A noticeable weakening of internal tension is achieved if a person has managed to perform the action of decentration: he has “removed” the center of the situation from himself and transferred it to some object or external circumstances. Decentration allows you to transfer, “throw out” a negative state into the external environment and thereby get rid of it.

There are several forms of decentration. Role decentration is associated with the reincarnation of a person, mental inclusion in another situation. Pedagogical reflection is used, the teacher tries to look at himself “from the outside,” analyze the situation through the eyes of an external observer, and use a “psychic mirror.” Communicative decentration is carried out in dialogue with a change in communicative positions. The exercise is performed individually. It develops internal stability, creates a balance of neuropsychic processes, freeing you from a traumatic situation.

On the way home, in transport, imagine yourself as a tree (whichever one you like, which one is easiest to identify with). Replay in detail the image of this tree in your mind: its powerful and flexible trunk, intertwining branches, foliage swaying in the wind, the openness of the crown to the sun's rays and the moisture of the rain, the circulation of nutritious juices along the trunk, the roots firmly rooted in the ground. It is important to feel the nutritious juices that the roots draw from the ground. The earth is a symbol of life, roots are a symbol of stability, a person’s connection with reality.

Exercise 4. “Book”

The exercise also develops internal means of role decentration and is performed individually (in class, in the teacher’s room). Imagine yourself as a book lying on the table (or any object currently in your field of vision). Construct in your mind the internal “feeling” of the book - its peace, position on the table, cover protecting it from external influences, folded pages. In addition, it is important to see “through the eyes of a book” the surrounding room and externally located objects: pencils, pens, paper, notebooks, chair, bookcase, walls, window, ceiling, etc. Perform the exercise for 3-4 minutes. You will feel how the internal tension subsides, and you will move into the “world of other dimensions”, one might say, into a visible “parallel world” with the real existence of objects according to their own laws. The perception of “other worlds” and internal “inclusion” in one of them gives the teacher the opportunity to understand the multiplicity and versatility of any life and professional situation, to temporarily “switch off” from one’s own traumatic circumstances and treat them as relatively real, one of many different forms of life .

In the same way, you can organize a psychological “trip” into a painting or photograph hanging on the wall, and play out a fictional plot of the situation.

Exercise 5. “Maria Ivanovna”

The exercise develops internal means of role decentration.

Performed individually, within 10-15 minutes. Imagine your unpleasant conversation, for example, with the head teacher. Let's call her Maria Ivanovna, who allowed herself an uncivil tone in a conversation with you and unfair remarks. The working day is over and on the way home you once again remember the unpleasant conversation, and a feeling of resentment overwhelms you. This is harmful to your psyche: against the background of psychological fatigue after a working day, mental stress develops. You try to forget the insult, but you fail.

Try going the other way. Instead of forcibly erasing Maria Ivanovna from your memory, try, on the contrary, to bring her as close as possible. Try playing the role of Maria Ivanovna on the way home. Imitate her walk, her manner of behavior, play out her thoughts, her family situation, and finally, her attitude towards a conversation with you. After a few minutes of this game, you will feel relief and tension will subside. Your attitude towards the conflict, towards Maria Ivanovna will change, you will see a lot of positive things in her, things that you did not notice before. In fact, you will be involved in Maria Ivanovna’s situation and will be able to understand her. The consequences of such a game will reveal themselves the next day when you come to work. Maria Ivanovna will be surprised to feel that you are friendly and calm, and she herself will probably begin to strive to resolve the conflict.

Exercise 6. “Head”

The profession of a teacher is not only classified as stressful, it is a profession of managerial work. The teacher is forced to continuously influence students during the working day: to restrain them in some way, to suppress their will and activity, to evaluate, to control. Such intensive management of the learning situation causes “management stress” in the teacher and, as a consequence, when overexerted, various physical ailments occur. One of the most common complaints from teachers is headaches and heaviness in the occipital region of the head.

An exercise is suggested to help relieve unpleasant somatic sensations. Stand straight with your shoulders back and your head thrown back. Try to feel in which part of the head the feeling of heaviness is localized. Imagine that you are wearing a bulky headdress that puts pressure on your head in the place where you

you feel heaviness. Mentally remove the headdress with your hand and expressively and emotionally throw it to the floor. Shake your head, straighten the hair on your head with your hand, and then throw your hands down, as if getting rid of a headache.

Exercise 7. “Hands”

It's your last lesson. The class is busy solving a problem. The class is quiet and you can take a few minutes to yourself. Sit on a chair with your legs slightly extended and your arms hanging down. Try to imagine that the energy of fatigue “flows” from the hands to the ground - it flows from the head to the shoulders, flows over the forearms, reaches the elbows, rushes to the hands and seeps down through the fingertips into the ground. You clearly physically feel the warm weight sliding over your hands. Sit like this for one to two minutes, and then lightly shake your hands, finally getting rid of your fatigue. Stand up easily, springily, smile, walk around the class. Enjoy the interesting questions that children ask, try to meet them halfway openly and with full readiness, answering thoroughly and in detail.

Exercise relieves fatigue, helps establish mental equilibrium, balance.

Exercise 8. “Mood”

A few minutes ago you ended an unpleasant conversation with the mother of a student who constantly violates discipline, skips classes, and is rude to you. In a conversation with her, you talked about raising your son in a family, the need for regular monitoring of homework, and the fact that permissiveness, which in your opinion is cultivated in a student’s family, will not lead to anything good. After all these conversations, the teenager’s mother suddenly declared that “they should educate her at school,” and that she didn’t have time for that. You couldn't help yourself in response. Your intentions for a calm and constructive conversation have been destroyed.

How to remove the unpleasant aftertaste after such a conversation? Take colored pencils or crayons and a blank sheet of paper. Relaxingly, with your left hand, draw an abstract plot - lines, color spots, shapes. It is important to completely immerse yourself in your experiences, choose a color and draw the lines the way you want, in full accordance with your mood. Try to imagine that you are transferring your sad mood onto paper, as if materializing it. Have you finished your drawing? Now turn the paper over and on the other side of the sheet write 5-7 words that reflect your mood. Don't think too long; it is necessary that words arise spontaneously, without special control on your part.

After this, look at your drawing again, as if reliving your state, count the words and with pleasure, emotionally tear up the piece of paper and throw it in the trash.

You noticed? Just 5 minutes, and your emotionally unpleasant state has already disappeared, it turned into a drawing and was destroyed.

Now go to class! Did you have a good rest!

Exercise 9. “Proverbs”

An exercise is proposed that effectively “relieves” internal depression and bad mood, helping to solve a complex problem that you have. This problem may be related to your profession, family life, relationships with friends.

Take any of the books: “Russian Proverbs”, “Thoughts of Great People” or “Aphorisms” (every school library has books). Flip through a book, read phrases of proverbs or aphorisms for 25-30 minutes until you feel inner relief.

Perhaps, in addition to mental relaxation, one or another proverb will lead you to the right decision. You may also be reassured by the fact that not only you have a problem; many people, including historical figures, have thought about ways to solve it.

Exercise 10. “Memories”

One of the widespread professional shortcomings of a teacher is his... maturity. It’s paradoxical, but it’s true. The teacher approaches the child from the incomprehensible, yet alien “world of adults,” in which there are sorrows, rules, and norms at every step. A representative of the “adult world”, the teacher is “moved away” from the child, is incomprehensible to him, causes in him either depression or aggression, rebellion, and a desire to break discipline.

Of course, the leading role of the teacher in the educational process is necessary, and the alienation and opposition that it causes in the child can be significantly mitigated. Remember more often about your childhood, your impressions, experiences. Psychologically, you will become closer to your students, you will understand them better, while maintaining both your authority and your role as a leader.

Ask your parents about what you were like as a child, what they remember about your pranks, about the teacher’s calls when you violated discipline. Try to vividly imagine yourself as a child, relive your childhood impressions. The main thing is to remember what internal motives forced you to do this or that act.

For example, you and your class skipped class. It was a heroic act! For the first time in your life, you showed independence. And how you despised those who did not support the general “initiative” and came to class! With what fear and at the same time pleasure you “tasted the forbidden fruit”!

Another memory. Your class was on school duty and you were late for class. The teacher asked for a diary to record the comment. You assessed her demand as unfair (“I was on duty!”) and said that you forgot the diary at home. In response, the angry teacher ordered him to leave the class. Remember your experiences when you walked out into an empty corridor and listened to the voices from your and other classes. What feeling did you have? Loneliness? Offense? Such memories will help you feel the inner state of the students and understand the motives of their actions. You will become kinder, softer, and it will not be difficult for you to talk frankly with the guys. After a while, you will notice that violations of discipline in your class become less and less frequent. What is the reason? The fact is that the children responded to your offer to interact: your desire to understand and feel their states causes the same feelings on their part. They lose the desire for rebellion, confrontation, and demonstration of their independence “at all costs.” They felt together with you.

Exercise 11. “I am a child”

Many experienced teachers play the game “I am a child.” Here, for example, is how he describes his state: “My method: I evoke in myself a state of childhood, i.e. I evoke in myself that feeling of childish lightness that is characteristic of a child: I throw off “everything adult”, and mainly, that external adultness that is inherent in my administrative role. Next comes the selection of forms of addressing children, which include the choice of intonation, method of explanation, demeanor, and most importantly, thinking through the first words, so to speak, the formula of address.”

Remember what game you loved most as a child. Do you remember? Now go to your child or grandchild and invite him to play this game. During the game, you must play the role of a child, be on an equal footing with your partner. This gives him the opportunity to feel like a leader and discuss the rules of the game with you. And you will feel the freshness, originality, originality of children's thinking, the richness of the child's inner world. You will probably become closer to him.

Exercise 12. “Openness”

One of the conditions for success in teaching is the teacher’s ability to communicate correctly, interact during dialogue, and communicate with the class (polylogue). Often preoccupied with forming questions correctly, the teacher does not monitor his state and behavior. But it is known that even the most correct provisions will not be perceived or will cause negative emotions if children feel your arrogance, coldness, neglect, alienation. The guys may even protest against your demands and pointedly ignore them. Don't be surprised, you weren't open to dialogue. Here are some simple exercises.

In front of you is an interlocutor (student, work colleague, family member). Make your face friendly, smile, nod to your interlocutor as a sign that you are listening carefully and understand him. “Open” your soul to the person with whom you are communicating, try to get psychologically close to him.

Exercise 13. “Rhythm”

It must be done in pairs with another teacher or at home, with one of the people close to you.

Two people stand facing each other and agree on their roles: one is the leader, the other is the “mirror”. The participants’ hands are raised to chest level and palms are turned towards each other. The presenter moves his hands arbitrarily, and the one playing the role of a “mirror” tries to reflect them in the same rhythm. The roles change several times.

The psychological meaning of the exercise is to feel the internal “rhythm” of another person and reflect it as fully as possible. At the same time, think that each person (your student, work colleague, member of your family) is an individual with a unique psychological “rhythm”, and in order to correctly understand a person, you must first of all feel his energy, temperament, direction, dynamics , internal expression.

Exercise 14. “Tank”

In a conversation with a student, teacher, parent of a difficult child, or at home in a conversation with your child, feel like an “empty form”, a reservoir into which your interlocutor “pours”, “lays” his words, states, thoughts, feelings. Try to achieve the internal state of a “reservoir”: you are a form, you do not react to external influences, but only accept them into your inner space. Throw away all your personal assessments, as if there is no reality, there is only an empty form. Difficult? Practice 2-3 times before starting a conversation and it will be easy for you. Then, when you are sure that you have formed the internal state of the “reservoir,” enter into dialogue and try to treat your interlocutor impartially and unbiasedly. This will help you understand it better.

Adaptation games

Every teacher can remember a difficult period in his work associated with professional adaptation at school. Young teachers who come from pedagogical universities get used to school from 6 months to 3 years. They get used to the constant noise during breaks and intense communicative interactions. But the hardest thing for them is to develop the ability to maintain discipline in the classroom for 45 minutes during a lesson. Many teachers complain of feeling weak and exhausted after lessons, and of difficulties in developing the readiness to keep the class under control.

We had to observe various situations in which young teachers find themselves.

We saw the teacher rushing around the class like a shuttle. Where she stood, the children became quiet, but at that time they began to talk loudly in another corner. It’s not hard to imagine how tired this teacher was by the end of the lesson.

How to facilitate and at the same time intensify the process of professional adaptation of a young teacher at school? First of all, we must remember that only one who knows how to manage himself well becomes a good leader. By developing these qualities, a young teacher will be able to go through the adaptation period faster and more efficiently. We offer several exercises to develop internal means of self-regulation.

Exercise 1. “Focus”

The exercise is performed 10-15 minutes before the start of the lesson. Sit comfortably in a chair or armchair. When giving commands to yourself, focus your attention on one or another part of the body and feel its warmth. For example, on the command “Body!” focus on your body, at the command “Hand!” - on the right hand, “Brush!” - on the right hand, “Finger!” - on the index finger of the right hand and, finally, at the command “Tip of the finger!” - on the tip of the index finger of the right hand. Give commands to yourself at intervals of 10-12 seconds (find a rhythm that is favorable for you).

Exercise 2. “Breathing”

It is advisable to perform the exercise before the start of the lesson. Sit in a chair or armchair. Relax and close your eyes. On your command, try to turn your attention away from the external situation and focus on your breathing. At the same time, do not try to specifically control your breathing: there is no need to disrupt its natural rhythm. The exercise is performed for 5-10 minutes.

Exercise 3. “Psychoenergetic umbrella”

The exercise is carried out in the first minutes after the start of the lesson, and also, if necessary, periodically throughout the lesson.

The teacher stands in front of the class, preferably in the center of the room, and, explaining the material, tries to imagine that with his will and consciousness he is establishing a kind of “umbrella” that tightly covers all the students. The teacher’s goal: to confidently, firmly and steadily hold the handle of this “umbrella” throughout the lesson.

The exercise develops the ability to control the situation in the classroom.

Exercise 4. “Distribution of attention”

It is also important to learn how to distribute your attention in class.

The exercise is performed for 15-20 minutes at home. Turn on the TV and open a book you are unfamiliar with (it’s better to take a fiction or nonfiction book first). Try reading a book and watching and listening to TV out of the corner of your eye at the same time. Watch yourself: after how many minutes will you feel tired? If fatigue sets in within 4-5 minutes, it means that your ability to distribute attention is poorly developed. Then try to briefly reproduce for yourself on paper what you read and restore what you saw on the TV screen. The more often you do the exercise, each time you will become better at distributing your attention.

Training to unite teachers in kindergarten I+YOU=WE

Training to unite teachers in kindergarten I+YOU=WE

Recently, various teambuilding tasks have become fashionable - team building. Such trainings are especially relevant in kindergarten, where all teachers must act harmoniously. The price of the issue is the adaptation of children to a preschool institution.

The training was developed by Lyudmila Aleksandrovna Unalova, teacher-psychologist of the preschool educational institution “Academy”, Astana Kazakhstan

Purpose of the training:

• team building and building effective team interaction.

Training objectives:

• formation and strengthening of a common team spirit by uniting a group of people;
• development of responsibility and contribution of each participant to solving common problems;
• awareness of oneself as a team.

Progress of the training:

Stage 1. Getting to know each other

— Hello, dear colleagues, today you and I will take part in a training called “I + YOU = WE.” The purpose of the training is to unite the team and build effective team interaction. In a circle, have everyone continue the sentence “Now I feel...”.

— Every training has rules. Let us also develop our own rules...

• Here and now (during the training we only talk about what worries everyone right now, and discuss what is happening to us right here).
• I speak for myself.
• Listen carefully to each other.
• Don't interrupt the speaker.
• Respect each other's opinions.
• Non-judgmental judgments.
• Activity.
• Stop rule.
• Confidentiality (everything that happens here is not shared outside the group under any pretext).

Each point of the rules is explained by the presenter.

MY NAME IS... I DO THIS....

Purpose: acquaintance, relief of anxiety, promotes memorization of names.

The exercise can be done sitting or standing. Each participant in a circle says his name and shows some kind of movement with the words: “I do this...”. Each subsequent participant first repeats all the names and movements of the previous ones, and then calls his name and shows his movement. Thus, the last participant must repeat the names and movements of all other group members.

THOSE WHO CHANGE PLACES...

Goal: relieving tension through movements, organizing playful interaction.

At the command: “those who (like to meet people, consider themselves sociable, shy..." change places), the participants must change places, the leader must also take the vacated chair. As a result of the exchange, there remains one person who did not have time to sit in an empty seat, and it is he who becomes the leader.

Stage 2. Information

ATOMS-MOLECULES

Goal: increasing the level of performance of participants.

The presenter says: “Atoms.” All players begin to move chaotically. After the phrase “molecules of three,” the players must form groups of three. Anyone who cannot get into threes is eliminated from the game. And the leader continues to change the number of atoms in the molecules. The game can be made more difficult: the atoms must move with their eyes closed.

TALKING HANDS

Goal: emotional and psychological rapprochement of participants.

Participants form two circles: inner and outer, facing each other. The leader gives commands, which the participants carry out silently in the resulting pair. After this, at the command of the leader, the outer circle moves to the right one step.

Options for instructions to the resulting pairs:

1. Say hello using your hands.
2. Fight with your hands.
3. Make peace with your hands.
4. Show support using your hands.
5. Feel sorry with your hands.
6. Express joy.
7. Wish you good luck.
8. Say goodbye with your hands.

Discussion:

• What was easy, what was difficult?
• Who found it difficult to convey information silently?
• For whom is it easy?

— Dear colleagues, what do you think the word “unity” means? Unity is an opportunity to become one to achieve specific goals and objectives. After all, how good it is when your colleague understands and supports you, how good it is to hear and help when this help is needed, how well to understand each other even without words. A close-knit team achieves many peaks and victories.

— Cohesion is:

• coincidence of interests, views, values ​​and orientations of team members;
• an atmosphere of psychological safety, goodwill, acceptance;
• active, emotionally rich joint activity aimed at achieving a goal that is significant for all participants.

CATERPILLAR

Purpose: the game teaches trust.

“Now you and I will be one big caterpillar and we will all move around this room together.” Line up in a chain, place your hands on the shoulders of the person in front. Place a balloon or ball between the stomach of one player and the back of the other. Touching the balloon (ball) with your hands is strictly prohibited! The first participant in the chain holds his ball at outstretched arms. Thus, in a single chain, but without the help of hands, you must follow a certain route.

Discussion:

• What did you experience while completing the task?

WHO IS FASTER

Goal: coordination of joint actions, distribution of roles in the group.

- Count on the count of one or two. We ended up with two teams. Your task now, as quickly as possible, is to build the geometric figure that I will name, and you build in silence, without explaining anything.

Possible shapes:

• triangle;
• rhombus;
• corner;
• letter;
• bird school;
• circle;
• square.

Discussion:

• Was it difficult to complete the task?
• What helped in doing it?

Stage 3 Warm-up

WE ARE SIMILAR IN THE THINGS THAT...

Goal: removing aggression.

When throwing the ball to any person, we call him by name and say: “You and I are similar in that...”. (For example: that we live on planet Earth, we work in the same team, etc.)

Discussion:

• What emotions did you experience during the exercise?
• What new things have you learned about others?
• What interesting things did you find out?

Breathing exercise RECEIVER

The lower the hand, the higher the sound; the higher the hand, the quieter the sound.

LINE BY…

Goal: to overcome barriers in communication between participants, to liberate them.

Participants become a tight circle and close their eyes. Their task is to line up in a row by height with their eyes closed. When all participants find their place in the ranks, you must give the command to open your eyes and see what happened.

You can also line up

• hair color;
• foot size;
• by eye color from lightest to darkest.

YES AND NO

Goals: removal of aggression, readiness to communicate.

- Break into pairs and stand opposite each other. Decide who in your couple wants to say “Yes” and who wants to say “No”. One of you starts the game by saying the word “Yes.” The second one immediately answers him: “No!” Then the first one says again: “Yes!”, perhaps a little louder than the first time, and the second one again answers him: “No!”, and also a little louder. Each of you must say only the word he chose from the very beginning: either “Yes” or “No.” But you can pronounce it in different ways: quietly or loudly, gently or rudely. You can have a nice little argument with these two words if you want, but it's important that no one is offended in any way. After some time, I will give you a signal that it is time to end the “dispute.”

Discussion:

• How are you feeling now?
• How do you prefer to argue - by saying the word “Yes” or by saying the word “No”?
• Did you speak loud enough?

Stage 4: Practical

ONLY TOGETHER

Objectives: During this game, participants get the opportunity to feel the same as their partner. To do this, they need to tune in to each other.

- Please break into pairs and stand back to back. Can you slowly, slowly, without lifting your back from your partner’s back, sit on the floor? Now can you stand up in the same way? Try to determine with what force you need to lean on your partner’s back so that it is comfortable for both of you to move... Now switch partners...

Discussion:

• Who was the easiest to get up and down with?
• What was the most difficult part of this exercise?

SIAMESE TWINS

Goal: development of communication skills.

- Take a thin scarf or handkerchief and tie it with the hands of the participants standing next to each other facing you. Leave your hands free. Give pencils or markers of different colors, one at a time in the non-free hand. You have to draw a general drawing on one sheet of paper. You can only draw with the hand that is attached to your partner. Set the theme of the drawing yourself or offer to choose.

Discussion:

• Was it difficult to create the painting together?
• What exactly was the difficulty?
• Did you discuss the plot of the drawing, the order of drawing? (Were there any disputes and conflicts between the players, did they take equal part in the work (which can be easily assessed by the number of colors in the picture that the participant drew)).

Breathing exercise SEVEN CANDLES

Goal: relaxation.

- Sit comfortably, close your eyes, relax. You are calm, comfortable and comfortable... You breathe deeply and evenly... Imagine that there are seven burning candles at a distance of about a meter from you... Take a slow, as deep breath as possible. Now imagine that you need to blow out one of these candles. Blow as hard as possible in its direction, exhaling completely. The flame begins to tremble, the candle goes out... You again take a slow, deep breath, and then blow out the next candle. And so all seven..."

The exercise is best performed with calm, quiet music in a semi-darkened room.

Discussion:

• How did the participants' condition change as they completed this exercise?
• Where in real life situations might such a technique be useful?

CONVERSATION IN A CIRCLE

— We form two circles, external and internal, and begin to talk with each other on a given topic.

Themes:

• family;
• hobbies;
• policy;
• Love;
• vacation;
• dream;
• May holidays;
• Parent meeting;
• children;
• Friends.

BRING THE PENCIL

Goal: development of communication skills.

- Choose a pair for yourself and take turns, together with your pair, stand at the line where the pencil lies. Your task is to take this pencil from both sides so that each of you touches its tip with only your index finger, carry it to the end of the room and come back.

Discussion:

• What happened to you?
• If it didn't work out, then why?

Stage 5. Final

PRESENT

Goal: positive completion of the training, reflection.

— Let's think about what you could give to your group to make interaction in it even more effective and relationships in it more cohesive? Let's say what each of us gives to the group. For example, I give you optimism and mutual trust. Next, each participant expresses what he would like to give to the group. Let's reward ourselves for a successful swim with applause!

Now answer the following questions in a circle:

• What was important to you today?
• What feelings did you experience?
• Do you need such training in the future?

- Well, all the gifts have been given, the games have been completed, the words have been spoken. You were all active and worked well as a team. Don’t forget that you are a single whole, each of you is an important and necessary, unique part of this whole! Together you are strong! Thanks everyone for participating!