One of the main goals of the teacher of additional education is to help the child adapt to environment, teach to live with peers and other people without unnecessary quarrels and conflicts, to be tactful and sociable.

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Development of constructive interaction of students

in conditions joint activities.

But united to the world the rescue

Kindness, kindness, kindness.

E. Stewart

At the beginning school year in the process of forming study groups teachers of additional education face a problem: how from children different ages who came from different schools with different abilities and characters to create a cohesive team.

The team is highly developed small group people whose relationships are based on positive moral standards. The team has increased efficiency at work.

It is very important that the groups develop good, conflict-free relations between students from the first days of training. This will allow children in the future to more successfully master program knowledge, achieve more high results. In the process of learning, children enter into interactive communication: they not only exchange information, but also engage in joint activities, study, spend leisure time together, and relax.

One of the main goals of a teacher of additional education is to help the child adapt to the environment, teach him to live with peers and people around him without unnecessary quarrels and conflicts, to be tactful and sociable. At the same time, it is important that the teacher constantly incline the children to mutual understanding, in difficult situations made them feel compelled to negotiate. To strengthen the cohesion of the team, the mutual sympathy of its members, it is necessary to put students in such conditions that they provide various services to the teacher and each other, show sincere attention, care, give kindness.

Informal leaders play a special role in children's interactive communication. These are individuals who, by virtue of their social standing are the organizers various kinds activities. And it’s good if they have attractiveness, charm, the ability to understand another person, a willingness not only to sympathize, but also to empathize and, which is much more difficult, to rejoice in the success of others. Leaders with such character traits provide significant assistance to the teacher in the formation of the team. If there is no such leader, then the teacher must take the leading role and instill these traits in the active group and each of its members.

First of all, the teacher should help the child to know himself: to look into his appearance, think about own character and behavior, realize their importance to others. To this end, in one of the first lessons, you can play an acquaintance game: “Tell me about yourself”, “Chest”.(For the game methodology, see V.I. Maksakova “Organization of education junior schoolchildren») During the game, children get to know each other more actively, because everyone talks about himself; emphasizing their individuality, the child understands how unique and interesting the other is. Throughout the educational activity, a student-centered approach helps the child to realize that his value is determined not so much by what product he was able to make, but also by how interesting he is to others, what good he can do for people.

Children interact most productively if an atmosphere of cooperation is created in the classroom, in which case children easily compromise, mutual concessions which is impossible without the ability to communicate, negotiate, overcome oneself.

For truly friendly relations, it is important that the partners are approximately at the same level of development, so that they have an approximate equality of advantages and disadvantages. We tend to subconsciously choose not so much the smartest and most beautiful as those who are as smart and beautiful as we are.

Training exercise "Place at the desk". After the end of the lesson, a discussion takes place, the rules are formulated:

1. You need to keep your distance.
2. A request is different from a demand.
3. A calm tone is better than a shout.
4. Nice outcome.
5. Look for similarities.

Without mutual understanding, there can be neither real partnership, nor friendship, nor successful joint work.

A group can become friendly if the children are engaged in common, exciting activities for them, if in the group friendly atmosphere if everyone seeks to understand himself and the other. To do this, you can offer to perform any task in pairs, in groups (make a crossword puzzle, complete a common creative work, play the game "Communication").

The development in children of the ability to cooperate and at the same time be independent occurs due to the creation of a special context for the whole life of a creative association. This context is created by the democratism of relations between adults and children, the organization of diverse, interesting joint activities, and humanistic values. Education in children to live together and be independent is carried out and continues outside of classes: on holidays, during excursions and walks, trips out of town, to competitions, etc. Children easily approach and make contact in an informal setting. Holding holidays, competitions, birthdays, trips to nature, joint trips to the cinema, to the museum contribute to the emancipation of the child.

The psychologist, testing students for the comfort of their stay in the classroom, states elevated level anxiety among some pupils, and hence - aggression, conflicts, problems in learning in potentially capable children. The situation is aggravated by the increasing trend of falling interest in knowledge as an enduring value, a decrease in cognitive activity, and a decrease in the interest of parents in the process of raising children.

Psychologist's speech

Conflicts can be horizontal (between hierarchically equal people - between pupils) and vertical (between a teacher and students). Conflicts arise on a business and personal basis. Business conflict disappears as soon as the problem is solved. It is constructive in nature and stimulates the development of the team. Personal conflict is usually much longer. It is a consequence of psychological incompatibility. They can be explicit open and implicit.

What associations do you have with the word "Outcast"?

In every children's team There are children popular and not very. There are active, sociable, and there are quiet, loners. Some are satisfied with their secondary role in the group, others suffer from this situation, but do not know how to change it. Some children are so eager to be in the center of attention of the pupils and the teacher, to take a leadership position, that, not knowing how to behave in accordance with their claims, they achieve attention “with a minus sign” - they become the object of ridicule and contempt. These guys are often called outsiders, outcasts, and this very rejection is, unfortunately, a frequent and difficult-to-fix phenomenon.

One of the most clear examples The interaction of the outcast with the collective is the plot of Hans Christian Anderson's fairy tale "The Ugly Duckling". I would like to remind you a little of this fairy tale, or rather, one of its episodes.(Read the beginning of the tale until the duckling decides to leave the poultry yard).

So, we have the heroes of the fairy tale: ugly duck, mother, brothers and sisters, inhabitants of the poultry yard.

Now we will try to dive into this fairy world, but first we need to divide into four subgroups: "ugly duckling", "mother", "brothers and sisters", "bird yard". Each group gets a worksheet. You have 10 minutes to complete the task. Participants fix their thoughts on paper, representatives voice their options.

Now we will compare what each group offered us: "bird yard" and "ugly duckling"; mother and brothers and sisters. You and I see that not all offers and options are ready to be accepted by the duckling, perhaps he did not even have such thoughts. And now let's see what the poultry yard - society offers us and why the duckling does not accept this. The reason for this is obvious - the difference value priorities. What conclusions can be drawn? In order to adapt to the "ugly duckling", to become his own, he needs to accept the rules, the requirements of the "bird yard", which do not always coincide with the values ​​that exist in the immediate environment - the family.

And our task with you, working in additional education, from the first days of children's stay in creative association teach them the rules of communication and interaction. Much depends on the child's attitude to others and on his internal state, from self-esteem. Low self-esteem makes contact with people difficult. We can say that this was also the reason for the rejection ugly duckling bird yard.

We must not forget that the student cannot be forced to "be good." He can only be good on his own. It is important to strive not for unquestioning discipline - silence and order, but for creative discipline, aimed at mastering knowledge, skills and abilities.

Highly important quality teacher - the ability to see in a misconduct not hooliganism, but childish, far from always correct, but quite understandable motives: to prove oneself in front of comrades, to give vent to accumulated energy. Violations of discipline should not be abruptly and tactlessly suppressed. You can not stand on the same level with violators of discipline. Shouts, constant jerking bring an irritable tone into the work, exhausting both the teacher and the pupils.

Let's try together to develop the rules of the teacher to prevent conflict situations.

1. Correctly formulate the purpose of education.

Often the teacher sees main task education in the classroom in the suppression of violations of discipline. But the first task of education is to create everything the necessary conditions for successful work, study, communication of pupils.

1. Take into account their individual characteristics when working with children.

One child quickly acquires new knowledge, the other slowly; one prefers unfamiliar work associated with overcoming difficulties, the other, on the contrary, likes to perform monotonous, well-known duties. Before starting work, one should be told about responsibility, and the other should be reassured. The misdeed of one can be analyzed in a team, with another it is better to talk face to face. Children differ from one another in their sociability.

1. The teacher should broaden his horizons, brightly conduct classes, give tasks that can interest students, involve them in collective creative activities.

All this will help distract children from the conflict, will contribute to the resolution contentious issues, work in groups, in pairs will help to get to know each other better.

1. Conducting classes in a playful way.

Didactic games, game modeling of situations will help the child to make contact with other children and the teacher more easily.

5. Proper stimulation of schoolchildren with rewards and punishments. It is unacceptable, for example, to encourage and punish only for the result of an action, ignoring its motives. If the child has not shown diligence, diligence, he should not be thanked for academic success. On the contrary, the performance of a difficult task by a beginner, even for a C grade, should be accompanied by praise.

1. The first remark to the offender should always be done face to face.

Failure to comply with this rule quickly creates a bad reputation for the teacher, leads to even more serious violations disciplines.

1. The support of the teacher in the work on the informal association of pupils.

No official relationship is able to regulate the many situations that arise daily in work with children. The teacher is not able to regulate a huge number of small and large situations of communication between schoolchildren. This leads to the spontaneous formation of an informal structure of the team. The informal group seeks the support of the teacher. The teacher, in turn, seeks to harmonize the interests of the group with the requirements of the entire team.

1. Organization of leisure activities.

The organization of leisure activities, games, communication at inopportune times contributes to the formation of a close-knit team, will help the children to establish friendly contacts.

Every day we have to communicate with huge amount of people. It can be a nice friendly conversation, and a serious business conversation. Regardless of the situation, you want to have fun and some result from communications. This is possible only if there is constructive communication.

What it is?

Constructive communication is the ability to convey your thoughts to the interlocutor objectively, without any value judgments with respect for someone else's point of view. Simply put, this is the ability to speak, listen, and most importantly, hear your opponent. At the same time, it is important to manage your emotions without showing a violent reaction to what the interlocutor said.

If you feel tension in communicating with others and almost daily find yourself in conflict situations, then you need to be more attentive to such a category as the culture of communication. Get ready for the fact that you will have to reconsider a number of moral and ethical values, as well as acquire some useful skills.

What gets in the way of constructive communication?

Constructive communication is not as difficult as it might seem. However, without noticing it, people can create barriers to meaningful dialogue. Key negative factors communication can be described as follows:

• A value judgment about a situation or person. You can never be completely sure that the interlocutor fully shares your views. That is why it is important to speak with facts, without giving arguments for or against.
• Words denoting duty. Telling a person "you must ...", you set him up against yourself in advance. Nobody likes to obey. Talk to a person in such a way that he wants to fulfill your wish.
• Annoying questions. If a person does not want to disclose some information to you, you should not arrange an interrogation for him. This will not lead to success, but it can cause a serious conflict.
• Diagnosis of motives of behavior. Do not try to convince a person that he is acting a certain way for some specific reason. "You are afraid", "you are jealous" and other phrases, even if they are true, can offend the interlocutor and cause an attack of aggression in him.
• Problem denial. Even if the situation seems trifling to you, it can be decisive for your interlocutor. Have respect for other people's experiences.
• Move on to another topic. Even if you are terribly uninterested in what the interlocutor is talking about, you should not change the vector of the conversation. This is inappropriate and embarrassing.
• Competitive moment. Often, listening to someone's successes and achievements, people try to outdo the interlocutor, demonstrating their superiority. This characterizes a person not in the best way.
• command tone. "Do", "bring", "say" and other words in the motivating mood set the interlocutor against you and inflame the situation. Everything you want to get from your opponent should be in the form of a request.

What else hinders constructive communication?

Communication with people is not always constructive. The following factors can become an obstacle to a productive dialogue:

• Discussion of the past. Even if the problem was relevant not earlier than yesterday, it is not worth returning to it. The events that have happened cannot be changed, but they often become the cause of conflicts. It is possible to turn to the past only if the existing experience will help in solving current problems.
• Not right choice interlocutor. Sometimes people start talking problematic issue with someone who can in no way contribute to its solution. The impotence of the interlocutor in this issue can be perceived aggressively, and therefore a conflict on this basis is inevitable.
• An attempt to change others. If you have a specific problem, then you should focus on fixing it, rather than trying to reshape your interlocutor.

Barriers in communication

Why is constructive communication not always formed? Psychology explains this by the existence of barriers, among which it is worth highlighting:

• Avoidance barrier - avoidance of contacts due to the fact that the interlocutor may have negative impact. This feeling can be based both on personal hostility and on objective factors.
• The barrier of authority is related to the fact that some people have unconditional trust due to their social status or personal characteristics. All others are deprived of such favor.
• The phonetic barrier is a banal non-perception of the speech of the interlocutor. This may be related to speaking speed, loudness, speech impediments, or voice timbre.
• The semantic barrier is associated with the vocabulary that the speaker uses in his monologue. Even if the person is talking about a serious issue, using slang terms or jargon can turn the listener away.
• The barrier of shame and guilt arises from self-doubt. A person is embarrassed to express his thoughts, which is why it is simply impossible to build a constructive dialogue with him.

How to relieve emotional stress during a conversation?

Constructive communication implies a cold mind, and excessive emotionality will be inappropriate. This leads to a loss of control over the situation and serious conflicts. To relieve stress, you can use the following techniques:

• Do not line up defense and do not use offensive tactics. If you understand that you are being unfairly accused, do not lash out at your opponent with retaliatory criticism, because this is a demonstration low level culture. It is also not worth defending and making excuses, because this is a manifestation of weakness. The most reasonable solution is to calmly and thoroughly explain your point of view.
• Determine the source negative emotions and try to fix it. It is possible that aggression is not directed specifically at you, but is associated with some external stimuli. Try to solve them and calm your opponent.
• Demonstrate openness and willingness to understand your interlocutor. Even if the person is aggressive and angry, you must demonstrate your ability to listen. By letting your opponent talk, you can count on further communication in more even and calm tones.

Basic conditions for constructive communication

Human life is inextricably linked with communications. We use them to send and receive important information, resolving issues varying degrees importance and complexity. To extract from interaction with people only benefit and positive emotions a culture of communication is needed. It implies the following:

• Your interlocutor must be treated as an equal. Regardless of whose social status above, for whom the right point of view, you need to hold on respectfully and with dignity.
• You need to respect the other person's right to their own point of view. Even if you consider it fundamentally wrong, you have no right to force the interlocutor to go over to your side.
• The importance of the personality and actions of the interlocutor cannot be underestimated. What he does is his life experience and moral values. These categories require respect.

Constructive Communication Technique: 8 Rules

It would seem, what could be easier than communication? FROM early childhood we perceive and reproduce speech. However, in order for communication with people to be pleasant and useful, you need to be guided by the following rules:

Listening Techniques

The features of constructive communication are so numerous that it takes some time to master them and then regular practice. Interestingly, you will have to learn not only to convey, but also to perceive information. In this regard, the following listening techniques are distinguished:

• Active (reflexive) listening involves constant reflection of information. To show the interlocutor how attentive you are to his words, you need to constantly ask some clarifying questions. This will show your respect for your opponent and also allow you to keep your attention without losing the thread of the conversation.
• Passive (non-reflective) listening implies a complete focus on information. At the same time, you do not interrupt the interlocutor, do not interfere in his monologue. To show your opponent that you are paying attention, periodically nod your head to show that you are listening and understanding.
• Empathic listening involves empathy with the interlocutor. You must not only understand his emotional state, but also share it and demonstrate it in every possible way.

Empathic Listening Technique

If you want to build a constructive interpersonal communication, it is recommended to master the technique empathic listening. It implies compliance with the following rules:

• Get ready to listen. This means that at the time of the dialogue you should forget about your own problems, the events around you, emotional experiences. Clear your emotional background to understand and accept the feelings of the interlocutor.
• Reacting to your partner's words, convey in your monologue everything that you managed to feel. The more accurately you capture the emotion of the interlocutor, the closer and more trusting your relationship will be.
• Be sure to pause after answering. This time is allotted to the interlocutor in order to think over your words, gather your thoughts and continue the dialogue. Do not take this as an "embarrassing silence" and do not try to fill this time gap with some of your thoughts or statements.
• Empathic listening is understanding and acceptance emotional state interlocutor. But in no case do not try to explain the nature and causes of his experiences.

How to teach your child constructive communication

Communication with a child is primarily an educational process. Certainly in kindergarten or school, the child will be taught to speak correctly and competently, to clearly express his thoughts. However, this is not enough. The ability to listen and respect the interlocutor should be instilled by parents. This process includes several essential components:

• Pay attention to your own speech. The child tends to repeat after others. That is why he must always have an example of constructive communication before his eyes.
• Build your communication with the child as you would with an adult interlocutor. Of course, you should not operate with complex categories, but lisping is also prohibited. In the course of communication with parents, the child must learn to build arguments, defend his point of view, in order to successfully apply these skills in society.
• Let your child take the lead. Even if he says nonsense, let him speak, and then politely and in detail explain what he is wrong about. Do not take away from him the opportunity to argue and defend his point of view.

Rules for constructive communication with children

As yesterday's babies begin to grow up, they begin to rebel, and therefore it becomes more and more difficult to find them. mutual language. Constructive communication between children and adults should be based on the following basic rules:

• Set clear boundaries for what is allowed. This needs to be constantly reminded. Although this can be seen as coercion and authoritarianism, children should not be allowed to discuss these rules. Otherwise, they will begin to manipulate adults, establishing their own rules.
• Look for the cause of inappropriate behavior not in the child's character, but in your relationships. As a rule, disobedience, rebellion and other negative manifestations arise when mutual understanding with adults has cracked. Restore trust and only then solve the main problem.
• The boundaries you set should not be contrary to the interests and age needs of the child. As you grow older, the rules need to be changed, otherwise the reaction will be very sharp.
• Praise your child for the smallest achievements and successes. This will give him confidence in himself and give him an incentive to new achievements.
• The rules of communication with the child must be strictly agreed between all people who take part in educational process. Otherwise, it will be difficult for children to learn and get used to them.
• Punishment must flow directly from the wrongdoing. It must also be proportionate to the offense. Otherwise, the child will develop vindictive intentions towards the parents.

Conclusion

A modern person simply needs to know and put into practice the basics of constructive communication. This will greatly facilitate relationships with friends, relatives, colleagues, superiors and just strangers. If you constantly find yourself in conflict situations, it is worth considering whether you have constructive communication skills. Perhaps, rethinking the meaning of communications in your life, you will build a dialogue with the outside world in a different way.

Development group lesson in psychology, career guidance, pre-profile training for students in grades 9-10

Developed by: teacher-psychologist of MBOU "Novo-Yamskaya secondary school" of the Staritsky district of the Tver region

Stepanova Tatyana Vladimirovna

First serious life problem faced by high school students is a choice future profession. The question "Who will I be?" every young person asks himself. And here the main thing is not to get confused, to orient yourself and make the right choice, corresponding to interests, abilities, opportunities, values,

and, finally, the requirements that professions impose on a person's personality. The right choice made by an older teenager is the beginning of the path to success, to self-realization, to psychological and material well-being in future.

Therefore, since 2005, within the framework of pre-profile training for the 9th grade, career guidance classes have been held (once a week throughout the year).

These classes consist of three blocks, each of which has its own tasks and, if necessary, can be conducted separately.

The tasks of the first block of classes include preparing children for independent and informed choice professional path, familiarity with selection errors. The tasks of the second block include the study of their personality traits, inclinations, interests and their correlation with the requirements for specific professions. Basically, psychodiagnostic work is going on in the second block. And the tasks of the third block of classes include acquaintance with the labor market, with educational institutions, with rules for entering universities and colleges, arranging for work, with rules compiling resumes, with professions that have recently appeared on the labor market, etc.

These classes are designed to help students through a difficult transition period, as many teenagers do not know enough about specific features each type of activity and do not always take into account their professional interests and inclinations when choosing a profession. Also, the guys in these classes learn to see their strengths and weak sides communicate constructively with people and develop reflection skills.

Classes include career guidance games and exercises, theoretical blocks, excursions, role-playing games, conversations, diagnostic techniques, trainings. Classes should be held at least once a week, in a specially equipped room where it is possible for participants to sit in a circle. A necessary element of each lesson is to receive "feedback" from the participants.

Lesson topic: “Constructive interaction. Life Priorities.

Targets and goals : formation of skills of constructive interaction, understanding of their life values ​​and priorities, to help participants in practice to understand the features conscious choice professions, development of reflection.

Lesson progress:

1. Organizational moment.

2. Warm up.

Goals:

- withdrawal psycho-emotional stress;

- attitude to work;

- team building;

- obtaining information about the simplest professional intentions .

2.1. " Count to 10." Children sit in a circle, their task is to count to 10, without agreeing among themselves. As soon as any number is said at the same time, the counting starts over. Several tries are given. At the end of the session, you can repeat this exercise to look at the level of cohesion at the end of the session.

2.2. " Transfer by interests.

The host says the phrase "Seat those who ...":

Ready to work productively in the classroom;

Who Brown eyes;

Who good mood;

Who wants to work in the Staritsky district;

In Moscow;

Who wants to get a lot of money;

Who wants to work in a school;

Who wants to get higher education;

Who is interested in cars;

Who does not want to go to work;

Who chooses a profession, like their parents;

Who has not yet chosen a profession;

Who wants to be the boss;

Who wants to become famous and cool, etc.

Conclusion :

What did this exercise make you think about? What have you discovered for yourself?

3. The main part.

3.1. opening speech. Goal setting .

Quote of the day (on the board):

« Can't lead household without going near the stove. You can't catch a fish with a bait without throwing a hook. You can't reach your goal without putting in the effort."

Journalist Cathy Seligman

(Children's opinions about the statement).

Every person, both adults and children, has amazing opportunity dream. As long as a person lives, he always dreams of something. Sometimes his dreams come true, turning into life goals. Let's imagine our life as a ladder, on which we go up, into the future, into adult life. Your right to choose what your staircase will be, large or small, what steps it will consist of. You can consider that each step is what you are striving for in your life. Let's call this ladder the "wish ladder." Draw it in your notebooks. Show. Lift up.

Climbing stairs, we do not always walk confidently. We can make mistakes, we can stumble and even fall. Anything can happen in life too: we are accompanied by illnesses, disappointments and even losses. Your rise depends largely on how you behave towards other people. Who go up the stairs with you: you will push, step over someone, skip forward or walk alongside.

You are now in a situation where you need to plan your movement on the ladder of life, find your life path. However, not everyone is able to achieve the desired results. One of the reasons is that the plan is not always well thought out, drawn up without taking into account one's abilities and possible obstacles.

A life plan is an idea of ​​a desired lifestyle.

Today we'll talk about life priorities, motives.

3 .2. Parable work.

In one country, no matter what, there lived an old woman. For many years she walked with a stick along the beach in the midst of summer season. Many people were perplexed and did not understand what she was looking for in the sand, raking it with a stick, only years later they found out. That for many years she walked along the beach with only one purpose ... For what do you think? ... She collected pieces of broken glass so that adults and children would not get hurt.

- What do you think, how much has this old woman achieved in her life?

What was her path up the ladder of life?

-what were her life values?

- let's dream up, a representative of what profession was she?

(Conclusion : no matter what profession a person has, the main thing is to go with people along life ladder, not pushing, not pushing down, but go side by side, helping, when necessary, to bring light, goodness).

3.3. Exercise "Opinions about life."

This exercise will focus on various representations, about life path and such important components as work and free time, skill and luck.

I have prepared for you the Opinions on Life sheet (see attachment), which you have 15 minutes to complete. Now get into groups of four. Try together to determine which statements are true and which are wrong. At the same time, keep in mind that only three statements can be attributed to the number of true ones.

Now come back to the circle so we can discuss the exercise together.

What three statements did you identify as true? Justify.

Outcome:

- Did you enjoy the exercise?

What influence did your family have on shaping your views?

Do you sometimes think about your future?

Who are you talking about this with?

Do you have an example of an adult who skillfully and happily manages his life?

3.4. Exercise "Competition of motives".

Choosing the type of activity, profession, everyone is guided by personal motives. Look at the list of motives (appendix) and choose the most significant motive for each of you to choose a profession, i.e. that main reason by which you choose your profession. Now try to find 3-4 professions that the best way fit your motive. Now, in pairs, discuss your decisions and help expand the list of jobs or activities that fit well with the motives.

Outcome: express opinions on the exercise.

4 . Summing up the lesson .

- You can often hear “I have not yet chosen a profession”, “I have not decided”, “I have not found myself yet”. Psychologist Thomas Szas observed: "It is impossible to find oneself - one can only create oneself."

- I would like to end the lesson with a parable:

“The master hired two clerks, Vasily and Peter. A month later, he gives them a fee: Vasily 5 rubles, and Peter 3 rubles.

Peter was outraged:

I am younger, and taller, and more agile than Vasily. Yes, I have a bigger family. So why pay me less?

The bartender grinned.

Do you see the convoy around the outskirts? Find out who they are.

Peter quickly returned:

From Ryazan will be ...

And where are they heading?

Peter quickly returned again:

Coming to Saratov...

And what are they carrying? - the gentleman is interested.

Returning, Peter reported:

Rye and wheat.

Called master Vasily:

There is a convoy going, find out who they are.

Vasily returns:

This is the owner, there will be a Ryazan convoy. Rye and wheat are brought to the market in Saratov. There is also oats. They are going to sell it there for forty kopecks a pood. I bargained with them for thirty. Shall we buy or let them go further?

The master looked meaningfully at Peter.

(It is important that children leave these classes with some questions and inner reflections, so this parable can not be discussed or commented on).

On the edge of self-determination use magnets to show where you are.

I hope that today's lesson will be another step towards self-determination.

See you again.

Application

Opinions about life.

1. Parents are my best consultants in choosing a profession, since they are the only ones who know about all my talents.

2. I will be a loser. If I choose less prestigious profession than my father.

3. The decisive conditions for choosing a profession are the opportunity to earn money, the opportunity to develop and the absence of crises.

4. Professional excellence depends primarily on whether this activity gives me pleasure.

5. Frequent shifts professions indicate a lack of skills.

6. "Every cricket know your hearth." If you limit your ambition to the goals accepted in your family, you will avoid professional failure.

7.The most important conditions professional success are good marks and diploma.

8. Most people use only a small part of their talents.

9. "Man proposes, but God disposes." Do not plan too much, as fate can always interfere with our decisions.

10. Who does little at school will also do little at work.

11. At work, the main thing is to earn money. There is free time for pleasure.

12. If a person knows exactly what he wants, he does not need to plan his future.

13. Luck is the most important guarantee of success.

14. It's hard to work if you're not lucky.

Contest of motives.

1. The opportunity to gain fame, become famous.

2. Opportunity to continue family traditions.

3. The ability to continue studying with your comrades.

4. Opportunity to serve people.

5. Good earnings.

6. Significance for the country's economy, social and national importance professions.

7. Ease of getting a job.

8. The prospect of work.

9. Allows you to show your abilities.

10. Allows you to communicate with people.

11. Enriches with knowledge.

12. Diverse in content.

13. Romanticism, nobility of the profession.

14. Creative nature work, the opportunity to make discoveries.

15. Difficult, difficult profession.

16. Clean, easy, calm profession.

Vza relationship between society and nature - the impact of human society ( anthropogenic factors) on nature and nature ( natural factors) on human health and economic activity.

Types of human impact on nature

Anthropogenic impacts - human activity related to the implementation of economic, military, recreational, cultural and other interests, making physical, chemical, biological and other changes in the natural environment.

Destructive (destructive) impact - human activity leading to the loss of the natural environment of its useful to man qualities. For example, the reduction of rainforests to pastures or plantations, as a result of which the biogeochemical cycle of substances is disrupted, and the soil loses its fertility in two to three years.

Sta bilizing effect - human activity aimed at slowing down the destruction (destruction) of the natural environment as a result of both human economic activity and natural processes. For example, soil protection measures aimed at reducing soil erosion.

constructive impact - human activity aimed at restoring the natural environment, disturbed as a result of human activities or natural processes. For example, reclamation of landscapes, restoration of the number of rare species of animals and plants, etc. Destructive impact can be called negative (negative), and stabilizing and constructive - positive (positive).

. Indirect (indirect) impact - change in nature as a result of chain reactions or secondary phenomena associated with human economic activity

Unintended Impact is unconscious when a person does not anticipate the consequences of his activity.

Intentional exposure is conscious when a person expects certain results of his activity.

Increasing use of natural resources due to population growth and development scientific and technicalwhom progress leads to their depletion and an increase in environmental pollution with production waste and consumption waste. That is, the deterioration of the natural environment occurs for two reasons: 1) reduction of naturalresources; 2) environmental pollution.

The degree of human impact on nature

The depth of the environmental consequences of human impact on nature depends on several variables: population size, lifestyle and environmental awareness. This relationship can be described by the formula:

Ecological consequences \u003d (population * lifestyle) / environmental level. consciousness.

Ecological crisis. Ecological catastrophy.

Unbalanced relationships between society and nature, that is, irrational nature management, often lead to ecological crisis and even environmental disaster.

Ecological crisis (ecological emergency) - environmental trouble, characterized by sustainable negative changes in the environment and posing a threat to human health. This is a tense state of relations between humanity and nature, due to the discrepancy between the size of human production and economic activity and the resource and environmental capabilities of the biosphere. The ecological crisis is characterized not so much by the increased impact of man on nature as by a sharp increase in the influence of nature changed by people on social development.

Ecological catastrophy (environmental disaster) - ecological trouble, characterized by deep irreversible changes in the environment and a significant deterioration in the health of the population. This is a natural anomaly, often arising from the direct or indirect impact of human activity on natural processes and leading to severe economic consequences or mass death of the population of a certain region.

environmental crisis and ecological catastrophy Depending on the scale, they can be local, regional and global.

Everyone needs the ability to constructively interact with people, find an approach to them, win them over. These skills form the basis life success. An uncommunicative, gloomy person will experience difficulties in communication: it is difficult for him to establish contacts with other people, to achieve success in his activities.

Mastery of the art of communication, knowledge psychological features interactions, the ability to apply constructive interactions in the process of communication are important for the full development of the individual.

It is unlikely that anyone will object to the fact that the development of the psyche and personal qualities the child is determined by the relationship that develops during life between the individual and his immediate environment. The child first develops as an emotional person, and after the severity of psycho-emotional experiences decreases, behavioral aspects begin to manifest themselves clearly. The inability of adults to understand and guide right direction children's emotions lead to the grossest mistakes in the education of schoolchildren and, moreover, negatively affect the formation of the "I-concept" of a growing person.

In order to determine the influence of constructive interactions on the formation communicative competence we will denote the relationship between the categories of "communication and interaction". Communication is a complex multifaceted process of establishing and developing contacts between people, generated by the need for joint activities and including the exchange of information, the development of a joint strategy for interaction, "perception and understanding of another person" and as an interaction of subjects carried out by symbolic means, caused by the needs of joint activities and directed to a significant change in the state, behavior and personal-semantic formations of the partner.

AT pedagogical sphere interactions are twofold. Traditional Pedagogy acknowledges the leading role of the teacher in educational process and, accordingly, such forms of interaction as mentoring, suggestion, influence, persuasion (on the part of the teacher) and imitation, assistance, inaction or opposition on the part of the student.

In connection with the humanization of education, there have been trends towards a change in the nature of relationships and interactions between the teacher and students. Interaction is understood as relatively equal participation of adults and children in joint activities. The basis of this particular type of interaction is that the other is accepted as he is, without cardinal, in some way destroying the personality, influences on his consciousness and behavior. We emphasize that the position of acceptance is equally significant for each participant in the interaction.

The humanistic approach allows you to accept the child as he is and preserve his unique worldview: rely on the positive in the developing personality; do not compare the child with others; evaluate not the personality of the child, not his behavior in general, but only specific actions; proceed from the interests of the child, taking into account the prospects for his development. Communication permeates all types of human activity.

And educational activity, which acts as the leading activity in the junior school age and communication rely on interactions.

Let's single out the following types pedagogical interaction(Korotaeva E.V.):
— destructive (destructive) the type of pedagogical interaction distorts the form and content of education, destabilizes the connections between participants, elements pedagogical system;
— restrictive (limiting) the type of pedagogical interaction is carried out through control over the development and formation of individual personality traits without taking into account a holistic approach to the process of personality development;
— restructive (supportive) type of pedagogical interaction is aimed at solving tactical problems in the educational process, ensuring the preservation achieved result;
— constructive (developing) the type of pedagogical interaction at the same time ensures the integrity of the development of the personality and creates conditions for its further comprehensive development and optimal adaptation to society.

Thus, communication and interaction constitute a complex dialectical unity. We assume that the use of constructive interactions in the educational process regulates cognitive activity younger schoolchildren and allows you to form in the child the ability to emotionally anticipate the situation of interaction, thereby preparing him for independent activity under conditions of failure. One of the main tasks of constructive interactions is teaching and self-learning adequate ways of communication and behavior, as well as the consolidation and subsequent development of the mechanisms of personal-semantic regulation. constructive interactions is the process and result of the joint activity of people, in which each participant of the activity is included. Activity, accordingly, itself develops and expands the scope of knowledge of the skills and abilities of everyone, and at the same time forms a value attitude towards all participants in the activity and to the process of activity itself.

In the third and fourth grades of one of the schools in Yekaterinburg, we are implementing a program for developing the communicative competence of students based on constructive interactions in the teacher-group, teacher-child, child-child, child-group system. In the classroom, students gain knowledge of how to communicate, exercise in the application of adequate ways of behavior, master the skills of constructive interactions in both situations of success and failure. As a result, each student learns personal self-regulation, which, as the main factor of activity, is associated with the realization and implementation of a value attitude towards other people and the process of activity.

In the future, we plan to explore the possibility of introducing constructive interactions into the practice of purposeful development of value relations to peers among first-graders in parallel with the development of communicative competence.

Literature:

• Belkin A.S. Pedagogy of childhood-Ekaterinburg: "Socrates", 1995-152p.
• Bodalev A.A. Personality and communication-M.: International pedagogical academy, 1995-328s.
• Korotaeva E.V. Questions of theory and practice of interaction pedagogy. Yekaterinburg, 2000-132p.
• Obukhova L.F. Child psychology: theories, facts, problems.-M.: Trivola, 1995.-360s.
• Rubinshtein S.L. Fundamentals of General Psychology. St. Petersburg: Peter, 1999.