Anatole France very accurately noted the importance of an unusual presentation of educational material, saying: “The knowledge that is absorbed with appetite is better absorbed.” Many experienced and novice teachers are wondering how to conduct an interesting lesson? Such that the guys were afraid to be late for it, and after the bell they were in no hurry to leave the class.

How to awaken the “appetite” of students for new knowledge? How to make each lesson interesting and unusual? How to competently use well-known pedagogical techniques and techniques in order to conduct memorable lessons? This topic is devoted to our material.

Secrets of preparing and conducting an interesting lesson

So, each lesson should arouse interest in the child. Yes, yes, every one. An interesting lesson should be history and English, an open lesson and a traditional one. In this case, the effectiveness of school teaching increases markedly, and new material is easily absorbed. We will tell you how to prepare and conduct productive and interesting lessons.

• Plan the lesson taking into account the age characteristics of the students, their emotional state, their tendency to work individually or in a group. The concept of each interesting activity should have a creative beginning.
• Put yourself in the place of a child, do not limit your flight of fancy - and there will definitely be non-standard solutions. And impeccable mastery of the material and pedagogical improvisation will make the prepared lesson interesting.
• Always remember that a great start to a lesson is the key to success! Start the lesson actively (you can - with a little surprise!), clearly formulate its tasks, check your homework using .

• An interesting lesson is always broken into clear fragments with logical bridges between them. For example, do not bring down a portion of new knowledge on students, but smoothly and logically move from one stage of the lesson to another. Each separate part of the lesson should not be delayed (on average - up to 12 minutes, with the exception of explaining new material).
• Use a variety of techniques for a fun lesson. Using a computer or an electronic projector, you can simply and easily make both open and traditional lessons interesting in any discipline. For example, a presentation on the big screen of a significant event or watching a military newsreel will help the teacher to conduct an interesting history lesson.
• Be flexible! Equipment breakdown, student fatigue or unexpected questions are situations from which a teacher must be able to quickly and competently find a way out. For example, in order to relieve the tension that has arisen in the classroom, you need to have in stock simple and fun tasks on the topic (preferably in a playful way).

• How to conduct interesting lessons for high school students? Don't be afraid to break stereotypes! Don't be afraid to experiment and improvise! Avoid templates! After all, the lack of interest in the lesson is most often due to the fact that students know in advance all its stages. This chain, which is pretty annoying for the guys, can and should be broken.
• Do not do all the work for the students to avoid silence and help them! Encourage students to be active. Give children simple and logical instructions for completing tasks of any complexity. Get the most out of every task.
• Use group work: such activities are not only interesting, but also teach children to make collective decisions, develop a sense of partnership. This form of work is often used to conduct an interesting open lesson.
• To keep your lessons interesting, constantly look for and find unusual and surprising facts on each topic that are not in the textbook. Surprise your students and never stop being surprised with them!
• Create and constantly replenish your own methodological piggy bank of the most successful, interesting and exciting tasks and forms of work, use entertaining material in every lesson.
• Thematic games will make the lesson interesting in any class. The game gives rise to a relaxed and relaxed atmosphere in the classroom, in which new knowledge is well absorbed. For example, by passing a small ball through the rows, you can arrange an active blitz poll. And role-playing games will help to conduct an interesting English lesson.

The focus is on the personality of the teacher

It is no secret that children often develop interest in a subject due to the bright personality of the teacher who teaches it. What does that require?

• Leave fatigue, worries, troubles outside the school threshold! Open to communicate with students! Children really appreciate the appropriate and accessible humor in the classroom, dialogue on an equal footing.
• Behave outside the box! Go beyond the usual limits, because the personality and behavior of the teacher in the classroom is extremely important. Do you traditionally wear a business suit? Put on a bright sweater for the next lesson! Is energy always in full swing? Conduct the lesson in a relaxed manner. Prefer to explain new material while standing at the blackboard? Try to tell a new topic while sitting at the table. As a result, children will follow the teacher with interest, subconsciously expecting something new and unusual from each lesson.
• Give more interesting examples from personal experience, because a teacher, first of all, is a creative person and an extraordinary person. Vivid life examples are remembered much better than fictional ones.

We hope that our recommendations will help teachers in preparing and conducting new boring lessons. Remember that the desire for personal and professional self-improvement is the basis of successful and effective pedagogical activity, a guarantee that each new lesson will be interesting.

Non-standard forms of education in primary school

or how to make the lesson interesting.

At all times, teachers are constantly looking for ways to enliven the lesson, trying to diversify the forms of explanation and feedback.

It is necessary to use non-standard forms correctly and skillfully. The effectiveness of the educational process at school primarily depends on the correct choice of forms of organization of education in the subject.

When choosing the forms of work, it is necessary to take into account the conditions in which the educational process is deployed. The presence of a variety of didactic material, special equipment allows you to individualize the learning process. Also, the content of the educational material, which may have different difficulty, different novelty, has a lot to do with it. It is important to take into account how the form contributes to the manifestation of the active position of each student, which is expressed in the defense of his opinion, the ability to prove, argue the corresponding position, defend his point of view, and show a sense of collectivism.

I believe that non-standard lessons are one of the important means of teaching, as they form a steady interest in learning among students, relieve tension, stiffness, which are characteristic of many children, and help form the skills of educational work, the actual educational activity. Non-standard lessons have a deep emotional impact on children, thanks to which they form stronger, deeper knowledge. Non-standard forms of lessons that I used in my practice: lesson-game "Magic Tangle", lesson "brain - ring", lesson - travel, lesson - research, lesson - creative workshop, lesson - unusual plants, lesson - fairy tale "Whirlwind" , lesson - game, lesson - meeting, lesson - competition, lesson - competition, lesson with theatrical elements, lesson - excursion to the store, lesson - building a new house, lesson - winter holiday.

Each teacher in the "methodical piggy bank" has accumulated his own, "proprietary" methods and techniques. The solution of the tasks set by me in the lessons is facilitated by "active teaching methods and techniques".

In my work, I use methods :

Methods of organization and implementation of educational and cognitive activities of students.

Methods of verbal transmission of information of auditory perception of information.

Theme "Sentence, phrase, word"

Fabulous guests came to visit us with questions. The cockerel is very worried about what our speech consists of? Answer kids.

Methods of visual transmission of information and visual perception of information.

For example, a lesson in visual geometry, grade 3.

Topic "Area of ​​a Right Triangle"

Children consider a right-angled triangle, make assumptions about finding its area. Then they conduct an experiment and prove that the triangle can be completed to a rectangle. (See Attachment)

Methods of transferring information through practical activities.

For example, a lesson in Russian, grade 3.

Topic "Spelling of suffixes -ik, -ek"

Look at this item and tell me what fairy tale we are in? ("The Golden Key or the Adventures of Pinocchio")

Write down the phrase golden key in your notebook.

What spellings are found in the words?

word key sort by composition.

Why is the suffix -ik written in it?

Make a sentence with this word.

Methods of stimulation and motivation of students.

Emotional Methods

For example, in mathematics lessons, children solve multi-level problems. At the lessons of the Russian language, they choose from the proposed tasks the one that they like best.

cognitive methods.

For example, a lesson in Russian, grade 3.

Topic "Adjective"

After studying the new material, the children pick up adjectives with the same root for vocabulary words and come up with a story with these words.

Composition of fairy tales, stories, poems on a given topic.

Creation of a problem situation. For example, a lesson about the world around us, grade 3.

Theme "Living and inanimate nature"

At the beginning of the lesson, children are asked problematic questions:

Is it possible to say that animate and inanimate nature and the world around us are one and the same?

A flower pot - are they objects of nature or objects of the world around us?

social methods.

When working in a group, a consultant is selected who exercises control. This form of work leads to the creation of a situation of mutual assistance.

Methods of control and self-control.

Oral

For example, a lesson in Russian, grade 2.

Theme "Consolidating knowledge about checked and unverified vowels at the root of the word"

When repeating theoretical material, I use a frontal survey.

Explain what an unstressed vowel means?

Why do unstressed vowels need to be checked?

How to check the spelling of an unstressed vowel in the root of a word?

Is it always possible to check the spelling of an unstressed vowel in the root? How do they proceed in this case?

Methodical methods:problem posing,problem situations,work with cards, communicative attack, game moment, gift for work in the lesson, telegram, letter, talking on the phone, relay race, photo eye, selective reading, reading proverbs “on the contrary”, crossword puzzles, non-traditional beginning of the lesson, beginning of the lesson with elements of theatricalization and others .

Also in my practice I use not only non-standard forms of education, but also new information technologies (NIT). I know that new information technologies are the future. The use of NIT can transform the teaching of traditional subjects by rationalizing child labor, optimizing the processes of understanding and remembering educational material, and most importantly, raising children's interest in learning to an immeasurably higher level.

I especially like to conduct lessons using a computer presentation. In such lessons, time is significantly saved, the material is presented with a large amount of clarity. Children participate with interest in the educational process. Moreover, greater interest develops if the children themselves participate in the preparation of presentations for the lessons.

In 2006, the children and I participated in the city competition of student projects. Topic of the research project: "Three whales in the economy" (the world around us, grade 3).

It is aimed at educating and respecting working people through acquaintance with the enterprises of the city and the professions of parents. The project was carried out over three weeks. The aim of this project is not only to gain practical knowledge on this topic, but also to instill skills in working with information and working in a team.

In addition, the children learned how to use new computer programs and how to summarize their thoughts. The children were asked the question: “What is required for the production of goods and services?” The whole class was divided into three groups: journalists, guides, environmentalists. Each group explored a specific topic. You see them on the screen. The results of the children's work were:

Booklet “What does work mean for a person?”;

Multimedia presentation about the enterprises of our city;

Magazine: “All kinds of professions are important, all kinds of professions are needed”;

Posters for the protection of natural resources.

In the process of work, students gained experience in working with computer equipment, experience in working with computer programs, and research activities.

As a result, the children learned about the large enterprises of our city, such as Kronostar LLC, Sharyinsky DOK LLC, the railway, electric networks, post office, bank. As well as the activities of private entrepreneurs.

The guys did a great job: collecting material about the enterprises of the city, interviewing parents, publishing the magazine “All kinds of professions are important, all kinds of professions are needed”, creating the booklet “Labor” and the presentation “What is capital?” The defense of the project was successful. The project "Three pillars of the economy" took first place.

Conclusion. The essence of all the above methods, forms and methods of teaching is to get a high result in the lesson with the least amount of effort and time, so that the lesson raises children to the next step in their mental growth, development and education.

Many children complain to their parents that they are incredibly bored in math classes. They do not understand why they need to learn stacks of formulas and how they can be useful in real life. That is why we have prepared 8 ways that will help diversify the lesson of mathematics and interest the student.

1. Fill the lesson with meaning

Most math lessons in school suffer from the following:

1. Sometimes teachers themselves cannot explain why they teach students certain topics. It is difficult for such teachers to see the connection between mathematics and other subjects in the school curriculum.
2. As a result, students also do not understand why they are studying these topics. The common question they ask themselves, "Why should I teach this?" makes sense. Do you have a good answer to it, instead of the usual "It will be on the exam" or even worse - "Because you need it"?

Several possible options to fix this:

• Show the student the practical importance of mathematics, explain how he can solve real life problems using the knowledge gained in your lessons.
• Check out the curriculum for other school subjects. After that, you will be able to use examples in the lessons that are understandable and interesting for your students.

2. Start With Concrete Examples—Save Abstract Concepts for Later

Modern mathematics looks like a science that studies abstract concepts. Practical ways to solve real problems that were solved by the great mathematicians of the past are now presented in the form of algebraic formulas, axioms and theorems. Students do not always understand how everything that is written in their textbooks can be useful to them in life. Help them understand this.

Instead of starting each topic with a formula, start with specific examples of problems that were originally solved with that formula. Help students see how theoretical mathematics can solve such problems by showing them the way of thinking first and then the solution.

3. Start with an interesting, real problem (preferably local)

Most math lessons start like this:"Here's the new formula for today's lesson, here's how you should insert the values, here's the correct answer."

The problem is that in this approach there is not even an attempt to motivate the student.

It will be great if you spur the interest of the students. Use presentations, instructional videos, and other aids. Search the Internet for interesting information and use it in your lessons.

For example, here is the problem:10 most life-threatening cities in Russia (the norm of air pollution in cities has been exceeded from 11 times to 34 times).

(photo taken from flickr.com)

What can be done in class: identify the main causes of air pollution, decide together what needs to be done to reduce pollution. With the help of simple calculations, students will be able to calculate under what conditions it is possible to reduce the level of pollution.

Or you can suggest the following topic:China builds world's largest telescope .

(photo taken from topblognews.ru)

What can be done in class:find the area of ​​the 500 meter telescope, discuss how the construction of the telescope affected the environment, and decide how much area was cleared for the construction of the telescope.

4. Creativity and control over the situation

We believe that mathematics is an extremely interesting science, which requires a lively and open mind to master. You should not reduce the work in the lesson to memorizing formulas and monotonous solving tasks of the same type according to a ready-made algorithm.

We are all creative and love to be creative, but most schools don't encourage creativity (check out this excellent video from TED Talks,Ken Robinson: How Schools Suppress Creativity(there are Russian subtitles)).

There are many ways to encourage student creativity in math classes. Use new technologies to describe mathematical concepts: prepare animations, diagrams or interesting infographics for the lesson. Create something yourself or download from the internet.

Give students individual tasks that engage creative thinking and help them feel confident in their abilities.

5. Ask more interesting questions

Read the condition. Which answer will be correct?

A boat with a lot of pebbles floats on the lake. Pebbles are thrown into a depression in the lake. At this time, the water level in the lake (in relation to the shore):

a) rise

b) go down

c) stay the same.

For many students, math questions are most often associated with textbook problems. The task for them looks like a long sentence: “Here is a problem in words. Take the numbers, plug them into the formula, do the calculation, and move on to the next problem.”

An interesting condition of the problem will surely catch the attention of students, in contrast to the task of the type: "There are such numbers, find one or more unknowns." The example above will evoke more emotion than a typical book question.

Here is another example:

Imagine that you are skydiving. What would your speed plot look like versus time, from the moment you jump out of the plane until you reach your final speed?

a) Concave down to increase

b) Concave down to decrease

c) A straight line with a plus slope

d) Growing and arched up

When students get used to solving such problems, they themselves will begin to come up with interesting examples from life related to the calculation according to the formulas already studied.

6. Let students create their own questions

Students understand much more when they have to come up with their own questions. The easiest way is to ask students to write questions for a test paper on a topic.

You can divide the class into 2-4 groups. Each group should make a block of questions for the test. At the lesson, the guys exchange sets of tasks and solve them.

If one of the components made a mistake or prepared a task that cannot be solved, you can figure out in the lesson why it happened: what was the component wrong, what could confuse him.

7. Journal

Encourage students to keep a math journal, much like how great scientists documented their work on solving a problem.

You should know that reflection is a key element of effective learning.

The math journal will help you and your students track how they perceive the material, what difficulties they face and what helps them to succeed.

How to keep a math journal:

1. An entry is logged after each task is completed.
2. All thoughts should be recorded in a separate notebook.
3. In a mathematical journal, you need to describe in detail all the difficulties and achievements.
4. Time to write to the log should not exceed 5-7 minutes.
5. A math journal can be kept with both young children and adults. Younger students can draw a math problem in a magazine.
6. A mathematical journal should not be kept daily, but as you progress in solving individual mathematical problems or when moving on to studying a new topic.
7. Be patient. Keeping a journal takes a lot of time, but it is a good help for the development of mathematical thinking.

8. Projects

The most effective way to interact with students is to give them the opportunity to do something on their own. Help students see the mathematics around them: in the things that surround them, in natural phenomena and processes.

You can use modern learning tools that will help you show students of all ages how interesting math can be.

(photo taken from technabob.com)

Here are just a few ideas:

• design Lego robots
• Create visual representations on the siteGeoGebra
• Create a dynamic presentation inPrezi

If you know how to add to our list of tips, share your ideas in the comments. We are sure that thousands of teachers will be grateful to you for this.

How to have an interesting lesson

Strive to make lessons interesting. After all, a lesson is a road to the heights of knowledge, a process of improvement and intellectual growth of a student. On each of thema thought and incredible discoveries that disturb the child's consciousness, or hopeless boredom and dangerous idleness, are born. How valuable and interesting the seconds, minutes, hours and years spent at the school desk will be depends on the efforts of the teacher.

Anatole France very subtly noted the importance of the extraordinary presentation of educational material, saying: “The knowledge that is absorbed with appetite is better absorbed.” Many experienced and novice teachers are wondering how to conduct an interesting lesson? Such that the guys were afraid to be late for it, and after the bell they were in no hurry to leave the class.

Secrets of preparing and conducting an interesting lesson

So, each lesson should arouse interest in the child. Yes, yes, every one. In this case, the effectiveness of school education increases, and new material is easily absorbed. I will try to tell you how to prepare and conduct productive and interesting lessons.

It is necessary to plan a lesson taking into account the age characteristics of students, their emotional mood, their tendency to work individually or in a group. The concept of each interesting activity should have a creative beginning.

Put yourself in the place of a child, do not limit your flight of fancy - and there will definitely be non-standard solutions. And impeccable mastery of the material and pedagogical improvisation will make the prepared lesson interesting. You should always remember that a great beginning of the lesson is the key to success! You should start the lesson actively (it is possible with a small surprise), clearly formulate tasks, check homework using non-standard forms of work.

An interesting lesson is always broken into clear fragments with logical bridges between them. For example, you should not bring down a portion of new knowledge on students, but smoothly and logically move from one stage of the lesson to another. Each individual part of the lesson should not be long (up to 12 minutes on average, with the exception of explaining new material).

To conduct a fascinating lesson, use a variety of techniques. With the help of a computer or an electronic projector, you can simply and easily make both open and traditional lessons interesting in any discipline.

Be flexible in class! Equipment breakdown, student fatigue or unexpected questions are situations from which the teacher must quickly and competently find a way out. For example, in order to relieve the tension that has arisen in the classroom, you need to have simple and fun tasks in stock (preferably in a playful way).

How to conduct interesting lessons for high school students? Very simple - do not be afraid to break stereotypes. Do not do work for students to "help" them. Stimulate the constant activity of students. Give simple and logical instructions for completing tasks of any complexity. Get the most out of each session. I like to use such a technique as working in groups: such activities are not only interesting, but also teach children to make collective decisions, develop a sense of partnership. I often use this form of work for conducting open lessons.

In order to conduct interesting lessons, I constantly look for and find unusual and surprising facts on each topic that are not in the textbook. I surprise my students and never cease to be surprised together!

I have created and am constantly replenishing my own methodical piggy bank, where the most successful, interesting and exciting forms of work are accumulated.

Thematic games will make the lesson interesting in any class. The game gives rise to a relaxed and relaxed atmosphere in the lesson, in which new knowledge is well absorbed.

The focus is on the personality of the teacher

It is no secret that children often develop interest in the subject due to the bright personality of the teacher who teaches it. What does that require?

Fatigue, troubles, worries should be left outside the school! You need to be open to communication with students! Children really appreciate the appropriate and accessible humor in the classroom, dialogue on an equal footing. You should behave outside the box, sometimes going beyond the usual limits - after all, the personality of the teacher and his behavior are extremely important. I try to give more examples from personal experience, because a teacher is a creative person and an extraordinary personality, and children remember vivid life examples much better than fictional ones.

I hope that these recommendations will help teachers in preparing and conducting new boring lessons. Remember that the desire for personal and professional improvement is the basis of successful pedagogical activity, a guarantee that each new lesson will be interesting.

Now many people ask questions about the values ​​that need to be guided in education and training. In my opinion, when defining the main values, one should, first of all, be guided by a simple idea. The school should teach a person to live in peace with himself, with the nature that surrounds us, and with other people. This in itself is a difficult task, to the solution of which many go all their lives, and do not always come to the desired solution. The paths that lead to an important decision are very different.

... “A truly good method of education should come from the eternal and universal inclinations and forces of human nature,” wrote I.G. Pestalozzi.- By adhering to this thread, the child will be able to independently achieve the general development of his strengths and inclinations ... The most essential thing in the method is that it awakens in the child the most secret inclinations that are available. And wherever he does this, in whatever position these forces, awakened in the child, are outwardly, the method provides them with freedom of action, motivation and stimulus for the maximum possible development in this position.

Currently, many teachers are trying to enrich the educational content, methods and forms of organization of school teaching. To revive interest in learning, it is proposed to hold various competitions, tournaments, entertaining hours, matinees, travel games, design stands, albums, collections.

But nowhere is complete without the teacher entering the classroom and starting the lesson. Yu. B. Zotov in the book "Organization of the modern lesson" writes that if learning is based on objective laws, then the organization of this process of teacher and student activity in the lesson and outside it can be properly streamlined. It follows that any teacher, having studied the basics of the “technology” of teaching, can significantly increase the level of his skill and the effectiveness of the lesson. The lesson lasts for 40 minutes or 2100 seconds, each of which can give birth to knowledge or boredom, a thought that captures the hearts of the children or dangerous and corrosive idleness. The value and significance of these seconds, minutes, hours, years in the fate of children is determined by the teacher.

Therefore, first of all, it is necessary to form in ourselves and students a “cult of the lesson”, which does not accept clarification of various kinds of domestic relations, “reading morality”, conversations that are far from the topic of classes.

The lesson is the way to knowledge, self-improvement, intellectual communication, in which there must be a spark of humor, a brilliance of talent, an elegant word and addressing each other on equal terms (in the adult-adult system).

Here are some techniques, of course, there are many more that can be offered in order to make the lesson more interesting and informative for both the teacher and the students.

The first technique, which reveals that students already know what they are going to learn, and then master the new concepts with the help of the teacher.

... Words burn like heat

Or freeze like stones, -

Depends on what you gave them

What to them in their hour

touched by hands

And how much did he give them

Heartfelt warmth.

N. Rylenkov.

Arriving at the class, the teacher distributes sheets of paper to the children and asks them to write in five minutes all the words that relate to the topic to be studied. In five minutes, all students will complete the task and calculate how many words they managed to write. Their number on each of the sheets will be different, because each student has a different degree of readiness to learn new material. (Some lists can be read out). Of course, those who are still poorly prepared will write a very small number of words. But he will know about it. The teacher also receives information about the range of concepts the students have. Next comes the work with educational material, the story of the teacher. A few minutes before the end of the lesson, it is advisable to repeat this technique. The number of words written on the back of the sheet can change greatly upwards. And if this technique is used from time to time, then, as in a brief five-minute test, you can see the features of mastering the curriculum.

Revealing what children already know creates the conditions for the best memorization of new material, increased interest in it. When a child focuses on his knowledge and tries to reproduce it even randomly, for himself, he is distracted from many other issues that interest him, and focuses his attention on a topic not proposed.

The second technique, in which the figurative representations of students about what they have to study, is revealed, and in the process of mastering knowledge, figurative representations are corrected.

“Black - sand - water - this is a string of statements -

vany ... that a chimpanzee could do, pointing -

calling to the beach in the Hawaiian Islands. But it was

it would be absurd to explain to a chimpanzee the difference between

sentences: “The sand next to the water is black”

and “Heating creates the illusion on the pavement

K. Pribam

The teacher talks a lot in the classroom, but not all children can figuratively imagine what is being said. To avoid this, in addition to verbal reproduction, students can be asked to make drawings, but not to copy from a book, which will reflect figurative representations of what is to be studied. The fact that the drawings may be imperfect does not matter in this case. It is important that this task gives impetus to figurative representations, fantasy, imagination, and, therefore, allows you to focus on the concept being studied.

Drawings made for educational purposes can be used as a teaching aid by pasting them into an album, making an appropriate comment on them.

Teachers and parents should be aware of the peculiarities of children's development, both figurative and verbal. “Good educational practice,” writes R. Hastie (USA), “forces to adapt teaching methods to natural data and the level of development of the child.”

The child often cannot express his thoughts in words and, as a result, loses faith in himself. Since most of the subjects of the school cycle are mental and speech, art, especially fine art, plays a decisive role in restoring the emotional balance of the child's psyche.

The use of drawing in the lesson as a “full partner” to the word is appropriate and allows students who do not have a developed figurative imagination to develop, as well as take into account the abilities and individual characteristics of children with artistic talent.

Thus, the drawing will allow children to be liberated, to reveal their capabilities, to compensate for the lag in the verbal and logical basis.

Color is an amazing thing. He attracts attention and does not leave indifferent from early childhood. Some colors we like, others we don't. By choosing a color, we can determine our desires, the state of our body, and the sources of stress that bother us.

This property of color can be used in lessons, for example, to clarify the emotional attitude of students to a literary character, to analyze the character of a literary character. And you can identify the well-being of the student and help him cope with it. You can also find out the general atmosphere in the classroom using colored pencils or felt-tip pens.

The use of color will allow the teacher to take a different look at many things that surround us, and, above all, at himself, at his emotional state.

Interpretation is carried out according to M. Luscher's color cards.

Color relationship test (A.M. Etkind)

Purpose: to reveal the emotional attitude of schoolchildren to the teacher, classmates, etc.

Emotional profile of the class.

Purpose: to identify the emotional state of the children's team.

The third technique, in which the entertaining task increases the interest and attention of students, diversifies classes, creating a creative atmosphere in the classroom.

To make the student understandable and entertaining

what he is taught, avoid two extremes: do not

tell the student what he does not know

and understand and don't talk about what he knows

not worse, and sometimes better than a teacher"

L. Tolstoy

"General education gives a person's whole life

known color, known meaning and known

new direction; it permeates the whole

mentality and profoundly alters

his whole character and way of thinking.

D. Pisarev

Lessons that have elements of entertainment attract the attention of students, stimulating their creative potential. These are various mathematical tasks in poetic form; tasks that children themselves come up with; logical chains; anagrams; puzzles. The amusement of the task is primarily related to the culture of the teacher and his creative abilities. It is known that the basic basis for many types of creativity is a metaphor. In the humanities, metaphor, as an important element of creativity, has not yet been given due attention.

Metaphor, wherever it is found, always enriches the understanding of human actions, knowledge and language. Indeed, the possession of a metaphor, the ability to admire accurate, accurate and expressive speech enriches the teacher and students. Understanding the metaphorical nature of creative thinking, the metaphorical nature of intuitive guesses dictates the need for close attention to this phenomenon at various stages of education and upbringing, and especially at school.

You can learn to use a metaphor, to find it from the “other”, especially if this other is poetry. And if you can’t learn, then you can at least admire the brilliance of an invented metaphor:

Naive moon, circle of tinplate

It freezes over the castle tower.

The trees in the park twisted shadows together -

Now the sadness will come...

S. Black.

The fourth technique, role-playing games, in which you can most fully see the possession of knowledge, the ability to use it and present it to others, to reveal your capabilities in intellectual communication

"Play is one of the most poignant forms of human relationships." . . .

In the classroom, it is possible to introduce children to a cultural game, because it is exactly what is so necessary! In the game, it is real to master many skills necessary for life, the cultural use of knowledge, the ethics of behavior in intellectual communication, the art of argument.

In the game, when the participants in the game take on various social roles, then playing them, the children join the life of adults, master "the games played by adults." The game is a kind of active training session, in which the most diverse mechanisms necessary for the assimilation of knowledge come to life: imitative, reproductive, search, creative, etc.

At the initial stages of assimilation of game methods, the teacher should take an active part, but in the future it is advisable for him to become an outside observer who, at the end of the game, will make his summary.

During the game, it is important for the teacher to observe what life position the student takes in the process of communication. By playing different roles, students increase their adaptive abilities, which are so necessary in various life situations, assimilate cultural patterns of behavior.

Depending on the stages of assimilation of knowledge, a program of games is built. Some games are held at the beginning of the study of the topic, but most games are successfully held as a result of mastering knowledge. The game is a holiday, they prepare for it for a long time: they study the material, prepare performances, make souvenirs for the winners.

In the use of psychological techniques in the classroom - a special win. This is an increase in the level of mental development of children. You can work hard, tell and show and ask, ask, ask... But if we do not see the most important thing - is there development behind our efforts, we may not achieve success.