Extracurricular activities for primary school students.

Training session Theme "Friendship begins with a smile"

Description: I present to your attention a summary of an extracurricular event held in a training form, which will be interesting and useful for psychologists, elementary school teachers, social pedagogues, teachers and organizers. This lesson is designed to work with primary school students.
Target: formation of communicative competence of elementary school students.
Tasks:
contribute to the formation of a positive attitude between classmates through non-verbal communication
promote good relationships among students
develop a sense of unity and cohesion, a sense of belonging to a class team
to develop in elementary school students the ability to understand the emotional state of people through non-verbal means of communication
to cultivate feelings of empathy, a benevolent attitude towards classmates
to cultivate tolerance, tolerance and respect for classmates
Conduct form: training
Equipment: a tape recorder, a soundtrack with the song "smile" from the cartoon "Baby Raccoon", handouts, mood flowers, colored paper, scissors, glue.
Event progress:
Exercise "Flower of my mood"
Educational psychologist: Guys, you know that our mood is different. Let's compare our mood with flowers. Each of you has flowers on your desks - moods, look at them carefully and choose the flower that matches your mood.
students consider pictograms (of colors - moods), determine the emotions depicted on them. And then each of the students chooses one of the mood flowers that matches their mood at the moment, and explain their choice.

Educational psychologist: How pleased I am that you are basically in a good mood and your flowers, which you have chosen, have a beautiful and kind smile.
Exercise "Friendship begins with a smile"
Educational psychologist: We all know that without friends is very bad, but what do you think is the easiest way to make friends?
students remember and list ways in which you can make friends.
Educational psychologist: All of the methods you listed are good, but the easiest and most effective way to make friends is ...
Now I will guess a riddle for you, the author, which Elena Osipova has an answer to, for which this method will be.
If you give her
Then you will become a bit happier.
She turns around instantly
And will return to you soon.
Sadness she will drive away in a swoop,
Like a fairy wing flap.
Don't skimp on her

Share it with everyone.
And on a big holiday
She is more important than any
Though sweets, even postcards.
We're talking about...
Students: Smile!
Educational psychologist: correct smile! Now I suggest you take each other's hands, look into each other's eyes and smile silently.
The exercise is performed to the song from the cartoon "Baby Raccoon" "Smile" to the music of V. Shainsky and the words of M. Plyatskovsky.
Educational psychologist: Guys, please answer, what did you feel when you smiled at your classmates? What did you feel when your classmates smiled at you?
students
Educational psychologist: You were all pleased when you smiled at you too. So remember the feelings you experienced now. After all, a smile is the best antidote that nature could create for all troubles.
"Brainstorm". Friendship is...
For students It is suggested that you think about the following question:
Guys, how do you understand the word "friendship" and who is your "friend"?
The students, after some reflection, speak out.
The teacher-psychologist sums up the discussion and gives the following definitions of the concepts of "friendship" and "friend"
Friendship - this is when people want to be together, when they are interested in each other, trust each other. Friendship is needed for adults and children in any life situation.
Friend - this is a person who supports you, can understand, help in a difficult situation, who shares with you all the joys and sorrows.
But it must be borne in mind that friendship between people is possible only if they observe certain rules of friendship. The most important of these rules is respect for each other's rights, and no less important is tolerance for the other person.
(Together with students, the following friendship rules are displayed)
Friendship rules:
Don't quarrel
yield
Do not be afraid to ask for forgiveness if you offended a friend
To be polite
Don't be angry
Help a friend
To be honest
Be careful
Teacher-psychologist. There are many more rules of friendship, but these are the most basic ones. And if you follow them, you can become true friends to any person.
One of the above rules is to be attentive to your friend, but what do you think this means?
students give their explanations
Educational psychologist summarizing the student's statements.
That's right, being attentive to your friend is first of all to see what mood your friend has. Do you know how to determine the emotional state of your classmates? Now we'll check it out.
Exercise "Guess the emotion of a friend"
One of the students comes up and pulls out a card with the name of one or another emotional state (for example, joy, grief, fun, suffering, compassion, surprise, and so on), and show it using non-verbal means of communication. Other students have to guess what emotional state their classmate showed them. The one who guesses first goes next, to guess the emotional state.
Educational psychologist: Guys, tell me, please, what emotional state of a person do you like the most? (students most often answer that they like the emotions of joy more). How do you define this state?
Students. With a smile on your face.
Educational psychologist: So what do you think is the secret to a smile?
students express their opinions.
Educational psychologist sums up.
When people smile often, they become even more beautiful.
World scientists have calculated that 80 percent of success in a person's life largely depends on his ability to communicate with a smile.
It is important not to forget to be able to smile at others, as this helps us to be kind to each other and helps to make many friends.
With the help of a kind smile, you can lift your mood and the mood of those around us.
Scientists say that five minutes of laughter can extend a person's life by one year.
Let me give you some advice:
Every morning do not forget to smile to yourself - smile in front of the mirror.
Try to place a photo or picture of smiling people in a conspicuous place.
Do not forget at home, on the street, at school, smile more often at your parents, friends, teachers.
Remember - smiling, you improve your health and make life around us better.
Don't forget to smile when you greet people.
Exercise "Flower of Friendship"
Educational psychologist: I hope you all agree with me that friendship is the most important and best thing in a person's life. Friendship should be cherished and must be valued. Now I suggest you make a flower of our friendly class.
The teacher-psychologist shows the students a circle of the base of the flower, on which the flower is written, of what class (for example, 3 "A").
Now each of you will take colored paper of the color that he likes best and circle his palm on it, then cut out this palm from colored paper and write your good wishes on it to your classmate friends.
students perform the task. Then all these palms are glued to the base of the flower, and it is hung on the board.
Educational psychologist: We got a beautiful flower of friendship of our class? Do you like it?
students share their experiences.
Exercise "I'm glad I have a friend like you because..."
Educational psychologist: And at the end of our lesson today, I invite you to participate in a pleasant ceremony that can help you express all your friendly feelings to your classmates.
students stand in a circle, one of them goes to the center of the circle. The other students all come up to him in turn, shake hands and say, “I'm glad I have a friend like you, because…” and finish this application at their own discretion.
Educational psychologist: This concludes our lesson for today. Thanks to everyone for their active participation. See you again.

Anyone who thinks that they can do without others is greatly mistaken. Even more deceived is the one who thinks that others cannot do without him. F. La Rochefoucauld

The proposed program is aimed at developing the communicative culture of adolescents. The topics of the classes reflect the personal problems of children of this age, so they can be used for all students as a prevention of adverse processes. In the classroom, teenagers gain knowledge on how to communicate, exercise in the application of acceptable ways of behavior, master the skills of effective communication.

This course helps to establish adequate interpersonal relationships, improve communication skills, strengthen respect for others and self-esteem, and correct their behavior.

In the process of conducting classes, the facilitator monitors the relations of the participants, tries to prevent situations leading to conflicts, and forms friendly relations among children.

The purpose of the program: the formation of adequate communication skills with peers and adults in the surrounding society.

Tasks: to consolidate the skills of conflict-free communication at different levels; to motivate students to turn to the inner world, to analyze their own actions; develop a positive moral position in relation to the world around, other people, to yourself.

Methods and forms of work: conversation; role-playing game; interpersonal communication exercises; breathing and movement exercises; methods of self-expression (in drawing, in creating an image).

ACTIVITY #1. “Let me introduce myself”

(1 hour 20 minutes)

Purpose: introduction to the course; adoption of the rules of behavior in the group, development of proper acquaintance skills; creation of prerequisites for the emergence and development of interpersonal relationships.

Materials: whatman paper, questionnaire "Here I am" according to the number of participants, tape recorder, audio recordings.

1. STARTING A LESSON

The facilitator tells briefly about himself, about the goals of the course.

Information block

Leading. Starting today, we will be studying in lessons that are not quite like the usual ones. Our classes are lessons in communication. Their goal: in an atmosphere of mutual trust and psychological openness to know ourselves, to develop the skills and abilities to establish friendly relations with other people.

Someone is not confident in himself and his abilities, timid and shy. And the other, on the contrary, is too active and energetic. Some children worry about the fact that they do not have friends: they are indecisive, they do not know how to get to know each other, make friends. There are girls and boys who quickly get to know each other, are sociable, but there is no close and good friend who can be trusted with secrets. Someone has a difficult character: he often upsets his parents, conflicts at home, at school, on the street. Such a person suffers from rash acts, but cannot cope with it.

I hope that our meetings will be useful and interesting for you. Why? Because every person strives to be smart, fair, strong. It is natural to want to have many friends, to be respected and loved; understand and appreciate yourself and others. We begin to learn to be self-confident, resolute, cheerful and kind. I will be glad if you see ways to improve your character and position among friends, if you understand how you can bring up personality traits that are important for independent living.

The basis of everything that will happen in the group is trust and sincerity. Therefore, we will work in a circle. The circle in which we sit is the space of our group. This is an opportunity for open communication. The shape of the circle creates a sense of integrity, completeness, allows you to feel a special community, facilitates mutual understanding and interaction. In this space there is nothing and no one except ourselves and what we bring here in ourselves. This is the most important thing. Our communication will help to understand ourselves and others. We will recognize ourselves through the feelings that we evoke in each other, through the relationships that will develop here.

How do people usually greet each other? What movements do they make? The spectrum is wide enough: from nods to kisses. Let's take a look at the handshake. Why do people shake hands with each other? Just such a tradition, which means that everything could be different. For example, some African tribes rub their noses when they meet. Now we will try to greet each other in new, unusual ways.

2. WARM-UP

Exercise "Cheerful greeting"

The leader turns on any dance music, and the children begin to walk around the room (you can jump, dance). After the host’s words “one, two, three, find a friend!” each child must find a mate and stand side by side. The host commands: “Say hello with your ears, little fingers, heels, knees ...” So in the course of the game, children learn about the existence of various forms of greetings.

Each time during the musical break, the child should stand next to a new player.

The game can be ended when everyone greets everyone present.

Analysis. what greetings were the most interesting?

3. WORK ON THE TOPIC OF THE LESSON

Leading. In order for everyone to be comfortable working in a group, it is necessary to adopt rules.

Group rules

Need Not allowed

Look at who you are talking to. Express your opinion, start the speech with the word "I": I think, I feel, I think. Listen carefully when others speak. Respect someone else's opinion. Speak sincerely. Joking and smiling. Talk one by one. Start and finish classes on time. Threatening, fighting, calling names, mimicking and grimacing. Start your speech with the words "you, you, he, she, they, we." Gossip (talking about another person's feelings or actions outside of the group). Make noise when someone is talking. Lie. Evaluate others, define and criticize. Interrupt. Be late

The formulated rules are drawn up on a piece of drawing paper and hung on the wall.

Rain game

Participants sit in a circle and with open eyes repeat the movements that the leader shows:

- rustle, rubbing their palms together;

- snapping fingers

- clap their hands softly;

- hit themselves with their palms on their thighs, stomp their feet.

After the sequence of movements has been learned, the host warns that now everyone will close their eyes and begin to repeat the sound that he will make. First, the host rustles, rubbing his palms. Immediately touches the head of one of the children. This child begins to rustle his palms, and the leader, moving in a circle, touches all the children in turn, until everyone begins to rustle his palms and the sound of drizzling rain is heard, which is gradually gaining strength. (This is a good opportunity for the teacher to pat each child on the head.) The game continues: now the facilitator snaps his fingers, touching all the children in turn, passing the sound around. The drizzle turns into heavy rain. The leader includes the following movement: hand claps. Everyone hears the sound of pouring rain. The rain turns into a real downpour, when the children, following the leader, begin to hit their hips with their palms and stamp their feet. Then the downpour abates in the reverse order: slaps on the thighs, clapping of the palms, snapping fingers, rubbing the palms.

Exercise "Interview"

Leading. I want to suggest that you play a game that goes like this: you get 10 minutes to learn more about me, that is, to interview. Each of you can ask me a question. For example: Are you married?

List of questions

- Do you have any children?

- How do you treat your children?

Have you ever received twos?

Have you ever flunked an exam?

– What are you proud of?

– Are you afraid of something? Etc.

The game helps to improve contact with children, creates an atmosphere of openness and honesty in the group. The game has an appropriate effect, especially when children behave insecurely or restlessly. After the teacher has answered the questions of the children, he asks the group questions:

- Are there other children in your family besides you?

Are you the oldest or youngest child in the family?

Which of you has the most unusual hobby?

Is there a leader in the class? Etc.

4. WARM-UP

Exercise "Bell"

Children become in a circle.

Alternately raise the right and left hands up, joining the hands in the center of the circle in the form of a "bell". They say "Bom!" and synchronously, forcefully throw their hands down.

While inhaling, raise your hands, while exhaling say “Bom!” and throw their hands down. The leader sets the pace.

5. REFLECTION

Participants in a circle characterize their mood, exchange opinions and feelings about the lesson (liked it - didn’t like it, what seemed the most important and useful, what they felt, what thoughts came to mind, etc.).

ACTIVITY #2.

“Hello, individuality, or how I differ from others” (1 hour 20 minutes)

There is no exception to the rule that everyone wants to be the exception to the rule. Malcolm Forbe

Purpose: to give children the opportunity to realize the value and uniqueness of the personality of each teenager; develop the skills of self-knowledge and self-acceptance.

Materials: a ball, sheets of paper according to the number of participants, a set of various items (toys, three-dimensional geometric shapes, etc.).

1. WELCOME

All members of the group join hands and greet each other, calling each other by name.

2. WARM-UP

Game "Affectionate Name"

Children stand in a circle. The teacher asks to remember how they are affectionately called at home. Then it is proposed to throw the ball to each other. The child to whom the ball hits calls his affectionate name. After everyone has called their names, the ball is thrown in the opposite direction. At the same time, you need to remember and name the affectionate name of the person to whom you throw the ball.

3. ANALYSIS OF HOMEWORK

Children optionally read out their questionnaires “Here I am!”.

Which child do you have the most in common with?

Whose answers did you find the most interesting?

What question was the most difficult for you to answer?

Try comparing yourself to someone you know well. It could be a close friend or girlfriend. Look for differences in appearance, style of dress, manner of speaking...

4. WORK ON THE TOPIC OF THE LESSON

Information block.

Conversation "What do I know about myself?"

Leading. What, besides our appearance, makes us different from others?

In the form of a group discussion, various spheres of manifestation of the “I” are discussed. How are children different from each other? What do they have in common?

Participants are given an idea of ​​the structural components of personality:

– “I am physical” (my body, age, gender, features of appearance);

- “I am intellectual” (my mind, ideas, interests);

– “I am emotional” (my feelings, experiences);

- “I am social” (each person plays many social roles at the same time: at school - a student, at home - a son, daughter, grandson, granddaughter; in addition - a collector, athlete, participant in a theater studio).

It is necessary to show the importance of self-knowledge and positive self-perception.

Game "Who am I?"

Participants are given the task to write 10 definitions that answer the question "Who am I?" and are their characteristics.

Each answer should begin like this: "I am..."

Analysis. What is the ratio of positive and negative self-image? What definitions did you put in the first place? Why are these manifestations so important to you?

5. WARM-UP

Game "Homeless Hare"

Participants sit on chairs placed in a circle. One chair is removed. The leader remains in the center of the circle. At will, he chooses any sign that a certain number of participants have, and asks them to change places. For example: "Change places all those who have blond hair, who love dogs, are fond of dancing." Those with this sign stand up and change places with each other. The leader's task is to take the vacant seat. The one who did not have enough chair becomes the leader and comes up with a new sign.

6. WORK ON THE TOPIC OF THE LESSON

Exercise "Find yourself"

Participants are offered a set of various items: a shell, various toys, three-dimensional geometric shapes, etc. It is suggested to look at them and choose one item that is most liked and close to the participant. Task: to come up with and tell a story, a fairy tale, a parable about this subject.

Information block

Leading. Each person is capable of much if he manages to look into himself in time and see the grain that will give reasonable shoots. In adolescence, you need to learn to make decisions, take independent actions and take responsibility for them. An act makes a person. Each person is an individual, an individual. Think about what features are typical only for you. Every child is interesting and talented. How to become a person capable of realizing their full potential? You need to listen to the advice offered by people who have the right to it.

CHARLIE CHAPLIN'S ADVICE

Don't be afraid to make a decision and see it through to the end.

Stay productive, creative and take reasonable risks.

Look for the positive in yourself and show it.

Don't be presumptuous and don't be afraid to ask questions.

Look for your interest in various things and try yourself in them.

Don't miss a moment of good luck.

Do not make impossible demands on yourself, but at the same time strive to conquer new heights.

Listen to yourself and study yourself. This will give you the strength to move forward.

Be clear about your strengths and weaknesses. This contributes to success.

Learn to enjoy every day you live and learn to learn from it.

Love people and they will love you back.

7. HOMEWORK

Draw yourself in the form of a plant, an animal.

8. REFLECTION

ACTIVITY #3. “I am in the world of people” (1 hour 20 minutes)

To live happily, I must be in harmony with the world. L. Wittgenstein

Purpose: to develop communication skills, to develop a friendly attitude towards each other.

Materials: a ball of thread, a candle, a tape recorder, an audio cassette.

1. WELCOME

Participants are invited to form a circle and divide into three equal parts: "Europeans", "Japanese", "Africans". Each of the participants goes in a circle and greets everyone in their own way: the “Europeans” shake hands, the “Japanese” bow, the “Africans” rub their noses. The exercise is fun and emotional, it energizes the group.

2. ANALYSIS OF HOMEWORK

All works are posted on the stand. Participants try to guess the identity of the drawings, share their impressions. Children can answer the following questions as they wish:

What did you feel while painting?

Why did he portray himself this way?

Are you satisfied with your portrait?

Why do you think all drawings are different?

3. WORK ON THE TOPIC OF THE LESSON

Exercise "Klub"

Children take turns turning to each other with the words: “I am glad that you, Olya, are next to me.” The first player wraps the end of the thread from the ball around his finger and gives the ball to the person he is addressing. The participant who receives the ball winds the thread around his finger, turns to his neighbor and gives him the ball. When everyone is connected by one thread, raise their hands up, then lower them to their knees. It is very important to do everything at the same time so as not to destroy the general circle. Then the ball is wound in the opposite direction. At the same time, each child winds his part of the thread on a ball, referring to another neighbor with the same words.

Exercise analysis. Was it easy to say nice things to other children? Has anyone said anything nice to you today? How are you feeling now?

Information block

Leading. Man cannot exist alone. He is in a system of relationships with other people. Relationships between members of a team, groups can be built on different foundations, be in the nature of mutual support or mutual suppression. A mutually supportive system of relations unites people, gives them the opportunity to develop effectively.

Tools for increasing self- and mutual effectiveness:

- respect for each other;

- the desire to understand and empathize with each other;

- the ability to openly express disagreement with the decision of other members of the team on the basis of respect, tact (without using suppression tools).

Exercise "Kind animal"

The facilitator suggests imagining that the whole group has turned into one big kind animal. Everyone listens to how it breathes. Everyone is invited to breathe together: inhale - everyone takes a step forward. Exhale - step back. The animal breathes evenly and calmly. Then it is proposed to listen to how his big heart beats. A knock is a step forward. A knock is a step back. It is very important to do everything at the same time.

Exercise analysis. Did all children adhere to the designated rules? Did you enjoy the "animal" you were a part of? Did anything surprise you about this game?

Parable "Sun and Wind"

The sun and the wind argued which of them is stronger. A traveler rode across the steppe, and the wind said: “Whoever manages to remove the cloak from this traveler will be recognized as the strongest of us.” The wind began to blow, he tried very hard, but only achieved that the traveler wrapped himself more tightly in his cloak. Then the sun came out and warmed the traveler with its rays. And the traveler himself took off his cloak.

Analysis. what is this parable about? What conclusion can be drawn?

Exercise "Let's live together"

Participants are divided into pairs, forming two circles (external and internal). If, at the command of the leader, the players throw out one finger, then they look into each other's eyes; if at the same time on command (without agreeing) they throw out two fingers, then they shake hands, and if there are three fingers, then they hug. After completing three tasks in pairs, the outer circle moves to the right, and all tasks are repeated. When the number of ejected fingers in a pair does not match, then the command corresponding to the smaller number of fingers is executed.

4. REFLECTION

Exchange of impressions. It is carried out in a circle with the transfer of a burning candle to each other.

ACTIVITY #4 Behavior and Culture (1 hour 10 minutes)

Behavior is a mirror in which everyone shows his true appearance. I. Goethe

Purpose: to stimulate behavioral changes, to teach individualized methods of interpersonal communication.

Materials: situation cards, red, green and yellow flags, sheets of paper according to the number of participants.

1. WELCOME

All participants stand in two circles (inner and outer) facing each other. Task: greet each other with eyes, head, hands, words.

2. WARM-UP

Exercise "Massage in a circle"

All participants stand one behind the other, palms resting on the shoulders of the person in front. Each child begins to gently massage the shoulders and back of the person in front. After two minutes, everyone turns 180 degrees and massages the shoulders and back of the partner on the other side.

3. WORK ON THE TOPIC OF THE LESSON

Information block

Leading. Can a person with a lot of virtues be uncivilized? Is there a relationship between the concepts of "behavior" and "culture"?

Cultural behavior is:

Human behavior in accordance with the norms that this society has developed and adheres to;

Certain ways of communication that suggest the rules of behavior in a given situation.

These ways of communicating teach us to behave properly:

At the table;

Be polite and helpful with elders;

Be able to behave in an unfamiliar and well-known society;

Know how to behave at school;

With friends.

The culture of behavior is brought up from childhood. Good manners are essential for everyone. If they become an internal need of a person, they will help to a large extent eliminate many reasons for a bad mood, which still sometimes gives rise to rudeness and bad manners in people. “Good decency is based, like the requirements of good taste, on common sense, on the laws of human tact, which are developed without much difficulty by everyone who is demanding of himself and attentive to people,” Lev Kassil wrote. A cultured person is a person who is convinced of the rightness of his behavior. In the models of his behavior in various situations, he relies not on the need to observe external decorum, but on his conscience - the measure of a person's culture.

Exercise "Burn into a circle"

Leading. Stand in one big circle, hold hands. One child should stay behind the circle and try to break into it. As soon as he succeeds, the next one should go outside the circle and try to break into it. Please be careful not to hurt anyone.

Let as many children as possible enter the circle. If the child is unable to do this, please make sure that he is out of the circle for no more than one minute. Children must let this child into the circle, and someone else leaves it and continues the game.

Exercise analysis. what did you do to get inside the circle? How did you feel when you were part of the circle? What did you feel when you entered the circle?

Exercise "Assess the situation"

Participants work in pairs. They receive cards indicating the situation to be acted out. The rest of the children evaluate the remarks and behavior of the guys. To evaluate the roles played, flags are used: red flag - a person acts dangerously; green flag - the person is doing the right thing; yellow flag - the person is doing the right thing.

Situation 1. Train compartment. There are three people in it. At the next station comes a new fellow traveler. Show how people in the compartment will communicate.

Situation 2. There is a queue in the store. You asked the last person in line to warn those who come later that you have moved to another department. When you came and took your place, people began to resent.

Situation 3. Your best friend is misbehaving. You know that. Your actions.

The group expresses an opinion on the situation being played out and puts forward versions of the correct behavior. Students are given cards with a list of moral qualities to fill out.

Children should note the degree of expression of these qualities in themselves. Evaluation goes as follows: B (high degree of severity); C (medium severity); H (low severity); dash (absence of this feature).

Moral quality Properties, signs, elements that characterize this quality of personality

Degree of formation

Humanity 1. Gratitude 2. Generosity 3. Politeness 4. Goodwill 5. Kindness 6. Compassion 7. Mercy 8. Love for people 9. Caring for others 10. Obedience 11. Generosity 12. Ability to forgive 13. Attention, attentiveness

Exercise "Gift"

Leading. Now we will give each other gifts. By means of pantomime, everyone depicts an object and gives it to a neighbor on the right (it can be a flower, ice cream, a ball, etc.). Thank you for the gift.

Exercise analysis. what do you need to think about and what to do to give a gift? Which is easier: to think about how to act, or to perform an action?

4. REFLECTION

ACTIVITY #5. “Communication in my life” (1 hour 20 minutes)

Let's understand each other perfectly, so that if we make a mistake once, we won't make a mistake again. Bulat Okudzhava

Purpose: to give an initial idea of ​​the importance of communication in human life.

Materials: sheets of paper and pens according to the number of participants, a tape recorder, audio recordings.

1. WELCOME

The facilitator invites the children to say hello to each of the group by the hand and at the same time say: “Hi! How are you?" These are the only words to be spoken. You can free your hand from greeting only after the participant begins to greet the next member of the group with the other hand.

2. WARM-UP

Exercise "Breathing"

Leading. Sit comfortably in a chair. Relax and close your eyes. On your own command, try to turn your attention away from the external situation and focus on your breathing. In this case, you should not specifically control breathing, you do not need to disturb its natural rhythm.

3. WORK ON THE TOPIC OF THE LESSON

Information block

Leading. Our entire society is made up of men and women. Interaction begins from birth: first in the family circle, then in kindergarten, at school. This is where the fun begins: the older you get, the better you understand who you like, who you don’t, who you would like to be friends with and who you don’t, and by the 6-7th grade you already accurately determine their likes and dislikes. There are many questions related to communication in various situations. But it is true that all people have the ability and ability to communicate with other people. Someone can do it better, someone worse.

Communication is the interaction of people with each other. Communicating, people pass on knowledge and experience to each other, exchange opinions and impressions, share feelings, discover other people and at the same time get to know themselves better. Distinguish between verbal and non-verbal means of communication. Verbal communication is words; non-verbal communication - facial expression, posture, gestures, gait.

Issues for discussion

– Is your communication with other people always successful?

Is it necessary to learn how to communicate? Why do you think this is needed?

“The most important luxury on earth is the luxury of human communication” (Antoine de Saint-Exupery).

Can you confirm or refute this phrase?

Has anyone told you the words: “I don’t want to communicate with you”?

Were these words true?

How did you react to them?

Communication is a kind of understanding of another person. It is necessary to create conditions for the interlocutor to speak out, it is necessary to listen carefully to him, try to understand his thoughts and feelings. Only in this way can a situation of mutual sympathy arise. You will become interesting to your friends, they will be happy to communicate with you. Agree that in the game you can reproduce the most incredible situations, come up with all sorts of solutions.

Exercise "Empty Chair"

The exercise requires an odd number of participants. Preliminarily, everyone is calculated for the first or second. All the second numbers sit on chairs, the first ones stand behind the backs of the chairs, the member of the group left without a pair stands behind the back of a free chair. His task is to invite someone from those sitting to his chair. At the same time, he can use only non-verbal means, he does not need to say anything. Those who sit on chairs want to get into an empty chair. The task of those who stand behind the backs of the chairs is to keep their wards. To do this, you need to take them by the shoulders at the moment when they are about to transfer. The leader makes sure that the hands do not hold all the time over the wards. After a while, the participants change places. In this case, one of the standing remains to stand behind the chair.

Exercise analysis. how did you invite someone to your chair? How did you understand that you were invited to the chair? What do you like better: standing behind a chair or sitting on a chair?

Test game "It's nice to talk with you"

Leading. It is known that quarrels between people most often arise due to the lack of a culture of communication. In quarrels, people often blame others.

Whether we can communicate is best known by those with whom we communicate. On the street, at school, you have to constantly communicate with peers. Let's check how you communicate with the test "It's nice to communicate with you." Try to answer frankly and immediately.

Children are given small sheets on which they write the corresponding values ​​​​for each student (the number of sheets for each is equal to the number of people in the group).

The decoding of the points is written on the board:

2 - it is very pleasant to communicate with you;

1 - you are not the most sociable person;

0 - I don't know, I don't communicate with you much;

-1 - sometimes it is unpleasant to communicate with you;

-2 - it is very difficult to communicate with you.

Each sheet is folded and the name of the person to whom the note is intended is written on the back. All notes are collected in a box, and the presenter distributes them to the addressees, warning that the scoring will need to be done at home.

Exercise "Willow in the wind"

Leading. Divide into groups of 7-8 people. The group becomes a close circle, shoulder to shoulder, in the center of the circle - one person. The rest are in the poses of volleyball players taking a low ball: one leg is extended slightly forward to maintain balance; arms bent at chest level, palms forward. Imagine a warm summer night. Crickets sing, a light wind shakes the sensitive branches of the willow. Now, with light movements of the hands forward, we will depict the gentle touches of the wind, slightly swaying the willow. "Willow" stands in the middle of the circle: legs together, arms crossed over chest, eyes closed. Keeping the legs in the same position, and the body straight, but completely relaxed, the "willow" gives itself up to the wind, swaying from side to side, back and forth. Those standing in a circle support her with soft pushes of the palms. Each of the children in turn becomes a “willow”, swaying from the gentle touches of some “breezes” and carefully supported by others.

Players must be warned about safety precautions: at least four people must support the "willow", and the rest must constantly remember that a light breeze must not turn into a hurricane, that is, soft shocks must not turn into strong ones. The teacher, in pauses, when the children switch roles, emphasizes that the “willow” shows other children how much she trusts them, and the “winds” must justify her trust.

Leading. Analyze your interactions with people. I suggest you memorize the rules and passphrases of communication.

SECRETS OF EFFECTIVE COMMUNICATION

In communication:

1. Don't justify yourself! (They don’t understand me, they don’t appreciate me, they are unfair to me, I forgot, etc.).

2. Do not relieve yourself of responsibility!

3. Do not communicate with people only because of external stereotypes!

4. Be sincere!

5. Be courageous!

6. Be fair!

7. Consider other people's opinions!

8. Don't be afraid to tell the truth!

9. Rejoice in the success of the people around you!

10. Be natural in communication!

11. Do not be afraid of the truth expressed in your address!

12. Analyze your relationships with people, look at them like in a mirror!

4. REFLECTION

What did you like?

What would you like to change?

Let's evaluate our lesson: at the expense of "three", show the required number of fingers of one hand.

ACTIVITY #6: Communication and Respect (1 hour 20 minutes)

If you want to achieve the goal of your aspiration, ask politely about the path you have strayed from. W. Shakespeare

Purpose: to form the skills of effective everyday communication, to develop a friendly attitude towards each other.

Materials: sheets of paper and pens according to the number of participants.

1. WELCOME

All participants stand in two circles facing each other. They are offered the task of greeting each other with their eyes, head, hands, words.

2. WARM-UP

Exercise "I am glad to communicate with you"

The host invites one of the participants to reach out to one of the guys with the words: “I am glad to communicate with you.” The one to whom they extended their hand takes it and holds out their free hand to the other, pronouncing the same words. So gradually, in a chain, everyone joins hands, forming a circle.

3. WORK ON THE TOPIC OF THE LESSON

Exercise "Decipher the word"

Leading. Imagine that the word "communication" requires decoding, but unusual. It is necessary to use each letter included in the word in order to characterize the concept of "communication". For example:

O - association, openness;

B - proximity, security;

Щ - generosity;

E - unanimity;

N - necessity;

And - sincerity, truth;

E - unity.

Participants work independently in small groups. At the end of the work, the children discuss the results of the study and explain their choice.

Information block

Leading. We enjoy spending time with those who understand us, who are interesting to us, and try to avoid communication with people who are unpleasant and do not cause sympathy. However, such communication is not only inevitable, it can be fruitful and useful.

Abraham Lincoln, America's great president, is an example of this. He built his communication with people in such a way that he not only did not avoid communication with people unpleasant to him, but also responded to hostility in relation to himself with a warm and humane attitude. In 1864, in the midst of an election campaign for the presidency, Abraham Lincoln had to face a very determined, powerful and vindictive opponent, Charles Saword. This man used every opportunity to express a negative attitude towards the future president of America. However, despite this, Lincoln won and, unexpectedly for everyone, invited Soward to take one of the key posts in his administration. Lincoln's inner circle could not understand why the president did this and how he managed to find a common language with Soward.

Lincoln was not only smart, but extremely far-sighted. He was able to discern the outstanding personality traits in Soward and turned hatred into friendship.

Soward was struck by Lincoln's attitude towards himself, he served faithfully in his administration in favor of the president and the state. It was Soward who became the man with whom Lincoln spent the last minutes of his life when he was mortally wounded.

There is no such person with whom it would be impossible to find common ground. In order to get along with someone, make friends, you need to make an effort, work with your soul and heart, overcome mistakes in assessing the people you communicate with.

Exercise "Come closer"

The central participant is selected. He stands with his back to his comrades. Each member of the group approaches him in turn. You can vary the movement: approach slowly, quickly, waddle ... When the central participant feels that he is becoming uncomfortable, he says: “Stop!” - and the suitable one stops.

Exercise analysis. How did you feel when you stood with your back to the band members? How close did you let your partner come to you? Why? How else can you make it clear to another person that he has approached your “boundaries”? Did the participants show respect for a comrade who had his back to the group?

Information block

Leading. Respect is such an attitude towards people in which we appreciate a person despite his shortcomings. Even if a person does not agree with our opinion, this is not a reason not to respect him.

Respect entails being kind to a person. It is possible to cultivate a respectful attitude towards people only if we learn to see in any person, first of all, his positive qualities. When we do not respect a person, we are annoyed by his manners, clothes, behavior. However, there are ways that allow a person to develop respect for another.

FIRST is tolerance. Tolerance for feeble old age, tolerance for maternal anxiety, for paternal exactingness, for childish helplessness, for human pain and suffering.

SECOND - this is tuning on the same wavelength with a person who, in your eyes, is not worthy of respect, and an attempt to look at the world around him through his eyes.

THIRD - thinking about how a person treats us, respect for whom it is so difficult for us to show.

Exercise "Blind and guide"

The exercise is done in pairs. One of the participants is “blind” (he is blindfolded), the second is his “guide”, trying to carefully and carefully guide his partner through various obstacles created in advance (tables, chairs, etc.). If there are those who wish to take part in the game, then they can create "barricades" from their bodies, spreading their arms and legs, freezing anywhere in the room. The guide's task is to guide the "blind" so that he does not stumble, fall, or hurt himself. After completing the route, participants can switch roles.

In the game, the "guide" can contact the "blind" in different ways: to talk about what needs to be done, or simply to lead him along, raising the "blind" leg to the desired height, for example, to step over an obstacle. Thus, the possession of verbal and non-verbal means of communication is trained. It is possible to worsen the orientation of the “blind” in space by spinning on the spot after he was blindfolded.

Exercise analysis. How did you feel when you were "blind"? Did the “guide” lead you carefully and confidently? Did you always know where you were? How did you feel in the role of "guide"? What did they do to arouse and strengthen the trust of the “blind”? In what role did you feel more comfortable? Did you want to change the situation during the game?

Answers can begin with the following sentences:

It was easy for me because...

It was difficult for me because...

So communication is:

The desire for understanding;

Desire to be understood;

Attention and attentiveness not only to familiar people;

Willingness and ability to express themselves positively.

4. REFLECTION

LESSON № 7. "Conflict - inevitability or..." (1 hour 20 minutes)

I am not looking for conflicts, but I am not afraid of conflicts, I boldly go for their solution. G.N. Sytin

Purpose: to teach children to search for alternative behaviors in conflict.

Materials: tape recorder, audio recordings.

1. WELCOME

Participants are invited to form a circle and divide into three equal parts: "Europeans", "Japanese", "Africans". Each of the participants goes in a circle and greets everyone in their own way: the “Europeans” shake hands, the “Japanese” bow, the “Africans” rub their noses.

The exercise is fun and emotional, it energizes the group.

2. WARM-UP

Exercise "Chopping wood"

Leading. Imagine that you need to chop wood. Take an imaginary ax in your hands, take a comfortable position. Bring the ax high above your head, sharply lower it onto an imaginary log. Chop wood, sparing no effort. Together with the exhalation, it is useful to make some sounds, for example: “ha!”

3. WORK ON THE TOPIC OF THE LESSON

Leading. We are all different: everyone has their own views, habits, dreams. And this means that our interests and the interests of those around us may not coincide. Sometimes this becomes the reason leading to the emergence of conflicts (barriers in communication). A classic example of an unresolvable conflict is two rams who do not want to give way to each other on a narrow bridge.

The facilitator writes a statement on the board and asks the participants to explain its meaning:

“People become lonely if they build walls instead of bridges” (S. Lets).

During the discussion, children come to understand the "barriers (walls) in communication" that appear during quarrels between people. At the same time, one or both parties use appropriate verbal and non-verbal techniques that prevent positive communication.

A conflict is a clash of opposing interests, views, a serious disagreement, a sharp dispute.

Game "Pushers without words"

Participants move freely around the room, touching each other, pushing, tapping, pinching, but no one talks. Then they share their impressions of the game and report whether it was difficult to do all this silently.

Analysis. Was there a feeling of tension and irritation? Could a conflict break out between some of the players? What helped to avoid conflict?

Game "Situation"

Pupils are invited to act out the situation “In the classroom”.

The facilitator formulates the situation: “Imagine that one of you enters the class after an illness, and his desk is occupied by a new student. He begins to sort things out with the order: “Now free my desk!”

Then the behavior and reaction of both partners is discussed: Was it possible not to bring the situation to a conflict?

The scene is played out several more times in different versions. Relationships are clear:

- with a threat, instructions, teachings (it was necessary first to make sure that this desk was free, and only then to occupy it);

- with criticism (if you were smart, you would know that you should not take someone else's desk);

- with generalizations (you are as stupid as all the newcomers);

- with indifference to the newcomer (he is not worthy of my attention).

All options are discussed: children develop the situation, show its consequences, the student who was able to adequately get out of the conflict situation is noted.

Analysis. What is the purpose of resolving any conflict? Is it possible to turn the conflict from a quarrel into a constructive dialogue?

Brainstorming “Conflict.

Solutions »

Apologize if you're really wrong.

Learn to calmly listen to your partner's complaints.

Always adhere to a confident and even position, do not go over to criticism.

Try to switch the conversation to another topic (say something kind, unexpected, funny).

Leading. Consider some options for behavior in a conflict. What are their strengths and weaknesses? Remember how the conflicting parties behaved in the game? Was their choice of conflict resolution effective?

RIVALRY. You stubbornly defend your point of view, in no way inferior to your opponent. Such tactics are justified when something really important and significant is being decided, and any concession seriously affects your dignity and the dignity of your loved ones, puts your well-being and health at risk. Constant adherence to this tactic can earn you a reputation as a brawler and an unpleasant person.

AVOIDANCE. You pretend that there are no disagreements, everything is fine. Such a tactic sometimes requires remarkable endurance. However, it (tactics) can be used if the subject of the dispute does not matter much to you (it is hardly worth bringing the matter to a conflict if your friend claims that Steven Seagal is an actor of all times and peoples, but he is not so much for you and like it). If at the moment the conflict cannot be resolved, in the future these conditions may appear (you are terribly annoyed by your friend's cousin who came to visit her, but is it worth it to conflict, because she came for a while). But this avoidance tactic should not be used all the time. Firstly, this is a considerable burden for the psycho-emotional state: an attempt to drive emotions inside can negatively affect health. Secondly, if you pretend that everything is fine, then the conflict situation persists indefinitely.

COOPERATION. You consider your opponent as an assistant in solving a problem that has arisen, you try to take the point of view of another, understand how and why he does not agree with you, and make the most of his objections. For example, you propose to celebrate the New Year in the country, and a friend is against it. Try to listen carefully to your friend's objections. What exactly causes him doubts: problems associated with heating the house, the inability to obtain consent from the parents, or something else. Pay attention to the weaknesses of your plan that can ruin a wonderful holiday. If you come to a consensus together, the conflict will surely be settled. You can cooperate not only with friends, but even with those who can hardly be considered well-wishers.

DEVICE. This variant of behavior assumes that one of the conflicting parties gives up its own interests and sacrifices them to another person. You may object: why on earth should I yield? But in some cases, this behavior is the most correct. For example, your mom hates rock music and thinks it's horrible. Should I try to convince her and conflict? Why make a dear, loving person nervous? Try to give in, turning on the music when mom is not at home.

COMPROMISE implies that both sides make concessions in order to overcome a contentious situation. So, you agree with your parents that you can come home an hour later in the evening, provided that you prepare your homework in advance, tidy your room, etc. Compromise requires both parties to strictly comply with obligations. After all, the violation of an agreement is in itself a reason for the emergence of a conflict, in which it will be much more difficult to reach an agreement, because trust has been lost.

But no matter how diverse the strategies of behavior in a conflict situation, an indispensable condition for its constructive resolution are:

- the ability to understand your opponent, to look at the situation through his eyes;

- the desire to objectively understand the causes of the conflict and its course (usually in the heat of a quarrel, only the “aerial part of the iceberg” is visible, which does not always allow one to correctly judge the true problem);

- willingness to restrain their negative feelings;

- the willingness of both to find a way out of a difficult situation. It is necessary to focus not on “who is to blame?”, but on “what to do?”.

Do not forget that a sense of humor often helps to get out of a conflict situation.

Exercise on "I-statement"

Leading. How to express your point of view without offending your partner? You can use the "I-statement" scheme in a conflict situation.

Event - "When ..." (description of an undesirable situation): "When you yell at me ..."

Your reaction - "I feel ..." (description of your feelings): "I feel helpless ..."

Preferred Outcome - "I would like to ..." (description of the desired option): "I would like us to calmly figure it out."

Justification formula - "I would like ... because ..."

"I-statement" allows the other to listen to you and react calmly, assumes the responsibility of the speaker for the behavior in the conflict.

"You-statement" ("You interrupt every time", "You never say hello") is aimed at blaming the other person. Learning not to conflict with others, not to get annoyed is not at all easy - this cannot be achieved with simple training and exercises. The surest way is to put things in order in yourself.

4. REFLECTION

ACTIVITY number 8. “Is a compliment a serious matter?” (1 hour 20 minutes)

Let's compliment each other, because these are all happy moments of love. Bulat Okudzhava

Purpose: to develop the ability to notice positive qualities in people, to express it in a friendly and pleasant way.

Materials: fabric bags, cardboard hearts.

1. WELCOME

Everyone greets each other by name.

2. WARM-UP

Exercise "Sack "Screamers"

All members of the group are given "bags of shouts". The facilitator explains that as long as the children have bags in their hands, they can scream and squeal as much as they want in them. After a while, the bags are tied with ribbons, all the "chants" are closed.

3. WORK ON THE TOPIC OF THE LESSON

Leading. Do you agree with the following statements:

- A cultured person is distinguished by the ability to communicate pleasantly and freely with others. He can carefully listen to what the interlocutor says, even help him express his opinion.

- Such a person will be able to arrange for a conversation even a closed or upset person.

- Almost every person has the opportunity to become a charming and friendly conversationalist.

Does such a thing as a “compliment” help productive and friendly communication?

Compliment - kind, pleasant words, flattering feedback.

Alas, in the minds of some people there is an idea that a compliment is flattery, a way to get the location or attention of another person for the sake of any personal goals.

Flattery is hypocritical, obsequious praise.

So, do you live in friendship and harmony with people? Can you always please yourself? How to achieve this? Let's talk about it.

Exercise "Step forward"

The facilitator invites two participants (preferably friends) to come, for example, to the blackboard and stand facing each other from different sides of the class. Task: you need to take a step towards a friend and say something nice to him. The next step is taken by the second participant, and so on.

Usually the task is embarrassing. Children do not immediately remember pleasant words. The first steps towards, as a rule, are made quite large in order to quickly get closer. The facilitator notes that we are often embarrassed to say good words even to a friend. It is possible that some conflicts with parents and friends are due to the fact that we rarely say nice things to them.

Leading. With the help of a compliment, you can correct the mood, change it in a positive direction:

“You look so wonderful!”

- “Yesterday you made an interesting report, everyone just listened!”

If your mood leaves much to be desired, then, naturally, such words will help to cheer up and think: is everything really so bad? And, perhaps, prevent a rash act.

Do you remember the last time you spoke kind words to each other? It's never too late to start giving compliments. They will help get rid of quarrels and tension, support someone who is having a hard time.

But the ability to give compliments is a whole art! After all, compliments are different! You can say: “You are just super!”, “You are wonderful!”. But this option has drawbacks - it is not always clear why you are praising a person. In addition, there may be a feeling that this is a happy excuse, said for reasons of politeness, observance of the rules of decency.

You can praise not the person himself, but what is dear to a person: “Listen, what a wonderful collection of stamps you have! I have never seen such an interesting one!”; “Yesterday I saw your photos at the exhibition. Everyone around gasped like that. They say they are very professional. The color and composition are perfect!

But for this you need to know well the tastes and interests of a person, what he is proud of, what he considers worthy.

Sometimes you can give a compliment by comparing a person with people dear to you or famous and popular people. For example: "You are as courageous as...", "You move as easily as...". The only thing to consider is whether the interlocutor knows with whom he is being compared.

Compliment King Game

All participants sit in a circle. In the center stands a chair - a throne. Each has a heart cut out of cardboard. Some hearts have an arrow in the center that pierces them. The participant chosen by lot (or simply the first to volunteer) sits on the throne. The others take turns complimenting him. After that, the one sitting on the throne comes up to each and hands over a heart. The pierced heart is awarded to the person whose compliment made the most impression. The game continues until all the participants have been on the throne. Then the one who scored the most pierced hearts is determined. It is he who becomes the king or queen of the compliment.

Analysis. was it easy to find the right wording for the compliment? Was it easy to say compliments out loud? What feelings did you experience when you said compliments and when you heard them addressed to you? What was more pleasant - listening to compliments or saying them?

Do not forget to notice and evaluate the good that is in your friends, relatives, acquaintances. A few nice words, spoken with a kind smile, can often turn your opponent into your supporter.

The famous American psychologist Dale Carnegie, in his book How to Win Friends and Influence People, lists six rules, following which people will like you:

Rule 1. Be genuinely interested in other people.

Rule 2. Remember that a person's name is the sweetest and most important sound for him in any language.

Rule 3. Smile.

Rule 4: Be a good listener. Encourage others to talk about themselves.

Rule 5. Talk about what interests your interlocutor.

Rule 6. Inspire your interlocutor with the consciousness of his significance and do it sincerely.

During the discussion, the participants express their attitude to the rules.

4. REFLECTION

LESSON No. 9. "It's hard to live without friends in the world..." (1 hour 10 minutes)

A true friend is faithful everywhere in happiness and trouble. W. Shakespeare

Purpose: to comprehend the concepts of "friend", "friendship", to improve communication skills.

Materials: sheets of paper and pens according to the number of participants, felt-tip pens, scarf, tape recorder, audio recordings.

1. WELCOME

All participants join hands and greet each other, calling neighbors by name.

2. WARM-UP

Exercise "Soldier and rag doll"

Participants are invited to imagine that they are soldiers who stand on the parade ground, stretched out to attention and frozen. As soon as the leader pronounces the word "soldier", the children portray such military men. After the participants stand in a tense pose, the command “rag doll” is pronounced. When doing it, children should relax as much as possible: lean forward slightly so that their arms dangle, as if they were made of cloth and cotton. Then comes the first command... and so on. The game ends at the relaxation stage.

3. WORK ON THE TOPIC OF THE LESSON

Participants are asked to complete the sentences written on the board:

- "A true friend is the one..."

- "Friends are always..."

- "I can be friends with people who..."

- "You can be friends with me because ..."

If desired, the children read out their sentences. Then the facilitator sums up: friends are those whom we trust, who will not betray, will not let us down, are able to support, sympathize. We can trust a friend with our secrets.

Exercise "Siamese twins"

The exercise is performed in pairs. A thin scarf or handkerchief binds the hands of children standing nearby (right and left). In this case, the brushes remain free. Children are given a felt-tip pen. Task: draw a general drawing on one sheet of paper. You can only draw with the hand that is tied to the partner. The theme of the drawing is suggested by the presenter or the participants themselves choose.

It is necessary to warn the players that not only the quality of the drawing is evaluated, but also the process of work: were there disputes and conflicts between the participants, did they take the same part in the work, did the children discuss the plot of the drawing, the order of drawing, etc. You can tactfully recall mistakes in cooperation allowed by children, but before that it is necessary to note the positive aspects of communication.

Exercise analysis. what was the hardest thing? Did you like your drawing? What is required for cooperation?

Exercise "Looking for a friend"

Leading. Every person needs a friend in life. When it is not there, the person tries to find friends. Many newspapers now print ads for those who want to find friends or just like-minded people. What qualities are mentioned in such ads?

We will also try to make such an announcement. Let's call it "Looking for a friend." You can tell a little about yourself, about your hobbies, favorite activities. The ad doesn't have to be big, but try to be sincere. You can not sign the text or come up with a pseudonym. We will post the announcement on the stand with the name "Looking for a friend." If someone is attracted to a particular ad, they will leave a note on it. As a result, some ads will be leaders.

Exercise analysis. Did you like all ads? Was it difficult to write about yourself? Why did you want to respond to a particular ad or lead ad?

4. REFLECTION

LESSON № 10. "On the way to harmony..." (1 hour 20 minutes)

Sincerity, balance, understanding of oneself and others - this is the key to happiness and success in any field of activity. G. Selye

Purpose: to consolidate the acquired knowledge.

Materials: sheets of paper according to the number of participants, colored pencils or felt-tip pens, a candle, a tape recorder, audio recordings.

1. WELCOME

All members of the group join hands and greet each other, calling their neighbors by name.

2. WORK ON THE TOPIC OF THE LESSON

The game "Thank you for being there!"

All participants stand in a circle. One of them stands in the center of the circle, the other approaches him, shakes hands and says: “Thank you for being there!” They hold hands, and each next participant comes up and says: “Thank you for being there!” - takes the hand of one of those standing in the center. When all the players are in the center of the circle, the leader joins the children with the words: “Thank you for being there!”

Exercise "Finish the sentence"

Participants are invited to write (or say) the end of the sentences:

I really want my life to be...

I will know that I am happy when...

– To be happy today, I (do)...

Game "Magic Chest"

The leader with his hands depicts how he boldly lowers a large chest and opens it. Tells the children that the magic chest contains a variety of treasures and gifts. Everyone in turn can go to the chest and choose the gift they like. This gift he depicts non-verbally, with his hands. The rest guess what he chose. After all the participants have received gifts, the host reports that there are still a lot of treasures left in the chest, closes it and the whole group together raises the magic chest into the sky.

Exercise "Draw a portrait"

Participants sit in a circle, each with a piece of paper and a pencil. All pencils are different colors. Thus, each participant has a different pencil color.

Leading. Now we will draw an unusual portrait. Each participant only begins his portrait, and the group finishes it. To do this, at my signal, you will pass your portrait to the participant sitting on the right. Having received a portrait, you paint on it: everyone can paint on whatever he wants. At my signal, you also pass this drawing to the neighbor on the right. Thus, your portrait, having made a circle, will return to you. You will receive your portrait through the eyes of the group. Since each of you has a certain color of pencil, you can understand who drew what on your portrait. Now take your piece of paper and write your name. By this inscription you will know whose portrait you have in your hands. So, let's start drawing our portrait... Stop. We pass the drawing to the neighbor on the right.

Discussion of drawings.

Game "Communication"

The facilitator says 10 sentences in order, describing the person's reactions to some situations. Participants must evaluate each of the proposals as true or incorrect in relation to themselves, writing down the serial number of the proposal on the sheet. If the statement seems to be true, then it is evaluated with the number "1", if it is incorrect, "0" is put down.

Offer list:

1. The art of imitating the habits of other people does not seem difficult to me.

2. I, perhaps, could play the fool to attract the attention of others or to amuse them.

3. I could make a good actor.

4. Sometimes it seems to other people that I am experiencing something more deeply than I really am.

5. In a company, I often 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 stand up for more than what I sincerely believe.

8. In order to succeed in business and in relationships with people, I try to be the way they expect me to be.

9. I can be friendly with people I can't stand.

10. I am not always what I seem.

After completing the task, the participants calculate the amount of points assigned (from 0 to 10). This result to a certain extent characterizes competence in the field of communication. The higher it is, the better the person is able to communicate. You can compare the results and determine the most skillful communicator.

There is a discussion.

3. END

The facilitator thanks everyone for participating in the classes, lights a candle. Participants take it in turn to take it in their hands and talk about their impressions of the classes, express good wishes to each other.

Purpose: to give the concept of the main moral category "Respect", the formation of the ability to build constructive relationships with other people and treat oneself positively.

Introduction:

1. Listening to calm music.

2. Have a conversation about respect.

Students are asked the question: What does it mean to show respect for people?

Students express their opinions with arguments, proving their point of view.

The psychologist, summarizing the statements of children, concludes: Show respect for people means honoring them and respecting their rights. Respect is manifested in a polite manner of speaking, in a careful attitude to other people's things. The best way to learn to respect people is to think about how you want to be treated.

3. Test “Steps to Success”

Children must answer yes or no: does a person show respect who ...?

a. Listens to the advice of elders
b. Obey school rules
in. Doesn't interrupt during a call
d. Responds rudely to his mother
e. Arguing with adults
e. Uses polite words in his speech

Main part

1. Storytelling: “Old grandfather and granddaughter” (L.N. Tolstoy)

The grandfather became very old. His legs could not walk, his eyes could not see, his ears could not hear, he had no teeth. And when he ate, it flowed back from his mouth. The son and daughter-in-law stopped putting him at the table, and let him dine at the stove. They took him down once to dine in a cup. He wanted to move it, but dropped it and broke it.

The daughter-in-law began to scold the old man for spoiling everything in the house for them and breaking cups. And she said that now she would give dinner in the pelvis. The old man just sighed and said nothing.

Once a husband and wife sit at home and look - their son plays on the floor with planks, something works out. Father asked:

What are you doing, Misha?

And Misha says:

It's me, father, I'm doing the pelvis. When you and your mother will be old, so that you from this
feed the pelvis.

Husband and wife looked at each other and wept. They felt ashamed that they offended the old man so much. And since then they began to put him at the table and look after him.

2. Resolution of moral situations

Ask how the children will act in a given situation:

a. During the Training, you really want to talk to a friend. If you show respect to the teacher, what will you do?
b. Your mom is having a very important conversation with a friend. You want to talk to your mom too. If you show them respect, what will you do?
in. Your classmate was insulted in front of your eyes. If you show him respect. what will you do?

3. The game "Consonance"

Two children, standing with their backs to each other, at the signal of the teacher, begin to move away from each other in different directions. They must simultaneously look around, and without any signal from the group or each other, i.e. they should feel the moment when the partner wants to look back, and do it. Then they share their feelings.

4. The game “One and Together”

Objectives: During this activity, children gain experience in both individual and collaborative work. First, everyone is given the opportunity to draw something of their own on their edge of the sheet. The partners then discuss what they want to draw together in the middle. Then they implement this joint idea together. This exercise is a great start for children who are not used to working together yet.

Materials: For each pair of children, a large sheet of paper (A4 format) and colored pencils, felt-tip pens.

Instruction: Think with who from the class you have already done something together ... Do not say the answer out loud ... Now think about who from the class you have not done anything together at all, or it was very rare ... Now you will need together ste with a partner to draw a picture. Decide for yourself if you want you, so that someone with whom you have already collaborated becomes your partner before, Or maybe you want to try out how you can collaborate with a student you haven't collaborated with yet...

Now break into pairs as you decide ....

Sit across from each other and place a piece of paper between you. Divide it into three equal fields with two lines. First you can you can draw on your edge of the sheet what you yourself want. You have five minutes for this.

And now you will need to draw something together in the middle of the sheet. Discuss in pairs what you want to draw there. I have two minutes to plan a future drawing.

You can start drawing together in the center of your sheet. If you want to talk, you can do it. Try to come up with a solution that suits both of you so that further drawing is a pleasure for each of you. You have ten minutes for this.

After that, have each mini-team present their results to the class.

Exercise analysis:

Was it easy for you to draw with your partner?

Are you satisfied with your joint work?

What did you like more: cooperation with a partner or your own, individual work? What was more difficult?

How do you think you managed to cooperate with your partner? Why do you think so?

Final part

Thinking about quotes:

“Respect is a garment that suits all, old and young.”

"Respect yourself if you want to be respected."

Homework: Together with parents or other family members, learn the quote from the Training.

Goals:to help students realize the importance in the process of communication of such a feeling as respect; developing the ability to develop the skills of compromise behavior, determining its causes and boundaries.

Education of tolerance, respect for others

Materials: class presentation,episode of the story by V. Tokareva “I am. You're. He is” by roles. The roles are played by mother and son (or a fragment of the film "You Are" directed by Vl. Makeranets).

BUT ) chalk, ball

B) forms to fill out (one for each table), A4 sheet (in the shape of a flower) for each

C) emoticons by the number of participants (6 red, yellow, orange, green each)

D) reflection on the board.

D) cards with inscriptions (mother; friend; younger brother, sister; elder brother, sister; teacher; head teacher; classroom teacher; grandmother grandfather)

Lesson progress

Tables (4 tables, 6 chairs each) are arranged in a circle, connected by 2.

Students stand in a circle.

I.greeting ritual.

Warm up.

1. Exercise "How are we similar"

You and I stood in a circle, since the circle is a symbol of openness, purity of intentions, and solidarity. And to be united, answer me the question: are we the same or not?

It turns out that we are very similar, and not only externally, but also in character. Now we will pass the ball in a circle, and say how similar. The game starts.

2. There are emoticons on the table. Each student must take 1 emoticon they like (they are different in color) and sit in the team where the emoticon lies on the table.

Rules of conduct in a group

§ Trusting, friendly communication style;

§ It is necessary to listen to each other (we speak one at a time);

§ The inadmissibility of any assessments of another: “I don’t like what I said ..., I think that .... didn’t work in class…”;

§ Active participation in all exercises;

II. Main part.

1. Motivational block.

1. Students are read a memoryVasily Alexandrovich Sukhomlinsky: “I never experienced disappointment in people because I always looked for such traits in them that cause respect. At the same time, I always found a reason to respect a person more than I expected at first.

What is the statement about?

And when does respect arise, when we are silent or speak?

And respect for whom? To close people? (for different people)

Therefore, the topic of the lesson is “Respectful relationships in communication with different people.”

2. Brainstorming "Respect"

Questions for students:

How do you understand respect?

In what cases can you say that this person commands respect?

What qualities should people worthy of respect have?

3. Watching a movie clip"You Are" dir. Vl. Makerans

A conversation about a fragment of the film.

What happened here?

What qualities does the son show? (selfishness, arrogance, cowardice)

Do we see respect here? Why not?

What key phrase was uttered by the son, speaking of disrespect? (You would ruin everything)

4. Group work. On the tables are forms in which phrases are written, these phrases must be completed.

I think respect is...

A person is worthy of respect if he ...

I respect people who...

I don't respect people who...

5. Discussion in groups. Why exactly.

Summarizing.

3. Information block.

Respect is such an attitude towards people in which we value a person, despite his shortcomings. Even if a person does not agree with our opinion, this is not a reason not to respect him.

Respect entails being kind to a person, even if they make mistakes.

It is possible to cultivate a respectful attitude towards people only if we learn to see in any person, first of all, his positive qualities. It is when we do not respect a person that we are annoyed by his manners, his clothes, behavior. However, there are ways that allow a person to develop respect for another.

Firstis tolerance.

Toleranceto feeble old age, tolerance for maternal anxiety, for paternal exactingness, for childish helplessness, for human pain and suffering.

Second- this is tuning on the same wavelength with a person who, in your eyes, is not worthy of respect, and an attempt see the world around him through his eyes.

Third- thinking about how people treat us, respect for which it is so difficult for us to show.

4. Game block. The game "Flower-respect".

Each student writes his name on the core and passes it on to another, who we write on the petal, for which you respect this person and bend the petal. At the end, the person receives "Flower" respect.

Students analyze each game by beginning their response with the following sentences:

1. It was easy for me because...

2. It was difficult for me because...

3. He was the most convincing of all ... because ...

Phone call game.

If desired, the guys are invited to an imaginary phone. Before they start talking, they need to pull out the phone number to call from the magic phone book.

The card does not contain phone numbers, but the names of people who need to be called urgently. The rest of the students do not know who the student will call. The student does not say anything out loud. He is allowed to gesticulate, sit, walk. The task of the rest is to guess by gestures, facial expressions, behavior who the student is calling.

Suggested phone message:

Mum;

Friend;

younger brother, sister;

older brother, sister;

Teacher;

Head teacher;

Classroom teacher;

Grandmother grandfather.

Exercise "Narrow bridge"

On the floor, the leader draws two long lines on some (not very wide, almost narrow) distance from each other. This will be the bridge. Two participants are selected who come from different ends of the bridge. They meet in the middle. Everyone's task is to reach the end of the bridge. To do this, the participants in the exercise game must be able to agree on how and in what way they will do this (with the use of force, persuasion, tears, etc.).

Can be set additional condition that both of them are in a hurry. The group observes how each of the participants will try to solve the task - whether he can politely convince the other to give way or push him. The effectiveness of the actions of each of the participants is discussed.

5. Information block.

We are happy to spend time with those who understand us, who are interesting to us and try to avoid communication with people who are unpleasant to us and do not arouse our sympathy. However, such communication is not only inevitable, but it can be fruitful and beneficial.

Abraham Lincoln, America's great president, is an example of this. He built his communication with people in such a way that he not only did not avoid communication with people unpleasant to him, but also responded to hostility in relation to himself with a warm and humane attitude.

In 1864, in the midst of an election campaign for the presidency, Abraham Lincoln had to face a very vindictive, determined and powerful opponent, Charles Soward. This man used every opportunity to express his negative attitude towards the future president of America. However, despite this, Lincoln won and, unexpectedly for everyone, invited Soward to take one of the key posts in his administration. Lincoln's inner circle could not understand why the president did this and how he managed to find a common language with Soward.

Lincoln was not only smart, but extremely far-sighted. He was able to discern the outstanding personality traits in Soward and turned hatred into friendship.

Soward was struck by Lincoln's attitude towards himself, he served faithfully in his administration in favor of the president and the state. It was Soward who became the man with whom Lincoln spent the last minutes of his life when he was mortally wounded.

What ways of respect did Abraham Lincoln instill in himself? (patience, was on the same wavelength with his opponent, thought what others think of him)

What will we conclude?

Conclusion.There is no such person in whom it would be impossible to find points of contact with us. In order to get along with someone, make friends, you need to make an effort, work with your soul and heart, overcome mistakes in assessing the people with whom we communicate.

Reflection of the lesson.

Place your emoticon on a board with nature photos:

· If the raging sea - This means that the lesson caused a lot of feelings of emotions, you began to relate to people differently.

· If you bet on a waterfall, you knew it, but you didn’t always apply it, but now you will use the knowledge gained in communicating with people

· If you bet on a quiet, calm sea, then you know all this, but you have your own point of view and you will not change it.

Mum

Friend

younger brother, sister

elder brother, sister

teacher

head teacher

classroom teacher

grandmother grandfather

I respect people who...

I I think respect is...

A person is worthy of respect if he ...

I respect people who...

I don't respect people who...

I I think respect is...

A person is worthy of respect if he ...

I respect people who...

I don't respect people who...

I I think respect is...

A person is worthy of respect if he ...

I respect people who...

I don't respect people who...

I I think respect is...

A person is worthy of respect if he ...

I respect people who...

I don't respect people who...

V.A. Vasilenko, MBOU "Tomarovskaya secondary school No. 1", Yakovlevsky district, Belgorod region

Target:

the formation of students' self-esteem and respect for people;

self-knowledge.

Task:

Develop the ability to respect others;

To form the ability to express their feelings;

Form an adequate self-esteem;

Develop the ability to conduct a conversation, positively influence other people.

Group Rules Exercise

Purpose: updating the rules of group work. The facilitator offers to remember the rules of working in a group.

Exercise "Kindness"

Purpose: to define and clarify the essence of the concept of "kindness" and "good deed".

Participants write how they understand the concept of “kindness”.

The facilitator invites the children to remember and talk about their good deeds. After that, everyone speaks. The facilitator helps to make a general conclusion.

Kindness:

This is helping others;

Respect for others;

The capacity for compassion;

The ability to forgive.

And now we will move on to the exercise called "I forgive you."

Exercise "I forgive you"

Purpose: the formation of the ability to forgive insults. Participants stand in a circle, alternately recall the images that someone once applied (if they are not there, then they come up with them). The facilitator points to one of the group members and gives him a task: to approach any three members of the group and forgive them for the images heard in the group. It is impossible for a participant to forgive insults expressed by the participant to whom he approached. The next player is the one approached by the previous player. The facilitator notes that the group members must memorize

grievances expressed in the group and forgive, without hesitation, whether they concern group members or not.

Discussion:

How did you feel when you did this exercise?

What was the most difficult?

Exercise "Venerable Chair"

Purpose: the formation of a positive image of "I"; raising self-esteem.

The psychologist asks the participants to sit in a circle. In the middle is an empty chair, which is conventionally called "important". Task: sitting on a chair, portray self-respect, dignity and confidently characterize yourself on the positive side. The host gives all participants the opportunity to sit on a "solid chair".

Exercise "The power of breathing"

Purpose: teaching children to normalize the psychological state with the help of breathing.

Leading. Sit comfortably and focus on your breathing. When you breathe out

air, concentrate on what you want to get rid of. And while inhaling, wish yourself strength, energy, inspiration. The exercise is performed within a minute.

Exercise "Proverbs"

Goal: awareness of one's actions, the formation of introspection skills.

How do you understand such statements?

A tree is strong with roots, and a man is friends.

You will pass the world with a lie, but you will not return back.

The bird is red with feathers, and the man with his knowledge.

Take it easy - it won't be hard.

Whoever has a clear conscience, he goes to sleep peacefully.

The facilitator invites to discuss proverbs.

Exercise "Situations"

Purpose: formation of skills for analyzing a benevolent attitude.

It is necessary to find positive words in the proposed situations (children work in pairs, the situations are printed on separate cards):

Card 1. A friend got sick;

Card 3. A friend got a bad grade;

Card 4. Someone called;

Card 5. A friend offered to play a game;

Card 7. You were invited to visit;

Card 9. You can't fulfill a friend's request;

Card 10. A friend pushed you;

Card 11. You enter the classroom;

Card 12. On a substitute, you want to take part in the game;

Card 13. You met after separation;

Card 14. A neighbor offended you;

Card 15. You comfort a friend.

Parable Valley and sand.

The girl, walking along the beach with her mother, asked:

Mom, how should I behave to keep my beloved friends?

Mom thought for a moment, then leaned over and took two handfuls of sand. She raised both her hands up and squeezed one palm tightly. And the sand ran through her fingers: the more she squeezed her fingers, the sooner the sand spilled out. The second palm was open: all the sand remained on it. The girl looked surprised, and then said ...

Discussion:

What do you think the girl said?

What should be done to avoid losing friends?