Purpose of the lesson: working out with graduates the skills of psychological preparation for exams, increasing self-confidence, in their abilities when passing exams.

Tasks:

• Acquaintance of graduates with ways of relaxation and relieving emotional and physical stress.
• Teaching students how to mobilize their will and how to maintain working well-being in preparation for exams.
• Teaching active memorization techniques.

Lesson progress

Psychologist. The situation of passing the exam is the same for all students, but everyone experiences it and behaves in it differently. What is it connected with? Of course, in many respects with how you learned the material, with how well you know this or that subject, with how confident you are in your abilities. Sometimes it happens like this - you really learned the material well, and suddenly during the exam there is a feeling that everyone has forgotten, some fragments of thoughts are rushing around in your head, your heart is beating quickly and strongly. To prevent this from happening, you must learn to overcome your fear, learn the techniques of mobilization and concentration.
During the lesson, we will acquire some skills that will be useful in preparing and passing exams. But before moving on to our conversation, I suggest you play a little.

Game "Count up to 30"

Block 1. Memory and memorization techniques.

Mini-lecture "Techniques for organizing memorized material"

There are certain methods of working with memorized material, such as:

• grouping- splitting the material into groups for some reason (meaning, associations, etc.).
• Selection of strong points- fixing a short paragraph that serves as a support for a broader content (abstracts, title, questions stated in the text, examples, cipher data, comparisons, etc.).
• Plan- a set of strongholds.
• Classification- the distribution of any objects, phenomena, concepts into classes, groups, categories based on certain common features.
• Structuring- establishing the relative position of the parts that make up the whole.
• Schematization (construction of graphic schemes)- a picture or description of something in general terms, or a simplified representation of remembered information.
• Serial material organization- establishment or construction of various sequences: distribution by volume, distribution by time, ordering in space, etc.
• Associations- Establishing links by similarity, adjacency or opposition.

Mini-lecture "Methods of active memorization"

The golden rule of good memory is intellectual work with the material. Active memorization methods include such intellectual work with text. Let's analyze some of them.

keyword method.

The key word is a kind of "knot" that connects the information stored in memory with our immediate consciousness and allows us to reproduce it. To memorize a phrase, it is enough to highlight 1-2 main (key) words and remember them, after which you just have to remember them - as the whole phrase will be remembered. This method can also be applied when memorizing large texts, making up a chain of keywords that follow one after another and are interconnected.

The method of repetition by I. A. Korsakov(basic principles)

1. It is necessary to repeat the information within 20 seconds immediately after its perception, since the greatest loss of information occurs in the first stages of memorization, immediately following the perception.
2. The time intervals between repetitions of information should be extended whenever possible. Suppose if 7 days are given for preparation, and the material requires at least five repetitions, then the work can be structured as follows:

1st day -2 repetitions;
2nd day - 1 repetition;
3rd day - no repetitions;
4th day - 1 repetition;
5th day - no repetitions;
6th day - no repetitions;
Day 7 - 1 rep.

3. The number of repetitions should be chosen with some margin. A simple rule should be followed: the number of repetitions should be such that information does not disappear within the required period of time.

Integrated teaching method

A large amount of information can be memorized using the partial learning method, which repeats sentence after sentence, line after line of poetry. However, with a partial teaching method, information is fragmented and taken out of its context. In contrast, with a complex educational method, all information is remembered in its entirety, and then it is repeated as a whole. Relationships between individual parts are perceived faster and more thoroughly, and the number of repetitions is reduced. To do this, break a large text into sections united by one topic. At the first playback, the already learned part is repeated and the second one is studied. In the second, the first parts are repeated and the next one is memorized, etc.

When memorizing, you can use visual memory techniques: to memorize an object or short numbers, it is enough to create their visual image. Imagine that the number you need to remember is written in large red letters on a white wall, or lit up in neon numbers against a black sky. Make this inscription blink for at least 15 seconds in your imagination. Repeating the number out loud will make it even easier to remember.

Block 2. Techniques of volitional mobilization and techniques of self-control.

Task "My work week"

Students are given forms "My work week"

On these forms, participants paint over the days of the week and the time of day with colored pencils: red is the time that coincides with a heavy load, yellow - with an average, green - with rest and entertainment. The color will show the rationality of the distribution of the forces of the participants during the week and each day.
Discussion: at what time stress, tension can occur.

Exercise "Associations"

Psychologist. Associations are the first thing that comes to mind when you hear a word or see an object. Try not to think for a long time, say the first thing that comes to mind. So, what do each of you associate the word "exam" with?
As many of you have pointed out, exams are stressful. How to learn self-control in difficult life situations?

Mini-lecture "Methods of relieving neuropsychic stress"

Negative emotions prevent us from getting to work, gathering our thoughts. How can you help yourself in a situation where you are already experiencing these emotions?

• You can defuse your emotions by speaking out to people who understand and sympathize.
• If you are alone, you can beat a pillow or squeeze a wet towel - this will help to relax, because usually with negative emotions most of the energy accumulates in the muscles of the shoulders, in the upper arms and in the fingers.
• Make any spontaneous sounds - tension can be "locked" in the throat.
• Put your tension into the crumple of a newspaper sheet, make this lump as small as possible and throw it away. Tear the other newspaper into small pieces, then discard. From another newspaper to blind your mood. Paint over a newspaper spread (drawing with blots, finger painting with gouache).
• Dance to the music, sing your favorite song out loud.
• Take a walk in a quiet place in nature.

Discussion : what other methods can be used?

The situation of the exam, which is not easy in itself, is further complicated by the fact that usually the person taking the exam is worried and worried. Strong excitement and anxiety interfere with concentration, reduce attentiveness. Why do we need to be able to relax? As you know, muscle tension causes negative emotions of anxiety of varying strength. If emotions are strong enough, they block thought processes. Therefore, in order to maintain effective mental performance in a stressful situation, we need to be able to relieve muscle tension.

Simple but very effective way - autotraining. Auto-training allows a person to create a suitable mood, achieve calmness and confidence. Auto-training formulas are aimed at the subconscious.

Rules for compiling an auto-training formula:

1. All statements must be formulated in the affirmative form. The use of the particle "not" is prohibited.
2. All statements must be formulated in the present tense.
For example, the following formula will be successful: “Everything is good in my world. I am confident and calm. I quickly remember all the material. I'm focused."

Anxiety is usually associated with muscle tension. Sometimes, in order to achieve peace, it is enough to relax. This way of dealing with anxiety is called relaxation.

Relaxation exercises

"Muscle Relaxation"

In free minutes, rest breaks, master the consistent relaxation of various muscle groups, observing the following rules:
1) be aware of and remember the feeling of a relaxed muscle in contrast to overexertion;
2) each exercise consists of 3 phases: "strain-feel-relax";
3) tension corresponds to inhalation, relaxation - exhalation.
You can work with the following muscle groups: face (forehead, eyelids, lips, teeth); neck, shoulders; chest; thighs and abdomen; hands; the bottom of the legs.

"Kinesiology Exercise"

With the thumb and forefinger of one hand, we forcefully squeeze the phalanx of each finger of the other hand, starting with the nail phalanx, first in the dorsal-palmar, then in the interdigital plane. Then we change hands.
With the thumb of the right hand, press the middle of the left palm. With tangible pressure, make circular movements from the center of the palm to the periphery, in a spiral with access to the thumb. Then the same with the other hand.

"Respiratory relaxation"

Mobilizing Breath- an extended deep breath (4 sec.), a pause lasting half a breath (2 sec.), a short, loud, energetic exhalation (2 sec.). The duration of inhalation is approximately twice that of exhalation.

Calming breath- a slow deep breath through the nose, a pause of half a breath, exhale lasting 2 breaths. You need to learn how to mobilize and calm yourself with the help of breathing in any situation and environment.

Exercise "Concentration on a neutral object"

- Choose any object (watch, ring, pen, etc.), put it in front of you and try for a certain time (no more than 3-5 minutes) to keep all your attention on this object, carefully examine it, trying not to be distracted by any what extraneous thoughts.

Exercise "Resource Images"

Remember or think of a place where you would feel safe and feel good and calm. It can be a picture of a flowering meadow, a seashore, a clearing in a forest lit by the warm summer sun, etc. Imagine that you are in this very place. Feel the smells, listen to the rustle of grass or the sound of waves, look around, touch the warm surface of the sand or the rough pine trunk. Try to present it as clearly as possible, in the smallest detail.

Reflection. Did your condition change during these exercises? Which way to relieve anxiety seemed the most suitable for you personally.

Block 3. Exam Confidence

Confidence comes from two things: how you feel and how you look. An internal state of confidence can be gained with the help of auto-training and relaxation techniques that we mastered today. How else can you increase your confidence? First of all, it is very important to be confident. When you behave in this way, the feeling also changes. In addition, each of us has our own resources that we can rely on in a stressful situation.

Exercise "My Resources"

Students divide a sheet of paper into two parts. In one part they write: "What can I boast of." Have the children write down the qualities and characteristics they consider to be their strengths. When the first part of the exercise has been completed, title the second part of the sheet “How this can help me in the exam.” Have the students write next to each of their strengths how it can help them during the exam. Those who wish to voice the results of the exercise.
The final stage:
Psychologist. A successful person is always a person who is confident in his abilities, knows his strengths and qualities, a person who knows how to control and regulate his emotional state. I wish you success!
The psychologist distributes memos to graduates. (

Explanatory note

The relevance of psychological preparation for the exam is difficult to underestimate. This is due to the fact that any exam is a stressful situation, and the fact that the USE as a form of exam appeared relatively recently and, due to the introduction, the requirements for the exam change every year, and the fact that this form of the exam is unusual for many graduates. and frightening. All this led to the need to create a training program to help the student more effectively prepare for the exam and cope with anxiety.

When developing the program "Psychological preparation for the Unified State Examination", I relied on the program of classes for preparing eleventh grade students for final exams with elements of psychological training Guskova E.V. and G.N. The program I developed allows me to neutralize the negative expectations and feelings caused by the exam. An independent block of this program is training in relaxation techniques and relieving neuromuscular tension. Thus, the program allows graduates to learn how to work effectively and rest effectively.
Target: psychological preparation of graduates for the unified state exam.

Methods and techniques used in the classes:

• Role-playing games.
• Mini lectures.
• Discussions.
• Relaxation methods.
• Metaphorical parables and stories.
• Psychophysiological methods.
• Body-oriented techniques.
• Diagnostic methods

Tasks:
1. Increasing resistance to stress.
2. Practicing behavior skills on the exam.
3. Development of self-confidence.
4. Development of communicative competence.
5. Development of self-control skills.
6. Help in understanding one's own responsibility for one's actions, in analyzing one's attitudes.

Lesson timing.

In general, each lesson is designed for 45 minutes, however, in some cases, the duration of the lesson can be increased up to 1 hour.

Literature used in the preparation of the training:

1. Ann L.F. Psychological training with teenagers. - St. Petersburg: Peter, 2005. - 271 p.
2. Vachkov I.V. Fundamentals of group training technology. – M.: Os-89. 2003. - 224 p.
3. Gracheva L.V. Emotional training: the art of mastering yourself. Self-induction of emotions, acting training exercises, research. - St. Petersburg: Speech, 2004. - 120 p.
4. Evtikhov O.V. The practice of psychological training. - St. Petersburg: Speech, 2004. - 256 p.
5. Zamorev S.I. Play therapy. Not children's problems at all - St. Petersburg: Rech, 2002. - 135 p.
6. Makartycheva G.I. Training for teenagers: prevention of antisocial behavior. - St. Petersburg: Speech, 2006. - 192 p.
7. Romek V.G. Training confidence in interpersonal relationships. - St. Petersburg: Speech, 2005. - 175 p.
8. Stebeneva N., Koroleva N. The program of psychological and pedagogical events for graduates in the period of preparation for the unified state exam "The Way to Success"
9. Shevtsova I.V. Personal growth training. - St. Petersburg: Speech, 2003. - 144 p.
10. Shurukht S.M. Adolescence: the development of creativity, self-awareness, emotions, communication and responsibility. - St. Petersburg: Speech, 2006. - 112 p.

Lesson 1
How to deal with stress (part 1)

Tasks:

• Strengthening group trust in others.

1. Greeting.

Exercise "Compliment"

Each participant must compliment the neighbor without words, with gestures. After the compliment is made, the "recipient" is asked the question: "What do you think they wanted to say to you?"
2. Warm up

Exercise "Frankly speaking"

The participants are told: “There is a stack of cards in front of you in the center of the circle. Now each of you will take turns going out and taking one card on which an unfinished phrase is written. You need to immediately finish the phrase without hesitation. Try to be as frank and sincere as possible. ". If the group members feel the insincerity of any of the participants, he will have to take another card with a new text and answer again.
Card content:
To be honest, when I think about upcoming exams...
To be honest, when I study for my exams...
To be honest, when I forget about the upcoming exam stress...
To be honest, when I get home...
Frankly, when I think about my parents' feelings about the upcoming exams...
To be honest, when I have free time...
To be honest, when I walk on the street or go to a disco...
To be honest, when I'm worried...
To be honest, when I can't get my head together...
To be honest, when I hear about these exams...
To be honest, when I come in for a consultation...
To be honest, when I participate in training...
During the discussion, the participants are asked the following questions:

• Was it difficult to complete the suggested phrases?
• Did you learn anything new about the band members?
• What are your life's most important goals at the moment?

You need to listen to the statements and express your degree of agreement with them using the following scale:
- almost never (1 point);
- rarely (2 points);
- often (3 points);
- almost always (4 points).
1. I rarely get annoyed by little things.
2. I get nervous when I have to wait for someone.
3. When I get into an awkward position, I blush.
4. When I get angry, I can offend someone.
5. I can’t stand criticism, I lose my temper.
6. If they push me in the transport, then I answer the same or say something rude.
7. All your free time is busy with something.
8. I always come to the meeting in advance or I am late.
9. I don’t know how to listen, I insert remarks.
10. I suffer from lack of appetite.
11. I often worry for no reason.
12. I feel bad in the morning.
13. I feel tired, sleep badly, can't switch off.
14. And after a long sleep, I don’t feel normal.
15. I think that my heart is not in order.
16. I have pain in my back and neck.
17. When I sit at the table, I drum my fingers on the table and shake my leg.
18. I dream of recognition, I want to be praised for what I do.
19. I think that I am better than many.
20. I don't diet.
Evaluation scale:
30 points or less. You live calmly and reasonably, manage to cope with the problems that arise. You do not suffer from false ambition or excessive modesty. These people often see themselves in a rosy light.
31–45 points. Your life is filled with activity and tension, you suffer from stress both in the positive sense of the word (ie you have the desire to achieve something) and in the negative. Apparently, you will not change your lifestyle, but leave some time for yourself.
46–60 points. Your life is a constant struggle. You are ambitious and dream of a career. The opinions of others are important to you, and this keeps you stressed. If you continue in the same spirit, you will achieve a lot, but it is unlikely that it will bring you joy. Avoid unnecessary disputes, pacify your anger caused by small things. Do not try to always achieve the maximum result. Give yourself a break from time to time.
61 points or more. You live like a car driver who simultaneously presses on the gas and brakes. Change your lifestyle. The stress you are exposed to threatens both your health and your future.
4. Mini-lecture "Short-term effective means of dealing with stress"

1. Anti-stress breathing. Slowly take a deep breath through the nose; at the peak of inhalation, hold your breath for a moment, then exhale through your nose as slowly as possible. Try to imagine how with each deep breath and long exhalation there is a partial release from stressful tension.

2. Minute relaxation. Relax the corners of the mouth, moisten the lips (let the tongue lie freely in the mouth). Relax your shoulders. Focus on your facial expression and body position.

3. If circumstances permit, leave the room in which acute stress has arisen. Move to another place where no one is around, or go outside where you can be alone with your thoughts.

4. Engage in some activity, no matter what. The secret of this method is simple: any activity, especially physical labor, in a stressful situation serves as a lightning rod, helps to distract from internal tension.

5. Examples of formulas for achieving the goal of self-programming:

I can enjoy every day of my life, even if there is an exam ahead of me. Exam- just a part of my life.

Now I feel much better than I could have been if I hadn't been self-regulating.

I can completely relax, and then quickly pack up.

I can control my inner feelings.

I can handle stress any time I want.

No matter what happens, I will do everything in my power to achieve what I want.

I firmly believe that everything will be fine with me, and I will successfully pass the exams.

5. Exercise "I'm tired"

Each participant in turn must say the phrase "Oh, how tired I am" with a different intonation.

6. Summing up the lesson

ACTIVITY 2
How to deal with stress (part 2)

1. Teaching the skills of an attentive attitude towards each other.
2. Formation of knowledge about ways to neutralize stress.
3. Removal of muscle clamps.

1. Greeting

Exercise "Compliment-wish"
Participants greet each other in a circle and accompany the greeting with some pleasant wish to the neighbor on the right. Wishes should not be formal, but should be based on a good knowledge of the life of a comrade.
2. Warm up

Exercise "Blind and guides"

All participants are divided into pairs. In a pair, one person is "blind" (he is blindfolded), and the second is a "guide". The guide's task is to lead his "blind" around the room. Then the participants switch roles.
At the end of the session, discussion.

3. Test "Do you know how to control yourself?"

Participants are told: "Listen to the statements and answer yes or no."
1. I find it difficult to imitate other people.
2. I would, perhaps, be able to play the fool on occasion in order to attract attention or amuse others.
3. I could make a good actor.
4. Other people sometimes think that I am experiencing something more deeply than it really is.
5. In a company, I rarely find myself in the spotlight.
6. In different situations and in dealing with different people, I often behave in completely different ways.
7. I can only stand for what I sincerely believe.
8. In order to succeed in business and in relationships with people, I try to be what they expect me to see.
9. I can be friendly with people I can't stand.
10. I am always what I seem.
Give yourself one point for answering "no" to questions 1, 5, 7 and for answering "yes" to all others. Calculate your points. If you answered sincerely, then, apparently, the following can be said about you:
0–3 points. You have low communicative control, and you do not consider it necessary to change it depending on the situation. You are capable of sincere self-disclosure in communication. Some consider you "uncomfortable" in communication because of your directness.
4–6 points. You have average communicative control. You are sincere, but restrained in your emotional manifestations. You should be more considerate in your behavior with the people around you.
7–10 points. You have high communication control. You easily enter into any role, react flexibly to changes in the situation, and are even able to anticipate the impression that you make on others.

4. Mini-lecture "How to cope with stress"

Much has been written in the literature about the causes of stress. This is a feeling of guilt, loss of values, hatred of learning, etc. Many people hate school, which becomes a serious stressor. What to do? The way out is: change your lifestyle, change yourself! I would like to quote the words of Walter Russell: “If you do something that you hate, because of hatred, destructive toxins begin to be produced in the body, and as a result of this you begin to suffer from chronic overwork or get sick. You need to love everything that you do. Or, otherwise, do what you can do with love.As the ancient Eastern wisdom says.Do everything with joy, do everything in the best way you know.Love for learning, the lessons that you have to do, will replenish the supply of physical and mental strength, save from fatigue, from the disease known as boredom.
Pay attention to your physical and mental health. Physiological signs of stress: insomnia, headaches, palpitations, pain in the back, in the stomach, in the heart, indigestion, cramps. Psychological signs of stress are absent-mindedness, memory impairment, anxiety, tearfulness, excessive anxiety, unreasonable fears, irritability. This leads to a loss of self-confidence, to the emergence of various diseases, mental disorders and drug addiction.
What to do to neutralize stress?
Firstly, under stress, the supply of vitamins in the body, especially group B, is quickly consumed. Many doctors advise taking vitamins daily, but be aware of an overdose. Everything should be in moderation! Secondly, exercise is very beneficial. Go to the gym, do exercises, dance, sing, walk around the city, visit the pool, sauna. Thirdly, mental and physical relaxation is necessary. Try the following ways: listen to relaxing music, look at the night sky, clouds, dream. Fourth, a harmonious life requires the support of family and friends. Go to psychological training, do not shy away from family celebrations, meet new interesting people. Pay attention to your parents, grandparents, sister or brother, because they especially need your love, care, affection.

5. Discussion in small groups

Material: 4 sheets of drawing paper, felt-tip pens, cards according to the number of participants with four different words (one on each card) indicating four steps to neutralize stress.
Participants are informed: "You need to divide into 4 small groups as follows. I have a box in which cards with words lie in my hands. Everyone will take a card from the box and find those who got the same word. You must search quietly, in any non-verbal way. Each" found" group shows a pantomime on their word.
The words: vitamins, exercise, relaxation, family.
Now form 4 groups, select a timer, secretary, speaker, chairman. Now I will give you questions for discussion. Use the principles of brainstorming during the discussion and follow the rules of the group. You have 2 minutes to work.
Task 1st group: complete the sentence: "Stress is ..."
Task 2nd group: how can you resist stress?
Task 3rd group: give examples of stressful situations.
Task 4th group: what to do if you are in a stressful situation?

6. Exercise "Rain in the jungle"

Participants are informed: "Let's stand in a tight circle one after another. Imagine that you are in the jungle. The weather was great at first, the sun was shining, it was very hot and stuffy. But then a light breeze blew. Touch the back of the person in front and make light movements with your hands The wind increases (the pressure on the back increases). A hurricane began (strong circular movements). Then a light rain began (light tapping on the partner's back). But a downpour began (moving the fingers of the palm up and down). Hail began (strong tapping movements by all It began to rain again, a light rain pounded, a hurricane swept through, a strong wind blew, then it became weak, and everything in nature calmed down. The sun came out again. Now turn 180 degrees and continue the game. "
After the exercise is over, discussion:

• How do you feel after such a massage?
• Was it pleasant or not to perform certain actions?

7. Summing up the lesson

ACTIVITY 3

Relaxation training

1. Formation of ideas about relaxation techniques
2. Teaching relaxation techniques.

1. Greeting.

Exercise "Welcome letter"

Participants are told:“I suggest that you write your greetings on sheets of paper and put them in a chest. And now I will mix them up, and you will get another greeting that you will read to the group and leave yourself as a memory of our meeting today.
At the end of the exercise - discussion:

• Was it difficult to write a greeting?
• How did you feel when you read out your greeting?
• Are you ready to continue our training session?

2. Warm up

Exercise "Live picture"

The group is divided into 2 teams. Each team comes up with a plot of a well-known proverb or saying, and then shows it in the form of pantomime. The second team must guess it.

Then a discussion: "Who was more understandable and why"

3. Teaching relaxation techniques through the use of imaginary images

Exercise "Resource Images"

Participants are told the following: " Remember or think of a place where you would feel safe and feel good and calm. It can be a picture of a flowering meadow, a seashore, a clearing in a forest lit by the warm summer sun, etc. Imagine that you are in this very place. Feel the smells, listen to the rustle of grass or the sound of waves, look around, touch the warm surface of the sand or the rough pine trunk. Try to present it as clearly as possible, in the smallest detail."
This is followed by a discussion of the effectiveness and feelings of the participants.
4. Exercise "Autogenic relaxation"
Participants are requested to follow the instructions below:
1. Sit comfortably in a chair or chair. Press your head to your chest and release it, relax your neck. Cover your eyes. Hands down or on the armrests. Calm your breathing: take a deep breath for a count of 1, 2, 3, 4, exhale slowly, while exhaling, hold your breath for a count of 1, 2, 3, 4. Repeat to yourself 3 times: "I am calm, completely calm, the body is relaxed."
2. Imagine that you have a bucket of water in your hands. As soon as you imagine, slowly place the buckets on the floor. Think: "What a pleasant buzzing of the muscles of the hands!" Repeat for yourself 3 times: "Hands are pleasantly heavy."
3. Imagine that you are holding a swing in the form of a board on a log with your feet. At the other end of the board is a sandbag. As soon as you feel tension in your legs, release the swing and think: "How pleasantly the muscles of the legs are buzzing!" Repeat to yourself 3 times: "The legs are pleasantly heavy."
4. Imagine that your left hand is lowered into a bowl of hot water. Warmth spreads up the arm, to the shoulder blade, on the left side of the chest. Repeat 3 times: "The heart beats calmly, evenly, powerfully."

Exit from the state of relaxation

1. Take three breaths with your mouth open. Feel the cooling of the palate and tongue. Coolness spreads to the eye sockets. Repeat 3 times: “My forehead is cool, my thoughts are clear. I will control myself.

2. Slowly raise your hands. Clench them into fists. As soon as the hands are above the head, look at the fists and, while stretching, think: "The whole body is refreshed, rested, filled with energy."

After completing a set of exercises - a discussion.

5. Summing up the lesson

ACTIVITY 4
Ways to relieve neuropsychic stress

• Teaching Neuromuscular Relaxation Techniques
• Formation of students to manage their psychophysical state.

1. Greeting.
Participants sit in a circle and take turns telling what good has happened to them since the last meeting. What is their current mood and state of health?

2. Warm up

The leader throws the ball, calling the name of the person to whom it throws, and any topic. The one who caught the ball calls out 5 words on a given topic and throws the ball to another, naming his topic.

3. Mini-lecture "Methods of relieving neuropsychic stress"

When you rest between classes while preparing for exams, it is sometimes important to spend as little time on it as possible, but to rest as much as possible during this time. I will list some methods for you, and you can choose those that suit you. Here are the ways:

• Sports activities.
• Cold and hot shower.
• Laundry.
• Washing dishes.
• Put your tension into the crumple of a newspaper sheet, make this lump as small as possible and throw it away. Tear the other newspaper into small pieces, then throw it into a bucket. From another newspaper to blind your mood. Paint over a newspaper spread (drawing with blots, finger painting with gouache).
• Dance to the music, sing your favorite song out loud.
• Take a walk in a quiet place in nature.
• Relaxation - tension - relaxation - tension, etc.
• Finger drawing (a spoonful of flour, a spoonful of water, a spoonful of paint). Blots. Then talk about them.
• Tear the newspaper into small pieces, "even smaller." Then throw it in the trash.
• Blind your mood from the newspaper.
• Color in a newspaper spread.
• Shout loudly, then quietly.
• Look at a burning candle.
• Inhale deeply up to 10 times.
• Walk in the forest, shout.
• Count the teeth with the tongue from the inside.

4. Exercise "Mental picture"

Students are given the following instruction:
1. Sit comfortably without straining your muscles. Do not cross your arms, legs, or hands. Rest, let your body relax.
2. Inhale deeply, drawing in air gradually through your mouth until your lungs are full.
3. Exhale smoothly, also through the nose, until the lungs are completely empty. Try to do it rhythmically. Do not squeeze or exhale all at once.
4. Start a new cycle, listen to your breathing, to how your lungs expand, and then slowly release the air. Your breath is like the movement of waves gently lapping the shore (exhale) and then roll back again (inhale). Visualize in your mind the waves, their splashing, the taste of sea water, the gentle breeze.

5. Exercise "Muscle relaxation"

Students are given the following instruction:
Sit in a comfortable chair without crossing your legs, feet flat on the floor. Loosen clothes that are too tight and do not strain your legs.
Stretch your toes forward, tensing the muscles in your feet and calves. Hold this position for 10 seconds, then release tension from the muscles (relax instantly). Focus on the pleasant feeling of relaxation after the tension is released. Repeat 3-5 times.
Leaning your heels on the floor, bend your toes up, tensing the muscles of your feet and legs. Hold for 10 seconds, and then for 10 seconds. relax. Repeat 3-5 times. Try to feel the pleasant sensations of relaxation.
Raise your legs about 10 centimeters above the floor, bending your toes towards you (as you did with your heels on the floor). A new muscle group will now be included - the thigh muscles. Stay in this position for 10 seconds and then relax, letting your legs drop. Repeat 3-5 times. Your feet, legs, and thighs should warm up as you relax, and you will experience a pleasant sensation.
6. Summing up the lesson

ACTIVITY 5
How to manage negative emotions

1. Learning ways to get rid of negative emotions.
2. Relieve emotional stress
1. Greeting
Each participant greets the others with any words or gestures. The rest - repeat these words of greeting or copy the gesture, thereby returning the greeting to its owner.

2. Warm up

Exercise "The investigation led ..."
All those present participate. The facilitator calls the initial situation and asks the first participant why this is good. The first participant answers. The facilitator asks the second participant why what the first participant said is bad, etc. (alternating bad and good consequences)

For example, the initial situation: "Wet your feet"

3. Mini-lecture: "How to manage your emotions"
Negative emotions prevent us from starting work or continuing work, prevent us from gathering our thoughts. How can you help yourself in a situation where you are already experiencing these emotions?
You can defuse your emotions by talking to people who understand and sympathize.
If you are alone, you can beat a pillow or squeeze a wet towel - this will help to relax, because usually with negative emotions most of the energy accumulates in the muscles of the shoulders, in the upper arms and in the fingers.
Make any spontaneous sounds - tension can be "locked" in the throat.
You can use such a technique as breathing in ledges: three or four short exhalations in a row, then the same number of short breaths.
And now we will perform several exercises to relieve emotional stress:

• Stand up and take a very deep breath. Then draw full lungs of air and exhale with a sound. Sing a long "Aaaaaa" as you exhale. Imagine that at the same time a feeling of tension, fatigue “flows” from you. And while inhaling, imagine that you are inhaling cheerful and joyful thoughts along with the air. On each exhalation, repeat the sound "Aaaaa" louder and louder until the discomfort leaves you completely.
• Get out of your seat for a moment and turn into an ambulance siren. Place your hand on your head and say a loud, high-pitched "Eeeee" sound. Try to feel how your head begins to tremble at this sound. Now try shouting this sound like a signal siren - pronounce it higher and lower (30 sec.)

Have you noticed that you have retained your strength?
4. Exercise "Shake off"
Students are informed : " I want to show you how you can easily and simply put yourself in order and get rid of unpleasant feelings. Sometimes we carry large and small burdens in ourselves, which takes a lot of strength from us. For example, some of you might think, "I failed again. I won't be able to study well for the exam." Someone sets himself up for not passing the exam, making a bunch of mistakes and definitely getting a deuce. And someone may say to himself: "I'm not as smart as others. Why should I try in vain?"
Position yourself so that there is enough space around you. And start dusting off your palms, elbows and shoulders. At the same time, imagine how everything unpleasant - bad feelings, heavy worries and bad thoughts about yourself - flies off you like water off a duck's back.
Then dust your feet from your socks to your thighs. And then shake your head.
It will be even more useful if you make some sounds. Now shake your face and listen to how funny your voice changes when your mouth shakes.
Imagine that all the unpleasant burden falls off you, and you become more cheerful and cheerful.
After the exercise - a discussion of well-being.

5. Exercise. "Snowballs"

The working space of the room is divided into 2 equal parts, and the group is divided into two teams, having calculated "for the first - second". Newspaper sheets should be crumpled into "snowballs". On a signal from the leader of the team, they throw snowballs at the territory of the enemy. The winner is the team on whose territory after the stop signal there will be fewer snowballs.
6. Summing up the lesson

ACTIVITY 6

ACQUAINTANCE WITH THE TECHNIQUES OF VOLITIONAL MOBILIZATION AND TECHNIQUES OF SELF-CONTROL

• Familiarization of students with some methods of volitional mobilization;
• Practicing techniques for maintaining self-control, necessary for students during the exam.

1. Greeting.

Exercise "Great Master"

Each participant in a circle praises their strengths, starting with the words "I am a great master ...". His task is to convince others that he is a "great master". After the participant convinces the group, the group rewards him with applause.
2. Warm up

Exercise "Change places those who ..."

The whole group sits on chairs in a circle, the leader (each of the students can take turns) says "Change places, those who ...", and then he calls some sign, according to which everyone corresponding to this sign changes places. The one who did not have time to find a place for himself becomes the leader. Signs may relate to appearance ("... those who wear red clothes"), mood, habits, hobbies, etc.
3. Exercise. "Experiment" (15-20 min.)
Each participant is given cards on which texts are written with a chaotic, at first glance, set of letters, and the task is to read the text in 30 seconds.

CHARLE UP

BUT HOW TO RETURN TO THE STAGE OF KADUCA TO TRANSFER THIS SCARY
A CHILD IN A SAFE PLACE
naK ONECP HEARD SIA
After the task is completed, a discussion is held:

• Did you complete the task right away?
• What did you need to complete it quickly?
• What do you think self-control is?
• How to develop self-control?

4. Mini-lecture "Express methods of volitional mobilization"

In difficult conditions of educational activity, for example, during tests, exams, physical training, students often need to carry out volitional mobilization. In this case, it may be convenient to use express methods that will allow solving some particular problem. These techniques of volitional self-regulation are taken from the schools of martial arts.
I will tell you how to perform these exercises, and you will try to perform them one at a time on your own.

5. Exercise. "Volitional Breath"

Participants are told: "Assume a standing position, relax, establish deep, even breathing. Then, inhaling evenly and calmly, simultaneously raise your arms to chest level with palms up, bend them at the elbows and move your elbows back.
After that, exhale calmly while slowly lowering your hands with your palms down. During exhalation, the muscles of the arms, shoulder girdle, abdomen, and legs are sequentially tightened. It can be imagined that the lowering arms compress the air in the lungs and direct it down into the ground. At the end of the exhalation, muscle tension stops.
The exercise is repeated until self-confidence appears and the body is ready to act with maximum efficiency.

6. Exercise. "Exciting Breath"

Participants are told: "Take a standing position, relax, establish even, deep breathing, while raising your arms up and crossing them in front of your face.
After that, straining all the muscles of the body, especially the abdominal muscles, sharply opening your mouth, lowering your arms down through the sides, exhale. At the end of the exhalation, gather your strength and sharply push out the rest of the air from the lungs. Make a guttural sound as you exhale. Inhale and exhale slowly.
Repeating this exercise three times allows you to mobilize strength and intensify activity.

7. Exercise. "Good to Remember"

The exercise is based on the use of such a mechanism of mental self-regulation as self-persuasion. In case of lack of self-confidence in solving a problem, it is recommended to present and analyze the experience of successfully solving similar problems in the past. In the end, you need to firmly say to yourself: "I have solved problems and more difficult, I will solve this one too!"
8. Summing up the lesson.

Lesson 7

EMOTIONS AND BEHAVIOR (part 1)
Tasks:

Learning how to express your emotions

• Developing the ability to express emotions adequately to the situation
• Identification of predisposition to various types of negative behavior

1. Greeting

Exercise "Give a smile to a friend"

Everyone in a circle "gives" a smile to the neighbor on the right.

2. Warm up

Exercise "Goodbye problem"

A ball of thread is passed in the group. The one who got the ball first, leaves the end of the thread with him, passing the ball to any member of the group. Passing the ball, the participant says what he does not like in his life. Thus, by the end of the exercise, a cobweb is obtained. At the end, all participants together throw out this cobweb, and with it their problems.

3. Test of emotions

Participants are informed: "Rate how typical the following reactions are for you. On the answer sheet, circle the numbers of those questions to which you answer yes. Note the number of circled numbers (points) for each type of emotional reaction and build a graph."
Test questions:
1. If I get angry, I can hit someone.
2. Sometimes I get so irritated that I can throw an object.
3. I get easily irritated but calm down quickly.
4. Until I am asked in a good way, I will not fulfill the request.
5. It seems to me that fate is unfair to me.
6. I know that people talk about me behind my back.
7. I can't resist arguing if people don't agree with me.
8. If I deceive someone, then I feel ashamed.
9. It seems to me that I can hit a person.
10. When I get irritated, I slam doors.
11. Sometimes people annoy me just by the fact of their presence.
12. If I don't like some rule, I want to break it.
13. Sometimes envy gnaws at me, although I do not show it.
14. I think that many people do not like me.
15. I demand that people respect my rights.
16. Sometimes thoughts come to my mind that I am ashamed of.
17. I know people who can make me want to fight.
18. Sometimes I express anger by knocking on the table.
19. Sometimes I can explode like a powder keg.
20. If someone tries to command me, I act against him.
21. There are people to whom I feel hatred.
22. Quite a lot of people are jealous of me.
23. If I get angry, I can swear.
24. People who dodge work should feel guilty.
25. If someone offends me, I can fight back.
26. Sometimes I grab the first object that comes to hand and break it.
27. I can be rude to people I don't like.
28. When people talk down to me, I don't want to do anything.
29. I try to hide my bad attitude towards people.
30. Sometimes it seems to me that they are laughing at me.
31. If someone annoys me, I can say whatever I think about him.
32. It depresses me that I don't help my parents much.
33. If someone hits me first, I will answer him the same.
34. In a dispute, I often raise my voice.
35. I get annoyed by little things.
36. The one who poses as a boss, I try to put in his place.
37. I deserve more praise and attention than I receive.
38. I have enemies who would like to harm me.
39. I can threaten, although I do not intend to carry out the threat.
40. I do a lot of things that I later regret.

Your aggressiveness - your own business as long as it does not affect other people.
ANSWER FORM

Scales	Question numbers
Physical aggression (F)
Indirect aggression (K)
Irritability (P)
Negativism (N)
Resentment (O)
Suspicion (P)
Verbal aggression (B)
Guilt (H)

The constructed graph shows what manifestations of aggression are typical for you.
The point located on the graph above the dotted line indicates the severity of this form of behavior.
physical aggression - a tendency to the most primitive form of aggression. You tend to deal with issues from a position of strength. Perhaps lifestyle and personal characteristics prevent you from looking for more effective methods of interaction. You run the risk of retaliation.
indirect aggression - of course, it's better to hit the table than the partner's head. However, you should not get carried away with this. Have pity on the furniture and dishes. After all, these are direct losses. Besides, it won't take long to get hurt.
Irritability - poorly or even well-hidden aggression will not immediately lead to a break in relations with another person, but will corrode from the inside, like sulfuric acid, until it breaks out. When it breaks through - see "physical and indirect aggression".
Negativism - a reaction typical of a teenager who commits senseless and even self-destructive acts out of a sense of protest. Its essence is in the proverb "I'll gouge out my eye, let my mother-in-law have a crooked son-in-law."
Touchiness - willingness to see in the words and deeds of other people a mockery, neglect, a desire to humiliate you. Healthy poisons life.
Suspicion - willingness to see in the words and deeds of others a hidden intent directed against you. In its extreme manifestations, it can be a symptom of ill health.
Verbal aggression - for a word in a pocket you will not get. But in vain. The consequences of a thoughtless word can be much more devastating than the consequences of a fight.
Guilt - Congratulations, you didn’t hit anyone, didn’t break anything, didn’t yell at anyone. Why then the feeling of discomfort, the feeling that something is to blame? If you feel responsible for your emotions, then you know how to manage them. What to do with it? At least know - in order to understand that nature has endowed you with this quality more generously than it should. The maximum is to remember who is the boss in the house - you or your emotions? The process of taming emotions can be compared to taming wild horses. They cannot be bypassed, giving them complete freedom or, conversely, constantly using a whip. Both extremes inevitably lead to failure. On the one hand, one cannot say to oneself once and for all that all attempts to tame a wild horse will lead to nothing. On the other hand, we must recognize that the horse is wild and be patient when taming it. But perhaps the most important thing is that she must recognize us as her tamer.

4. Exercise "My faces"

The participants are told: "Now I will give you sheets on which faces are depicted. Draw the pictures as suggested. Now let's talk about what we got." After that, an analysis-discussion is carried out on the following issues:

• When do you get that face?
• How else can others understand that you are sad?
• How would you express your feelings?
• Do you prefer to express your feelings or keep them to yourself?

5. Mini-lecture "How to defuse negative emotions?"
You can defuse your emotions by speaking out in a circle of friends who will understand and sympathize. If you are alone, you can express your anger by bashing your pillow or wringing out a towel, even if it is dry. Most of the energy of anger is stored in the muscles of the shoulders, in the upper arms and in the fingers. Make any spontaneous sounds - tension can be "locked" in the throat. The most complete discharge is given by classes in any kind of sport. Therefore, real athletes have not only physical, but also mental health. Nature has a beneficial effect on man. Walking through the forest, contemplating the movement of a river or the calm surface of a lake, forest sounds and smells can restore peace of mind and performance even in the most difficult situations. Breathing in steps. Three or four short exhalations in a row, then the same number of short breaths. Due to this, the flow of impulses going to the brain during a deep breath is broken, which is very important during stress. Nature has given our brain an excellent means of protection against mental overload - laughter and crying. Laughter is a kind of protection of the nervous system. It can be thought of as a series of short exhalations. These exhalations crush the dangerous stream of impulses. This exercise combines the healing properties of crying and laughter.
And now we will perform a series of exercises to relieve emotional stress.

• Clench your fingers into a fist with your thumb curled inward. Exhaling calmly, slowly, clench your fist with force. Then, while loosening the clenching of the fist, inhale. Repeat 5 times. Now try this exercise with your eyes closed, which doubles the effect.
• Take two walnuts and make circular motions with them in each palm.
  Gently massage the tip of your little finger.
• Place the nut on the palm closer to the little finger, press it with the palm of the other hand and make circular motions with the nut for 3 minutes.

6. Discussion in small groups

Participants are informed of the following: You need to divide into 4 small groups as follows. I will say one word to each of you. This will be the name of the emotion. Task: to find your own, that is, those people who were told the same word. Find quietly, in any non-verbal way. Each "found" group shows a pantomime for its word.
The words: surprise, fear, pleasure, joy.
Now form 4 small groups, select a timer, secretary, speaker, chairman. Now I will give you questions for discussion. Use the principles of brainstorming during the discussion and follow the rules of the group. You have 2 minutes to work. Task 1st group: how to overcome fear? Task 2nd group: positive and negative ways of responding to failure. Task 3rd group: complete the sentences: "Lucky when ..." and "Unlucky when ..." Task 4th group: how to cope with your emotions.
After that, the speakers report on the group ideas developed during the discussion.

7. Summing up the lesson

ACTIVITY 8

EMOTIONS AND BEHAVIOR (part 1)

Removal of emotional stress.

• Developing the skills to have a positive self-talk.
• Developing the capacity for introspection.

4. Increase self-esteem

1. Greeting.

Each participant tells what good happened to him over the past week.

2. Warm up

Exercise "Broken phone"

Participants are told: You need to divide into 2 subgroups according to the principle: heaven - earth. Stand next to each other. The one who stands last comes up with a dance movement, touches the shoulder of the person in front, he turns and remembers the movement that is shown to him. After that, he touches the next player on the shoulder and so on. Then we look at what happened first and what happened. The last player to come up with the move becomes the first and the game continues.
After completion - discussion:

• Share your mood.
• Was it difficult to invent and repeat the movements?
• What is the meaning of the game?

3. Exercise "Who will praise himself best of all, or Memo for a rainy day"

Each of the people has bouts of blues, "sour" mood, when it seems that you are worth nothing in this life, nothing works out for you. At such moments, all one's own achievements, victories, abilities, joyful events are somehow forgotten. But each of us has something to be proud of. In psychological counseling, there is such a technique. The psychologist, together with the person who turned to him, draws up a memo in which the merits, achievements, abilities of this person are entered. During bouts of bad mood, reading the memo gives courage and allows you to evaluate yourself more adequately. Let's do a similar job. If you like, you can read your notes to us later. The completed notes will remain with you.
On the board draw a large table depicted on the forms.
MEMO FORM "My best qualities"

Instruction: "My best features" - in this column, write down the traits or features of your character that you like about yourself and are your strengths.
"My abilities and talents" - here write down the abilities and talents in any field that you can be proud of. "My Achievements" - in this column, achievements in any area are recorded.
After everyone writes something on their forms, there is a discussion:

• What was the significance of this exercise for you?
• What have you taken note of and will use?

4. Exercise "Declaration of my self-worth"

Participants are informed: I'm going to read to you "Declaration of my self-worth." This is a kind of hymn to itself. And now I will ask you to read aloud, all together. "I am Me. In the whole world there is no one exactly like Me. There are people who are somewhat like me, but there is no one exactly like Me. Therefore, everything that comes from me is authentic mine, because it is I who choose it, everything that is in me belongs to me: my body, including everything it does, my consciousness, including all my thoughts and plans, my eyes, including all the images that they can see; my feelings, whatever they may be - anxiety, pleasure, tension, love, irritation, joy; my mouth and all the words that it can utter - polite, affectionate or rude, right or wrong; my voice, loud or quiet all my actions, directed to other people or to myself. All my fantasies, my dreams, all my hopes and fears belong to me. All my victories and successes belong to me. All my defeats and mistakes. All this belongs to me. And therefore I can get to know myself very well.I can love myself and make friends with myself.And I can do that, so that everything in me contributes to my interests. I know that something in me puzzles me and there is something in me that I do not know. But because I am friends with myself and love myself, I can carefully and patiently discover in myself the sources of what puzzles me, and learn more and more different things about myself. Everything that I see and feel, everything that I say and do, that I think and feel at the moment, is mine. And this allows me to know exactly where I am and who I am at the moment. When I look into my past, look at what I saw and felt, what I said and what I did, how I thought and how I felt, I see that this does not quite suit me. I can discard what seems inappropriate, and keep what seems necessary, and discover something new in myself. I can see, hear, feel, think, speak and act. I have everything to be close to other people, to bring meaning and order to the world of things and people around me. I belong to myself, and therefore I can build myself. I am I, and I am wonderful!"
This is followed by an analysis of the following questions:

• How are you feeling?
• Share with the group members your mood, state of mind.
• What did this exercise give you?

5. Exercise "Pandora's Box"

Participants are reminded of the legend of Pandora's box. After that, the participants are invited to write on sheets of paper everything that can prevent each of them from successfully passing the exam. Then these obstacles must be put in Pandora's box and closed. But it is important to keep in mind what can get in their way.

After completion of the exercise - discussion.

6. Summing up the training

Exercise "Suitcase on the road"

Participants are encouraged to "pack their bags for the exams". Each of them must put what he learned in the classroom, what he learned, into this suitcase.

ACTIVITY 9
Exam behavior

1. Greeting. Each participant gives the neighbor something intangible. It can be a star in the sky, sunrise, luck, talent, etc. Those. something that cannot be put in your pocket, but you can take with you in the shower.

2. Warm-up "Counting"

Participants are invited to play an unusual rhyme. Participants take turns calling the numbers of the natural series, the one who has to name a number that is a multiple of 4 or contains the number 4 must clap their hands and thereby skip the move. If someone makes a mistake, he is out of the game.

3. Mini-lecture "How to behave during exams"

Clothing should be in calm colors. Try to avoid too bright, flashy color combinations in clothes, too evocative of costume details, so as not to provoke negative emotions in people with whom you will come into contact during the exam. Always remember the sense of proportion. Nothing extra! But after the exam - whatever you want.
Recommendations for behavior before and during the exam
1. Try to do nothing the day before the exam. If you haven't learned something,

better not try. "While there is life there is hope". Relax, have fun and try to forget about the upcoming exam.
2. Be sure to get a good night's sleep before the exam.
3. And here you are in front of the classroom door. Take it easy! Say several times: "I am calm! I am completely calm." Go answer in the first rows. The longer you do not go in and stay surrounded by worried classmates, the more tension, a sense of insecurity, and fear will build up.
4. Put your emotions in order, gather your thoughts.
5. Feel free to enter the class with the confidence that everything will work out.
6. Sit comfortably, straighten your back. Think about the fact that you are above everyone, smarter, more cunning and you will succeed. Focus on the words "I am calm, I am perfectly calm." Repeat them slowly several times. Thoughts should not be driven away, as this will cause additional stress. Finally, clench your hands into fists.
7. Perform breathing exercises to relieve tension:
- sit comfortably
- deep breath through the nose (4-6 seconds),
- breath holding (2-3 seconds).
8. Listen carefully so as not to be distracted in the future and not ask unnecessary questions about the design of the test. They will explain everything to you: how to fill out the form, what letters to write, how to code the school number, etc.
9. Try to focus and forget about others. For you, there are only hours that regulate the time of the test, and a form with a task. Don't rush. Read assignments to the end. Haste should not lead to the fact that you will understand the task from the first words, and you will come up with the ending yourself.
10. Look through all the questions and start with the ones you are sure about the answers to. Then you will calm down and enter the working rhythm. In any test, there are questions, the answers to which you know very well, just gather your thoughts.
11. When you start a new task, forget everything that was in the previous one - as a rule, tasks in tests are not related to each other.
12. Operate by elimination! Consistently exclude those answers that clearly do not fit.
13. If you doubt the correctness of the answer, it is difficult for you to make a choice. Trust your intuition!
14. Leave time to check your work, at least in order to have time to skim through your eyes and notice obvious errors.
15. Strive to complete all tasks, but remember that in practice this is unrealistic. After all, test tasks are designed for the maximum level of difficulty, and for a good grade it is enough to overcome 70% of the tasks.
Behavior during response
If the examiner is an energetic person, then your sluggish, quiet answer with a lot of pauses may disappoint him.
If the examiner is a calm, balanced person, you run the risk of causing him unconscious displeasure with too lively facial expressions, gestures and a loud voice. Never forget the need for a sense of proportion. Nothing extra!

4. Discussion in small groups

Participants are divided into 4 small groups, choose a secretary, speaker, timer and chairman.
Chairman functions: make sure that the group does not deviate from the topic of discussion, observe the principles of "brainstorming"; encourage everyone to participate.
Secretary functions: write down ideas, proposals legibly, accurately; use key words and phrases of group members.
Speaker Features: Express clearly, concisely and concisely the ideas and proposals put forward by the group.
Timer functions: keep track of the time allotted for the discussion.
The facilitator explains to the group the meaning of the concept of "brainstorming" and its principles:
- Generate as many ideas as possible.
- All ideas are recorded.
- Not a single idea is denied.
- Not a single idea is being discussed, the time will come for them.
Material: 4 sheets of drawing paper, felt-tip pens.
Instruction: I welcome you to our discussion club! For work, I propose to divide into 4 small groups. When forming groups, we will use the following division technique: morning - afternoon - evening - night.
I offer you tasks for discussion.
Task 1st group: how best to prepare for the exams?
Task 2nd group: how to organize a workplace to prepare for the unified state exam?
Task 3rd group: how to organize the day before the exam?
Task 4th group: what needs to be done to successfully pass the exam?
Tasks for discussion
Task 1st group: pros and cons in behavior during the exam.
Task 2nd group: how to concentrate during the exam.
Task 3rd group: how to avoid failure during the exam.
Task 4th group: how to win over the teacher during the exam.
Try to be productive by following the rules of brainstorming and
group rules.
2 minutes are given for discussion.
Then the speakers are asked to report on the developed group ideas on the issues under discussion.

5. Meditative-relaxation exercise - "Temple of silence"

Imagine yourself walking on one of the streets of a crowded and noisy city... Feel your feet stepping on the pavement... Pay attention to other passers-by, their facial expressions, figures... Perhaps some of them look anxious, others calm. .. or joyful... Pay attention to the sounds you hear... Pay attention to the shop windows... What do you see in them?.. There are a lot of passers-by hurrying around... Maybe you will see a familiar face in the crowd. You can come up and greet this person. Or maybe you will pass by... Stop and think about how you feel on this noisy street?.. Now turn the corner and walk along another street... This is a quieter street. The further you go, the fewer people you meet... After walking a little more, you will notice a large building, different in architecture from all the others... You see a large sign on it: "Temple of Silence"... You understand that this temple - a place where no sounds are heard, where not a single word has ever been spoken. You approach and touch the heavy carved wooden doors. You open them, enter and immediately find yourself surrounded by complete and deep silence...
Stay in this temple...in silence...Spend as much time as you need...
When you want to leave this temple, push the doors and go outside.
How do you feel now? Remember the road that leads to the "Temple of Silence". When you want, you can return to it again.

GAO DPO "SarIPKiPRO"

Educational project

Psychological preparation of students for the exam

Sokolova L.A.

MOU "SOSH 70"

Kirovsky district

Saratov

Saratov 2015

1. Introduction.

The new form of the exam. What are the difficulties in passing the exam?

2 main part.

The urgency of the problem.

Purpose and objectives of the project.

Plan and implementation mechanism.

3. Conclusion.

4.List of sources.

5.App.

Introduction

The Unified State Exam (USE) is a centrally conducted exam in the Russian Federation. It serves as both a final exam from school and an entrance exam to universities. When conducting an exam throughout Russia, the same type of tasks and uniform methods for assessing the quality of work performance are used. After passing the exam, all participants are issued certificates of the results of the exam, which are valid for two years, which indicate the points received in subjects. Since 2009, the USE has been the only form of school leaving exams and the main form of university entrance exams.

USE tasks are called control and measuring materials (KIMs), which are developed by the Federal Institute of Pedagogical Measurements.

Tasks for each subject are divided into three parts (blocks): A, B, C.

Block A contains test tasks, in each of which it is necessary to choose one answer option from four offered.

For each task of block B, you must give a short answer, consisting of one or more words, letters or numbers. Answers to tasks of blocks A and B are entered in a special form and checked by a computer.

Block C consists of one or more tasks with a detailed answer (for example, you need to solve a problem, write an essay on a proposed topic, or reasonably answer a certain question). The answers to the tasks of block C are evaluated by experts of the regional examination committee, the tasks of the KIM of part C contain evaluation criteria for experts.

The relevance of the psychological preparation of the exam is difficult to underestimate.

It is worth noting that the USE as a form of exam appeared relatively recently, and due to the introduction, the requirements for the exam change every year. In this regard, this form of conducting for many graduates is unusual and frightening. In addition, the USE is a stressful situation for graduates. Possible difficulties in passing the exam are mainly related to the peculiarities of the student's perception of the exam situation, with an insufficient level of development of self-control, with low stress resistance of students, with a lack of self-regulation skills.

The unified state exam is radically different from the usual form of knowledge testing. Such a new form of the exam requires good knowledge of the subjects, preliminary psychological preparation of all participants in the educational process (teachers, parents, students).

All this led to the need to create this project, which allows developing mechanisms for creating a program that allows the student to more effectively prepare for the exam and cope with anxiety.

Relevance of the problem:

Shortcomings in the preparation of students of the 11th grade of secondary educational institutions for writing the Unified State Exam.

The state exam is, first of all, a serious stressful situation for children, which has a negative impact on the child's psyche. Often, this situation is exacerbated by the teachers themselves. In this regard, the opinion of the Doctor of Philology, Associate Professor, Head of the Department of Modern Journalism and Public Opinion Pavel Fedorovich Potapov is interesting: “Not all students have a strong character. It is known that in rural areas they are brought to the points of the exam for tens of kilometers. They experience not only fatigue, but, like many other test participants, severe stress. Now imagine the following situation: a child has increased anxiety, is distracted when performing monotonous actions, or he is not used to tests and procedural moments and therefore passed the exam poorly. What should he do? This creates a conflict of interest between the children and the ministry. According to our observations, graduates react much more calmly to traditional oral and written exams.”

At present, when more and more graduates, their parents, and teachers solve the problems of preparing for the Unified State Examination, experience shows that a specific phenomenon is beginning to form - the "mythology of the Unified State Examination". Mythology in this case refers to irrational, unconscious, emotionally loaded beliefs and attitudes that reflect attitudes towards this exam. Of course, they will manifest themselves in different ways: children say that “it is impossible to pass the exam”, teachers - about unrealistic requirements and incorrectly formulated tasks, parents - that “everything is bought somewhere in other regions and children receive only five." As a rule, such statements are accompanied by strong emotions: anxiety, anger, fear.

Therefore, the psychological component of the student's preparation is a priority during the preparation for the exam and is especially important on the day of the exam. Despite this, the system of psychological support for schoolchildren does not develop systematically, due to the lack of regulatory and methodological documents and a work plan for the psychological service in this direction. Comparing the traditional exam and the USE, it can be noted that with the new form of passing the exam, the student is required to have completely different, significant characteristics. Namely: high mobility, switchability, a high level of organization of activities, high stable performance, a high level of concentration, arbitrariness, etc. Therefore, it is necessary to build psychological support in such a way that the most significant characteristics listed above are developed by the time the exam is passed.

Thus, it can be concluded that every year the required level of knowledge from the student decreases, however, this does not remove the problem of psychological readiness for passing the exam from the examinee.

Objective of the project:

Develop a work plan for the psychological support of the exam.

When planning, it is necessary to analyze the entire work of the educational institution, in the field of psychological support of the educational process. The fact is that a lot has already been done and is being done at our school to ensure that students successfully pass the transfer exams and the Unified State Examination. The psychologist conducts annual monitoring of the level of development of children's cognitive processes. Many teachers use test programs to assess the level of knowledge of students. However, all this work does not have a clear organization, and therefore there is no way to track its effectiveness, identify shortcomings, and note positive aspects.

Project objectives:

2) Development of a program for the formation of the psychological readiness of children for the Unified State Examination and its implementation in the system of psychological support for children at school.

Validity of the tasks.

The results of the diagnostics of 11th grade students at school showed that: a weak level of attentiveness in 17% of students. A high level of anxiety in 14% of students. These indicators are important when passing exams in the form of testing.

When predicting the level of readiness of students for the Unified State Examination in 8-10 years, based on diagnostic examinations in the lower grades, the following results were obtained:

A weak level of visual-structural thinking was shown by 37% of students. Visual-structural thinking - allows you to analyze patterns and catch the direction of changes in information, "see" the structure, think by analogy.

A weak level of abstract thinking was shown by 44% of students. Abstract thinking allows us to operate with them by highlighting various formal features (quantitative, interval, functional).

A weak level of information processing speed was shown by 36% of students. Information processing speed - allows you to find out how quickly test tasks are completed. It is necessary to automate complex skills (reading, writing, counting).

A high level of anxiety in 18% of students. Anxiety - allows you to find out how comfortable the child feels during testing.

I believe that the psychological skills of passing the exam, obtained during the implementation of the program, will increase the effectiveness of preparing for exams, allowing you to behave more successfully during the exam, and will contribute to the development of mental work skills, the ability to mobilize yourself in a decisive situation, control your emotions.

Target audience of the project:

Pupils of grades 7-11 of the comprehensive school 70 in Saratov. This target audience was chosen for a number of objective reasons.

High school students will be most interested in the topic raised in the project, because. at the end of the school year, they take one of the most important exams, namely the USE. The further fate of a high school student, his place of study, his further work depends on what the test result will be. Knowledge plays an important role, however, the psychological readiness of the examinee is also important.

Also, the developed methodological base, during the implementation of the project, can also be used in preparation for the Unified State Examination at earlier stages of education. In addition, as the researchers note, the sooner systematic, purposeful preparation begins, the better its results will be, respectively. This project assumes the possibility of expanding the target audience by including students in grades 7-8.

Plan and implementation mechanisms.

1. Creation of an expert commission from among teachers and a psychologist to develop measures for the psychological support of students for the exam and for selection among existing measures.

2. Creation of an expert commission from among teachers and a psychologist to develop methodological recommendations for teachers.

3. Implementation by a school psychologist of psychological support for children to pass the exam.

4. Implementation of the developed normative and methodological base of psychological support for the USE in a general education school.

Diagnostics.

At this stage, the psychologist carries out a diagnostic examination of students for the development of attention switching, concentration, anxiety, for the development of thinking operations (i.e., all those processes that are necessary for the successful passing of the exam) and compares the results obtained before the start of preparation for the exam , and the results obtained upon their completion. These data will serve as an assessment of the effectiveness of all work on psychological support.

The work plan of a psychologist for the psychological support of schoolchildren for the exam.

Teaching the skills of self-regulation, self-control of students, increasing self-confidence, their abilities.

Self-regulation is the mechanism by which the centralizing, guiding and activating position of the subject is provided. It optimizes mental capabilities, compensates for shortcomings, regulates individual states in connection with the tasks and events of activity. It also ensures the target and semantic correspondence of the subject's actions to these events, timeliness, proportionality of actions, etc.

Through self-regulation, a person maintains a stable level of activity, regardless of the variability of mental states at a particular stage of activity.

Lowering the level of anxiety in all participants of the exam.

Anxiety is a common psychological phenomenon of our time. Anxiety is considered as an experience of emotional discomfort, a premonition of impending danger. Of particular concern to psychologists in recent years is the process of formation of anxiety states in the school environment. According to the World Health Organization, the school is now recognized as a socially unfavorable factor. The consequence of such an adverse impact is often a violation of the psychological health of students. Currently, the number of anxious children, characterized by increased anxiety, insecurity, and emotional instability, has increased.

Among the most common causes include exam stress, which has an adverse effect on the child's psyche and on the success of exam tasks.

To determine the level of anxiety among graduates.

Conduct developed classes for graduates, teachers in preparation for the exam

In the period of preparation for the unified state exam, 11th grade students experience enormous stress and stress, both mentally and emotionally. They need to master a large amount of material in a fairly short period of time, which is presented both in the form of textual information and in the form of tables, figures, formulas, diagrams, etc. Therefore, the student needs the skills of mastering information presented in various modalities, the skills of organizing his work both in time and in space so that, with the least amount of effort and time, to master and assimilate the largest amount of knowledge. Not all students can independently organize their work in the most optimal way.

In addition, one of the student's tasks is to prepare mentally and psychologically for the exam, to cope with excitement so that it does not cause a lower grade at the most crucial moment. We believe that the psychological preparation of children for the Unified State Examination should be aimed at solving these problems.

Implementation mechanisms:

Diagnostics

1. Identification of anxiety level of graduates.

2. Identification of the formation of mental functions necessary for passing the exam.

Terms: September, April (psychologist)

Organizational and informational work.

1. Organization of information work with graduates, teachers.

Terms: March - June (psychologist)

Practical work.

Practical advice to parents "How to help children prepare for the exam"

Tips for students to succeed in testing.

Tips for class teachers.

2. The introduction of a program of psychological and pedagogical activities for graduates in the educational institution during the preparation for the Unified State Examination

3. Preparation and holding of events.

DATES: September - December, March (expert group)

Diagnostics

Comparison of the results obtained during the diagnostic examination at the first and last stages of work (psychologist).

Expected results:

Psychological readiness of USE participants:

1. Reducing the level of anxiety.

2. Development of concentration of attention.

3. Development of clarity and structured thinking.

4. Increasing resistance to stress.

5. Development of the emotional-volitional sphere.

6. Development of self-control skills based on internal reserves.

7. Development of skills for constructive interaction (and all mental processes necessary for passing the exam).

As a result, the elimination of psychological factors that negatively affect the results of the exam.

Criteria for evaluating the effectiveness of the result

The analysis of the work performed will be based on a comparison of the diagnostics carried out before the start of the program and upon its completion. It will be seen how much the level of anxiety has decreased, how certain mental functions have developed. An indirect assessment will be the improvement in USE results.

Conclusion

Thus, when implementing a project for the psychological preparation of all USE participants (high school students, teachers, psychologists, parents), a work plan, guidelines and measures for the psychological support of children for the USE are being developed.

With the successful implementation of this project, the target group, namely graduate students of secondary educational institutions, will receive an important advantage in writing the exam, that is, resistance to the stresses that I affect when writing control tests. In addition, the acquired knowledge can be applied in later life, for example, when entering a university or when applying for a job. This program can be improved, for example, by involving a wider range of specialists, which will ultimately lead to improved results. received when writing the exam

Used sources:

1. Taylor, J. Anxiety Personality Scale. Diagnostics of emotional and moral development / George Taylor; adaptation by T.A. Nemchina; ed. I.B. Dermanova. - St. Petersburg: 2002. - 126-128 p.

2. Chibisova M.Yu. Unified state exam: psychological preparation (Psychologist at school) / M.Yu. Chibisov. - M.: Genesis, 2004. - 168

3. http://www1.ege.edu.ru/content/view/2/6/

4. http://www.rustest.ru/projects/

5. http://www.disput.mrsu.ru/art/15/

6. http://mon.gov.ru/main/5363/

7.nsportal.ru›School›Materials for parents›

8.o stress.ru› age _stress.html

9.ct age.info› Regulatory legal the documents

Annex 3

Stress test for graduates

This test is suitable for conducting in a group, the student can process it independently right in the lesson. The test is very useful in that it activates graduates and allows them to think about their own mental state: not everyone knows the signs of neuropsychic overstrain - apathy, fatigue in the morning, obsessive thoughts, sensitivity to the words of others. A graduate may miss a critical moment when they need to stop, think about themselves and rest. Go for a walk, a change of scenery, meet friends to regain strength

Almost never (1 point);

Rarely (2 points);

Often (3 points);

Almost always (4 points).

Recently…

1. Little things often annoy me.

2. I get nervous when I have to wait for someone.

3. When I get into an awkward position, I blush.

4. When I get angry, I can offend someone.

5. I can’t stand criticism, I lose my temper.

6. If they push me in the transport, then I answer the same or say something rude.

7. All your free time is busy with something.

8. I always come to the meeting in advance or I am late.

9. I don’t know how to listen, I insert remarks.

10. I suffer from lack of appetite.

11. I often worry for no reason.

12. I feel bad in the morning.

13. I feel tired, sleep badly, can't switch off.

14. And after a long sleep, I don’t feel normal.

15. I think that my heart is not in order.

16. I have pain in my back and neck.

17. When I sit at the table, I drum my fingers on the table and shake my leg.

18. I dream of recognition, I want to be praised for what I do.

19. I think that I am worse than many.

20. I don't diet.

Then you need to add up all the resulting points and evaluate the result:

30 points or less. You live calmly and reasonably, manage to cope with the problems that arise. You do not suffer from false ambition or excessive modesty. These people often see themselves in a rosy light.

31–45 points. Your life is filled with activity and tension, you suffer from stress both in the positive sense of the word (ie you have the desire to achieve something) and in the negative. Apparently, you will not change your lifestyle, but leave some time for yourself.

46–60 points. Your life is a constant struggle. You are ambitious and dream of a career. The opinions of others are important to you, and this keeps you stressed. If you continue in the same spirit, you will achieve a lot, but it is unlikely that it will bring you joy. Avoid unnecessary disputes, pacify your anger caused by small things. Do not try to always achieve the maximum result. Give yourself a break from time to time.

61 points or more. You live like a car driver who simultaneously presses on the gas and brakes. Change your lifestyle. The stress you are exposed to threatens both your health and your future.

Attachment 1

The Unified State Exam is a traditional exam.

What is assessed

It is not just factual knowledge that is important, but the ability to present it. The level of development of oral speech can make it possible to hide gaps in knowledge

Factual knowledge and the ability to reason, decide, as well as the ability to stay within the task, understand the wording, organization are assessed.

What affects the rating?

Subjective factors, contact with the examiner, general impression, etc., have a great influence.

The assessment is as objective as possible.

Opportunity to correct your own mistake

In an oral exam, it is easier to notice an error due to feedback from the examiner and correct it during the story or when answering the examiner's question, in writing - when checking your own work

You can notice and correct errors when checking

Who evaluates?

People familiar to the student

Computer, unknown and invisible experts

When can I get the results of the exam?

On the oral exam - almost immediately, on the written - within a few

The student must demonstrate mastery of a certain piece of educational material

The exam covers almost the entire volume of educational material

How are the results recorded?

In a written exam - on the same sheet on which the tasks are performed. On the oral - on the draft

The results of the assignments must be transferred to a special form

Exam strategy

Unified

Individual

Annex 2

Purpose of the test

The technique is designed to measure the level of anxiety

Test Description

The questionnaire consists of 50 statements. It can be presented to the subject either as a list or as a set of cards with statements.

Instructions for the test

You are invited to familiarize yourself with a set of statements regarding character traits. If you agree with the statement, answer "Yes", if you do not agree - "No". Do not think for a long time, the first answer that comes to your mind is important.

test material

I'm usually calm and it's not easy to piss me off.

My nerves are no more upset than other people's.

I rarely get constipated.

I rarely have headaches.

I rarely get tired.

I almost always feel quite happy.

I'm confident.

I almost never blush.

Compared to my friends, I consider myself quite a brave person.

I don't blush more often than others.

I rarely have a heartbeat.

Usually my hands are quite warm.

I am no more shy than others.

I lack self-confidence.

Sometimes I feel like I'm good for nothing.

I have periods of such anxiety that I cannot sit still.

My stomach bothers me a lot.

I do not have the courage to endure all the difficulties ahead.

I would like to be as happy as others.

Sometimes it seems to me that such difficulties are heaped up in front of me that I cannot overcome.

I often have nightmares.

I notice that my hands begin to tremble when I try to do something.

I have extremely restless and interrupted sleep.

I am very worried about possible failures.

I had to experience fear in those cases when I knew for sure that nothing threatened me.

It is difficult for me to concentrate on work or on any task.

I work under a lot of pressure.

I get confused easily.

Almost all the time I feel anxiety about someone or something.

I tend to take everything too seriously.

I often cry.

I often suffer from bouts of vomiting and nausea.

Once a month or more I get an upset stomach.

I often fear that I am about to blush.

It is very difficult for me to concentrate on anything.

My financial situation worries me a lot.

Often I think about things that I would not want to talk about with anyone.

I have had periods when anxiety has deprived me of sleep.

At times, when I am confused, I sweat a lot, which makes me very embarrassed.

Even on cold days, I sweat easily.

At times I get so excited that it's hard for me to sleep.

Key to the test

The number of responses of the subject, indicating anxiety, is counted.

“Yes” responses to statements: 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35 , 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50.

Answers "No" to statements: 1, 2, 3.4, 5, 6, 1, 8, 9, 10, 11, 12, 13.

Answers matching the key are worth 1 point. Number of points summed up.

Evaluation of test results

40-50 points are considered as an indicator of a very high level of anxiety,

25-40 points indicate a high level of anxiety,

15-25 points - about the average (with a tendency to high) level of anxiety,

5-15 points - about the average (with a tendency to low) level of anxiety,

0-5 points - about a low level of anxiety.

1. Pupils

2. Teachers

3. Parents

Dear graduates!

You have a responsible and serious stage ahead of you: the Unified State Examination. It's very interesting and exciting!! It should be noted that even if you take the unified state exam at a school other than yours:

You will be greeted by friendly teachers,

Everyone will be provided with a workplace and all necessary materials,

You can get answers to all organizational questions from teachers.

Please check outwith recommendations for preparing for the exam, perhaps they will help you rationally organize your activities. If necessary, contact a school psychologist - he will help you master specific methods, techniques and methods of self-regulation, psychotechnical exercises that allow you to manage your emotional state, regularly attend psychological classes.

There are three main stages to be distinguished:

Preparation for the exam, study of educational material before the exam,

Behavior before the exam

behavior during the exam.

Exam preparation:

• First, prepare a place for classes: remove unnecessary things from the table, conveniently arrange the necessary textbooks, manuals, notebooks, paper, pencils, etc.
• You can introduce yellow and purple colors into the interior of the room, as they increase intellectual activity. For this, any picture in these colors or a print is enough.
• Make a lesson plan. To begin with, determine: who you are - "owl" or "lark", and depending on this, make the most of the morning or evening hours. When making a plan for each day of preparation, it is necessary to clearly define what exactly will be studied today. Not in general: "I'll work out a little", but which sections and topics.
• Start with the most difficult, with the section that you know the least. But if it’s hard for you to “swing”, you can start with the material that interests and pleases you the most. Perhaps you will gradually enter the working rhythm, and things will go.
• Alternate classes and rest, say, 40 minutes of classes, then 10 minutes - a break. You can wash the dishes at this time, water the flowers, do exercises, take a shower.
• No need to strive to read and memorize the entire textbook. It is useful to structure the material by drawing up plans, diagrams, preferably on paper. Outlines are also useful because they are easy to use for brief repetition of material.
• Take as many different published tests as possible in this subject. These workouts will introduce you to test item designs.
• Train with a stopwatch in your hands, mark the time for completing tests (on the tasks in part A, on average, it takes 2 minutes per task).
• When preparing for exams, never think that you will not cope with the task, but on the contrary, mentally paint yourself a picture of triumph.
• Leave one day before the exam to repeat all the answer plans again, dwell on the most difficult questions once again.

On the eve of the exam

• Many people think that in order to fully prepare for the exam, only one, the last night before it, is missing. It is not right. You are already tired, and there is no need to overwork yourself. On the contrary, stop preparing in the evening, take a shower, take a walk. Sleep as well as possible to get up rested, with a sense of your health, strength, "combat" mood. After all, the exam is a kind of struggle in which you need to prove yourself, show your abilities and abilities.
• You must arrive at the exam point without being late, preferably half an hour before the start of testing. You need to have a pass, a passport (not a birth certificate) and a few (in reserve) gel or capillary pens with black ink.

During testing

• At the beginning of the test, you will be given the necessary information (how to fill out the form, what letters to write, how to code the school number, etc.). Be careful!!! The correctness of your answers depends on how carefully you remember all these rules!
• There may be some changes in the procedure for filling out the forms, which you will be informed about.
• Upon receipt of the test results, you have the right, if you do not agree with the assessment, to file an appeal (within 3 days after the announcement of the result) to the conflict commission.

Here are some universal recipes for more successful testing tactics.

• Focus! After completing the preliminary part of the test (filling out the forms), when you have clarified all the points that you do not understand, try to concentrate and forget about those around you. For you, only the text of the tasks and the clock regulating the time of the test should exist. Hurry don't rush! Rigid time limits should not affect the quality of your answers. Before you enter your answer, read the question twice and make sure you understand correctly what is required of you.
• Start easy! Start answering those questions that you have no doubt about knowing, without dwelling on those that can cause much thought. Then you will calm down, your head will begin to work more clearly and precisely, and you will enter into a working rhythm. You sort of free yourself from nervousness, and then all your energy will be directed to more difficult issues.
• Skip! We must learn to skip difficult or incomprehensible tasks. Remember: in the text there will always be questions that you will definitely cope with. It's just stupid not to get points just because you didn't get to "your" tasks, but stuck on those that cause you difficulties.
• Read the task to the end! Haste should not lead to the fact that you are trying to understand the conditions of the assignment "by the first words" and completing the ending in your own imagination. This is a sure way to make embarrassing mistakes in the most easy of questions.
• Think only about the current task! When you see a new task, forget everything that was in the previous one. As a rule, tasks in tests are not related to each other, so the knowledge that you applied in one (already, let's say, solved by you) usually does not help, but only interferes with concentration and correctly solving a new task. This advice gives you another invaluable psychological effect - forget about the failure in the last task (if it turned out to be too tough for you). Just think that each new task is a chance to score points.
• Exclude! Many tasks can be solved faster if you do not immediately look for the correct answer, but consistently exclude those that are clearly not suitable. The elimination method allows you to end up focusing on just one or two options, and not on all five or seven (which is much more difficult).
• Schedule two laps! Calculate the time so that in two-thirds of the allotted time you go through all the easy tasks ("first round"). Then you will have time to score maximum points on those tasks, and then calmly return and think about the difficult ones that you had to skip at first ("second round").
• Check it out! Leave time to check your work, at least to have time to skim through your eyes and notice obvious errors.

DEAR PARENTS!

Psychological support is one of the most important factors determining the success of your child in passing the unified state exam. How to support a graduate?

Supporting a child means believing in him. Adults have many opportunities to demonstrate to the child their satisfaction with his achievements or efforts. Another way is to teach a teenager to cope with various tasks, creating in him the installation: "You can do it."

There are words that support children, for example: “Knowing you, I am sure that you will do everything well”, “You know it very well”. You can support through touch, joint actions, physical complicity, facial expressions.

So, to support the child, you must:

Build on your child's strengths.

Avoid emphasizing the child's mistakes.

Show faith in the child, sympathy for him, confidence in his abilities.

To create an atmosphere of friendliness and respect at home, to be able and willing to demonstrate love and respect for the child.

Be firm and kind at the same time, but don't act like a judge. Support your child, show that you understand his feelings. Do not increase the anxiety of the child on the eve of exams - this may adversely affect the test result. The excitement of the parents is always transmitted to the child, and if adults at a crucial moment can cope with their emotions, then the child, due to age characteristics, can emotionally “break loose”.

Encourage children, praise them for what they are doing well. Increase their self-confidence, because the more the child is afraid of failure, the more likely they are to make mistakes.

Monitor the well-being of the child, no one except you will be able to notice in time and prevent the deterioration of the child's condition associated with overwork. Control the child’s preparation mode, avoid overloads, explain to him that he must alternate classes with rest. Provide a comfortable place for classes at home, make sure that no one at home interferes. Pay attention to the nutrition of the child: during intense mental stress, he needs nutritious and varied food and a balanced complex of vitamins. Products such as fish, cottage cheese, nuts, dried apricots, etc. stimulate the brain.

Help the children organize the topics of preparation by day. Teach your child how to prepare for exams. It makes no sense to memorize all the factual material, it is enough to look at the key points and catch the meaning and logic of the material. It is very useful to make brief schematic extracts and tables, arranging the studied material according to the plan. If he doesn't know how, show him how it's done in practice. Basic formulas and definitions can be written out on pieces of paper and hung over a desk, over a bed, in a dining room, etc.

Prepare different versions of test items in the subject (there are now many different collections of test items). Of great importance is the training of the child specifically for testing, because this form differs from the written and oral exams that are familiar to him. In advance, during training on test tasks, teach your child to navigate in time and be able to distribute it. Then the child will have the ability to concentrate throughout the entire test, which will give him peace of mind and relieve excessive anxiety. If the child does not wear a watch, be sure to give him a watch for the exam.

On the eve of the exam, ensure that the child has a good rest, he must rest and get enough sleep.

Encourage children to pay attention to the following during the exam:

• run through the entire test with your eyes to see what type of task it contains, this will help you get ready for work;
• carefully read the question to the end and understand its meaning (a typical mistake during testing - without reading it to the end, according to the first words, they already assume the answer and are in a hurry to enter it);
• if you do not know the answer to a question or are not sure, skip it and mark it so that you can return to it later;

And remember: the most important thing is to reduce the stress and anxiety of the child and provide suitable conditions for classes.

Focus on the student's strengths and strengths to build self-esteem.

Help your teenager to believe in himself and his abilities.

Help avoid mistakes, encourage the student to maximize their potential during the exam.

Support the graduate in case of failures, inspire confidence that the child is studying at school and mistakes in obtaining knowledge are inevitable.

Tell the graduates in detail how the unified state exam will be held so that each of them consistently represented the entire examination procedure.

Make an effort so that parents not only get acquainted with the rules for graduates, but also not be outside observers during the preparation of the child for the exam, but, on the contrary, provide him with comprehensive assistance and support.

Take into account the individual psychophysiological characteristics of graduates during the preparation and conduct of the exam. Psychophysiological characteristics are stable natural characteristics of a person that do not change with age and are manifested in the speed of mental and speech processes, in the productivity of mental activity.

The exam is not as scary as it is painted.

At present, the problem of methodological support of substantive preparation for digital transformation is sufficiently covered, while the psychological component of this preparation remains underdeveloped. The socio-pedagogical and psychological service of the school may well solve some problems in preparation for the DT and contribute to more successful passing of centralized testing.

Possible difficulties in passing the CT are mainly related to the peculiarities of the student's perception of the exam situation, with an insufficient level of development of self-control, with low stress resistance of students, with a lack of self-regulation skills. All these difficulties can be overcome through:

1. 
   familiarization of graduates with the features and procedure of centralized testing to increase interest in the results of digital testing;
2. 
   increased resistance to stress as a result of: a) familiarization with the main ways to reduce anxiety in a stressful situation; b) increasing self-confidence, in their abilities;
3. 
   development of self-control skills based on internal reserves.

One of the most important tests for any person is the final exams at school and almost immediately the entrance to a university or technical school. This period of life is also difficult for young people because they take a very responsible step - they determine their future life, destiny.

This crucial time has already come, the atmosphere is starting to heat up to the maximum. Some of the high school students are a little anxious, some are scared, some, on the contrary, are confident in their abilities, and some, due to excitement, are not able to remember elementary rules, laws, etc. These states are called exam or test anxiety.

Scientists have found that when exam anxiety appears, activity decreases, activity becomes unproductive. Fear disorganizes a person. A person either loses the ability to activity, or this activity becomes chaotic. In a state of exam anxiety and stress, there is:

Increased blood pressure;

Increased sweating;

restless sleep;

Decrease in volitional functions.

All this, of course, does not contribute to productive preparation for tests and is very disturbing during exams.

We hope that our tips will help you reduce exam fears, become more attentive and organized and, therefore, successfully pass exams, score high on centralized testing and enter the educational institution you dreamed about.

^ ADVICE TO GRADUATES

1. Properly organized daily routine will contribute to successful preparation for exams.

When planning your working day, you need to take into account the characteristics of your body, for example, who you are - a “night owl” or a “lark” and, depending on this, load the most productive time with study as much as possible. The best time for classes is from 9.00 to 13.00 and from 16.30 to 19.30

Every day find an opportunity to be outdoors for 1-1.5 hours, set aside time for physical exercises.

After 2-3 hours of work, you must definitely take a break for 30-40 minutes (go in for sports, take a walk in the fresh air.) It is known that the alternation of mental and physical activity is the prevention of fatigue. Stop exercising 3 hours before bed.

Adequate sleep is also very important. It must be at least 8 hours. You can also afford to sleep during the day, an hour and a half - no more.

2. Proper nutrition is one of the conditions for successful preparation for exams. It should be varied, rich in vitamins and high-calorie. Include anti-stress products in your menu:

2.1. cereals: contain complex carbohydrates that increase the content of serotonin, and therefore mood;

2.2. fish, chicken and other lean meats: contain proteins that stimulate mental activity;

2.3. vegetables, fruits: contain vitamins necessary in the fight against stress;

2.4. milk, nuts, etc.: contain potassium, which helps to relax muscles;

2.5. sweets containing simple carbohydrates give a short-term improvement effect (for 17 seconds), but you can have a snack to cheer yourself up by eating: fruits, nuts, oatmeal, fruit or vegetable salad, yogurt, a piece of chocolate.

However, just before the exam, the meal should be light.

3. Pay attention to the organization of your workplace. Distribute all the necessary accessories on the desktop in the order convenient for you, remove the excess. Place objects and pictures in yellow or purple tones on the table and walls, as these colors increase intellectual activity.

4. Make a lesson plan, define for yourself a specific task for each day, that is, what exactly needs to be studied today. As you read the textbook, highlight the main ideas. Learn to draw up a short plan, an answer scheme separately for each question, and preferably on paper. Repeat material for questions.

1. 
   When studying and repeating the material, remember the rule of “erasing traces”. Memorization of material is the leaving of "traces" in memory. When studying similar material, “traces” are superimposed and erased. Alternate humanities and exact sciences. The studied material must be repeated after 20 minutes . If this is done, then 70% of the information is remembered, otherwise only 30%. Use as many channels of information perception as possible: speak out loud, draw diagrams, pictograms, mark key words.

Repetition technique

Repetition is the repetition of what has been read in your own words.

The time allotted for preparing for exams is not used effectively by all students. The proposed repetition mode has been tested many times and gives good results. However, two things must be taken into account.

1. 
   This refers to the repetition of previously studied and learned material.
2. 
   The repetition process must be carried out strictly in accordance with the following recommendations:

• 
  the first repetition - immediately after the end of reading;
• 
  second repetition - 20 minutes after the previous one;
• 
  the third repetition - after 8 hours.
• 
  the fourth repetition - in a day (preferably before bedtime).

6. Start with the most difficult topic, section, subject

7. Take as many different tests as you can on the subject. These workouts will introduce you to test item designs.

^ HOW TO BEHAVE DURING TESTING

1. Many people think that in order to fully prepare for the exam, only one, the last night before it, is missing. It is not right. You are tired, and there is no need to overwork yourself. On the contrary, take a walk in the evening, take a shower before going to bed. Get as much sleep as possible to get up with a sense of "combat" spirit.

2. You must arrive at the exam without being late, preferably 15-20 minutes before it starts.

3. Sit comfortably with your back straight. Think about the fact that you are above everyone, smarter and more cunning, and you will succeed. Focus on the words: "I am calm, I am completely calm." Repeat them slowly, several times. Finally, close your hands into a fist.

4. At the beginning of the test, you will be given the necessary information (how to fill out the form, what letters to write, etc.). Be careful! How you carefully remember all these rules depends on the correct formatting of your answers!

5. Run your eyes through the whole test to see what type of tasks it contains.

6. When you get the test, read the questions and start doing the task that, even if not by much, is easier for you.

7. Read the question carefully to the end in order to correctly understand its meaning. If you don't know the answer to a question or doubt its correctness, skip it and come back to it later. Answer those questions that you are sure you know, without dwelling on those that may cause much thought.

8. Think only about the current task! When you do a new task, forget everything that was in the previous one. Remember, the tasks in the tests are not related to each other, so the knowledge that you applied in one that you solved, as a rule, does not help, but only hinders you from concentrating and solving the new task correctly.

9. Many tasks can be solved faster if you do not immediately look for the correct answer, but consistently exclude those that are clearly not suitable. The elimination method allows you to end up focusing on just one or two options, and not on all five or seven.

10. Leave time to check your work to review your work and correct errors.

11. If you are not sure about the choice of answer - trust your intuition!

^ HOW TO HELP YOURSELF DURING ACUTE STRESS

Acute stress is characterized by the suddenness of the influence of stress factors. As a rule, using the term acute stress, researchers also consider the relative short duration of stress experience, which is largely due to the individual characteristics of a person. In an acute stressful situation, the best initial technique is to become aware of your stressful state, mentally taking a “pause”.

1. 
   And don't make any decisions!
2. 
   Count to ten and only then return to the situation.
3. 
   Take care of your breath. Inhale slowly through your nose and hold your breath for a while. Exhalation is carried out gradually, also through the nose, focusing on the sensations associated with your breathing.
4. 
   If possible, lightly dampen your temples, forehead, and arteries in your arms with cold water.
5. 
   Take a look around and carefully inspect the room in which you are. Pay attention to the smallest details, even if you know them well. Slowly, without haste, mentally “sort through” all the objects one by one in a certain sequence. Try to fully focus on this "inventory". Mentally say to yourself: “Brown desk, white curtains, red flower vase,” etc. By focusing on each individual object, you will be distracted from internal stressful tension, directing your attention to a rational perception of the environment.
6. 
   If circumstances allow, leave the room in which you have experienced acute stress. Move to another room where no one is around, or go outside where you can be alone with your thoughts. Mentally disassemble this room (if you went outside, then the surrounding houses, nature) “by the bones”, as described in paragraph 3.
7. 
   Stand with your feet shoulder-width apart, lean forward and relax. Head, shoulders and arms hang freely down. Breathing calmly. Fix this position for 1-2 minutes, then very slowly raise your head (so that it does not spin).
8. 
   Look out the window at the sky, focus on what you see.
9. 
   Drink some water. Concentrate your attention on the sensations.
10. 
    Find some small object and carefully examine it. Look at it for at least a minute, getting acquainted with its shape, color, structure in such a way that you can clearly imagine it with your eyes closed.
11. 
    Watch your breath. Breathe slowly through your nose. After inhaling, hold your breath for a while, then also slowly exhale the air through your nose. With each exhalation, focus on how your shoulders relax and drop.

As a first aid, this is quite enough for yourself. A walk will not hurt either, in a word, any activity that requires physical activity and concentration, but just stick to the golden mean.

^ EXERCISES TO REMOVE THE PRE-EXAM ANXIETY

The first step to success in any undertaking is the psychological setting for success, the absolute certainty that the goal will be achieved. It is necessary to accustom yourself to success, luck, make it habitual.

It is known that one of the reasons that prevent anxious people from performing effectively is that they are more focused not on performing a specific activity, but on what the possible consequences are. Therefore, it is not effective to set a goal like: "I must get an excellent mark" or "I must answer at all costs." It is better to formulate it specifically: "I have to prove the Pythagorean theorem."

We recommend using Exercise "Inspiration"Its purpose is a preventive or corrective impact on the personality of a teenager who finds himself in a difficult emotional situation. These exercises are aimed at neutralizing fears and fears before any responsible action (exams).

"Inspiration" consists in "rehearsing" a tense situation, necessarily in conditions of success, using color and spatial representations. The technical conditions for performing such exercises are as follows:

• 
  it is necessary to perform these exercises in the morning or afternoon, but never at night;
• 
  the attention of the trainee is focused from the large and medium circle of attention (wide, spacious rooms) and calm color representations (blue and purple tones) to the small circle of attention (narrow, cramped rooms) and invigorating colors (red, yellow, orange);
• 
  the exercise is accompanied by music: at first, calm, smooth music is used, then the pace gradually accelerates.

The exercise of "inspiration" is extremely diverse and depends on the "rehearsed" situation, but the scheme for their implementation is always the same.

^ An example of an exercise on the topic "Responsible exam".

Condition to be corrected: fear, fear of failure, lack of confidence in one's knowledge. Time of "rehearsal": morning or afternoon (but not the evening before the exam).

At the beginning of the exercise, it is necessary to achieve muscle and psychological relaxation, extinguishing fear and anxiety. From the moment the “transitions” begin from the spacious premises of the lobby and corridors to the tighter ones (audiences, office), mobilization takes place, attention narrows and concentrates.

Musical accompaniment: calm music.

Suggested colors: blue, blue.

Instructions for the performer:

Imagine a spacious hall or lobby of an institute. You walk calmly, with a confident gait, without a hint of fussiness. You do not think about the upcoming exam, do not allow yourself any questions or conversations related to it, and only answer the greetings of acquaintances with a smile. In a word, you "hold on".

Then you move from the lobby to the corridor, from the corridor to the auditorium adjacent to the teacher's office, i.e. from spacious rooms to tighter ones. As you do this, your step without speeding up becomes more and more precise, your gait more and more confident, your posture straight. In front of the examiner's door, you willfully “cross out” all memories of the material that you think you have forgotten or have not learned enough. You do not think at this moment about anything that relates to the upcoming subject, in your brain there is a chaotic rush of thoughts. Of course, you are excited, and this is quite natural. It is not the excitement before the exam that is dangerous, but the excessive excitement that causes confusion and fussiness. Some excitement is needed - it mobilizes.

But now you have been called, you are in front of the examiner's table. Without choosing, you take the first ticket that comes across. For you, all tickets are equivalent, you know the educational material. And, indeed, the questions of the ticket that you got are just the ones you need. You, in fact, could answer without preparation, but you should not behave arrogantly - it is better to sit down and put your thoughts in order. And as soon as you start doing this, the chaotic swarm of thoughts is replaced by their smooth and even flow, the knowledge you have accumulated emerges in your mind in a harmonious order, and you are ready to state them in the same orderly order ...

Such a general feeling of success, faith in the strength and abilities of your own child, combined with a clear organization of the daily routine, a balanced diet, and the observance of simple recommendations for preparing for exams, will help not only overcome the stressful situation of the student himself, but also cope with a number of serious problems for parents.

^ Exercise "Could be worse."

Take a blank sheet of paper and write a short essay for yourself. Briefly describe your work or personal problem. Moreover, now it does not matter in what area of ​​your life this problem is located. Choose exactly the problem that is relevant to you, which torments you, does not allow you to sleep at night, and which, as you think, has no solution. Then think about what the most terrible and irreparable consequences the further development of this problematic situation could have for you personally. Write down these consequences for yourself. For example, you will not pass the CT? Or can you get so sick that you will be bedridden for many years? What's the worst thing that could happen to you? And how do you live now? Are you studying? And pretty successful? Besides, do you feel pretty good? It turns out that not everything is so scary? And you can still live and fight? And every time your problem overwhelms you, when it starts to seem to you that everything is bad and nothing can be changed for the better, try to think about how it could be even worse. And then return to your real life and look at it with optimism and joy.

^ Exercise Shelter.

Imagine that you have a comfortable and safe haven where you can always rest whenever you want. Only you know the way to this shelter, no one else will disturb you there. It is not necessary that this place exists in life. If you do not have such a shelter, invent it. It can be a small country house in a distant village or a small apartment on the outskirts of the city that no one knows about. It can be anything. It could even be a spaceship taking you away from Earth... Imagine this place in your mind. Describe what things are in it, which you like and which create your living space. Imagine what you do when you rest in your shelter. Perhaps you listen to music, look at the fire in the fireplace, read, draw, or do something else. Try to think about the activities that you enjoy the most. During the day, whenever you feel particularly tired and nervous, imagine yourself in your hiding place for a few minutes.

^ Body scan exercise.

3 times a day for 3 minutes, taking a comfortable position, ask yourself:

Is my forehead wrinkled?

Eyebrows moved?

Jaws clenched?

Lips pursed?

Shoulders hunched?

Are your hands tense?

Are the leg muscles hard? Are your toes curled up?

Do I feel discomfort in any part of my body?

Take action!

Stress causes difficulty in breathing, which itself causes stress. Vicious circle! Common breathing mistakes: chest and shoulder breathing with a tucked up stomach, holding the breath.

Exercise "Breathing for beginners".

1. 
   Take a comfortable position;
2. 
   On a count of 1-2-3, inhale through the nose, lowering the diaphragm;
3. 
   On the count of 1-2-3-4, exhale, raising the diaphragm;
4. 
   Pause before the next breath.

Zen Breathing Exercise.

1. 
   Lie down (legs bent at the knees), close your eyes, put your right hand on your stomach, your left hand on your chest;
2. 
   Inhale slowly through the nose so that the right hand rises, and the left slightly after the right;
3. 
   Pause and repeat;
4. 
   Breathe daily for 10 minutes, then - sitting, standing, until such breathing becomes natural.

Exercise "Breathing in emergency situations."

1. 
   Inhale slowly through the nose, trying to lower the diaphragm as low as possible;
2. 
   Hold your breath for 6 seconds;
3. 
   Exhale slowly through your mouth;
4. 
   Pause, breathe normally for a while;
5. 
   Repeat the procedure 2-3 times and get busy.

Exercise "Progressive relaxation".

1. 
   Take a comfortable position, close your eyes;
2. 
   Contract the muscle, keep tension for no more than 10 s .;
3. 
   Quickly relax the muscle, keep relaxing for at least 30 seconds;
4. 
   Repeat item 2, item 3;
5. 
   Move on to other muscles.

Muscle relaxation sequence:

• 
  right hand and arm: clench your fist and bend your arm;
• 
  left hand and arm;
• 
  face and head: raise eyebrows, clench jaws, tighten lips;
• 
  neck and shoulders: tilt your head, raise your shoulders;
• 
  back: arch your back;
• 
  right leg and foot: raise the leg with the toe towards you;
• 
  left leg and foot;
• 
  stomach: tighten the press.

There are ways to relieve tension in the body such as massage, yawning and stretching, bathing and showering, shaking the body, applying a hot towel to the face, sleeping, swimming, bathing, physical activity, etc.

^ TECHNIQUES THAT MOBILIZE SCHOOLCHILDREN'S INTELLECTUAL POSSIBILITIES IN PREPARATION AND PASSING EXAMS

During stress, severe dehydration occurs. This is due to the fact that nervous processes occur on the basis of electrochemical reactions, and they require a sufficient amount of fluid. Its deficiency sharply reduces the speed of nervous processes. Therefore, before or during the exam, it is advisable to drink a few sips of water. For anti-stress purposes, drink water 20 minutes before or 30 minutes after a meal.

Mineral water is best because it contains potassium or sodium ions involved in electrochemical reactions. You can drink plain water or green tea. All other drinks from this point of view are useless or harmful. Substances that accelerate dehydration are added to sweet sparkling water. In order to break down juices, water is also required. Tea and coffee only create the illusion of working capacity.

The second problem faced by schoolchildren who find themselves in a stressful situation is a violation of the harmonious work of the left and right hemispheres. If one of them dominates - the right (figurative) or the left (logical), then the person's ability to optimally solve the tasks facing him decreases. But you can restore harmony or get closer to it. It is known that the right hemisphere controls the left half of the body, and the left hemisphere controls the right half. This connection works in both directions, so the coordination of both parts of the body leads to the coordination of the cerebral hemispheres.

Physical exercise that affects the harmonization of the work of the left and right hemispheres is called "cross step" and is carried out as follows.

We imitate walking in place, raising the knee a little higher than usual. You can do this while sitting, raising your foot on the toe, towards the hand. Each time the knee is at its highest point, place the opposite hand on it. In a word, then the left knee touches the right hand, then the right knee touches the left hand. For efficiency at the time of the swing, you can rise on tiptoe on your supporting leg.

A prerequisite for performing this exercise is not to move quickly, but at a comfortable pace and with pleasure.

If it is not possible to take a “cross step”, and the situation requires immediate concentration, then you can apply the following technique: draw an oblique cross similar to the letter “X” on a blank sheet of paper and contemplate it for several minutes. The effect will be weaker than from physical exercises, but it will help the consistency of the work of the left and right hemispheres.

During the exam, it is advisable to hang an image of an oblique cross on the classroom wall. Color does not matter, the main thing is that it should be depicted in contrast: dark on a light background or vice versa.

The following exercise reduces oxygen starvation, which increases the negative effects of stress. To combat oxygen starvation, there is a technique called "energy yawning." It is necessary to yawn the more often, the more intense mental activity you are engaged in. Yawning during an exam is very helpful. How to yawn? While yawning, use both hands to massage the tendons (near the ears) connecting the lower and upper jaws in a circular motion. In these places there are a large number of nerve fibers. In order to protect your body from oxygen starvation, 3-5 yawns are enough.