Psychological training for teachers aimed at understanding their professional motives.

Lesson 1.

Main tasks: development and adoption of rules for working in a group, research of psychological problems, improvement of subjective well-being and strengthening of the psychological health of group members.

Exercise 1. Self-presentation.

The facilitator of the training asks all participants to tell about themselves. It is important to talk not so much about the biography as about your personal qualities. Participants can ask clarifying questions. The emphasis should be on positive qualities. 1-2 minutes are allotted for self-presentation of one participant.

Exercise 2. Discussion of the rules of work in a group.

The facilitator explains to the participants the basic principles and features of the training work. The participants of the training begin to discuss the rules of work in the group. Based on the results of the discussion, the rules are determined, which are accepted by all members of the group.

Exercise 3. "Throw out your fingers."

The facilitator invites the participants of the training to “throw out” their fingers at his command. The exercise is repeated until all participants throw the same number of fingers. It is necessary to pay attention to the discussion of self-reports of the participants of the training: what contributed or made it difficult to act in a coordinated manner.

Exercise 4. "Who am I."

The facilitator offers to take several sheets of blank paper and write on one of them in the upper right corner 10 of their names, to which the participants are most accustomed. After that, it is necessary to give ten answers to the question "Who am I?". This must be done quickly, writing down your answers exactly as they come to mind.

What are the similarities?

· What are the differences?

· If there are differences, how do you explain them in relation to yourself?

How can these differences be explained from the students' point of view?

· Which of the 10 responses to your self-characteristics related to physical qualities, psychological characteristics and social roles.

At the end of the session, a general analysis is carried out and the participants of the training are invited to express their opinion on the progress of the joint work.

Lesson 2.

Main tasks: clarification of one's motives and needs, development of self-awareness and self-exploration of the participants, feel one's own responsibility for one's professional motives.

Exercise 1. "Engine".

The facilitator invites all participants to stand one after another in a chain and close their eyes. The leader with open eyes leads everyone around the room for 2-3 minutes. This exercise is done silently.

Then all participants discuss their experiences and thoughts that arise during the exercise.

Exercise 2. “I want - I don’t want, but I do ...”.

Participants are invited to write on separate sheets:

· Three things (this could be responsibilities, activities, entertainment, activities, etc.) that you would like to do more often.

· Three things that you would like to stop doing to the extent that you do them, or not to do at all.

· Now explain why you don't do enough of the first and do too much of the second.

As a result of this exercise, there is a discussion of what caused difficulty on the part of the training participants.

Exercise 3. "Sage from the temple."

Participants are told that this exercise is a meditation technique. It is suggested to close your eyes, relax, listen to meditative music and a text in which participants meet with a sage from the temple. Everyone can mentally ask questions to his sage and get answers to them.

As a result of this exercise, there is a discussion of what caused difficulty on the part of the training participants.

Exercise 4. "Awareness of responsibility."

The exercise is performed in a circle. Each participant recalls a case from their professional practice when they were in a conflict or predicament. Then everyone should talk about him first from the position of "Victim of circumstances", and then from the position of "Responsible person with high self-esteem, who was not up to par."

Participants should listen to each other without comment.

This is followed by a discussion of the exercise, where special attention is paid to the question: what were the driving motives in this or that situation?

Based on the results of the lesson, a general analysis of what happened during the lesson is carried out in order to understand and strengthen their professional motives.

Lesson 3.

Main tasks: clarifying one's needs, life goals and motives; assistance to the process of personal development, the realization of creative potential, the achievement of an optimal level of vital activity.

Exercise 1. "Message to yourself."

The participants of the training line up in one line so that there is enough space on the left flank for another such line. The right-flank one says to his neighbor some phrase that he would like to hear today, while he himself runs to the left flank. The neighbor passes this phrase along the chain, and he must convey the meaning, and it is not necessary to repeat the entire sentence verbatim. This operation is performed by all participants.

When all participants have sent and received a message to themselves, there is a discussion of this exercise.

Exercise 2. "Ideal model".

The participants of the training are offered:

1. Present the social role of the teacher or the function that he must perform.

2. Think about the meaning of this social role and its importance.

3. Recreate the image of the main motives of the teacher, his actions, psychological requirements for the individual, her abilities.

4. Fix your "ideal model" on paper.

At the end, a discussion of all the obtained "ideal models" is carried out.

Exercise 3. "Discussion in the roles of each other."

The facilitator divides the group in half. One half forms the inner circle of participants, the other half forms the outer circle of observers. Each of the participants in the discussion draws out a card with the name of one of the members of the group sitting in the inner circle. Each of the observers is assigned the task of following one of the participants in the discussion in order to determine whose role he plays. The facilitator sets the topic of the discussion: “Are professional motives necessary in pedagogical activity?” The discussion lasts 5-10 minutes. Upon its completion, the floor is given to the observers. After the panelists reveal who they portrayed, the success and accuracy of the roles is discussed. Then the participants in the discussion become observers, and those participants in the discussion.

At the end of the exercise, there is a general discussion of the topic of the exercise.

Exercise 4. "Strengths."

Participants are divided into pairs. The first member of the pair tells the partner about his difficulty in teaching practice for two minutes. The second, after listening, must analyze the current situation in such a way as to find the strengths in the behavior of the partner and tell him in detail about them. Then the partners change places. As a result of this exercise, there is a discussion of what caused difficulty on the part of the training participants. In the course of a general analysis of the lesson, the facilitator draws attention to the awareness of the needs, life goals and professional motives of the participants in the training.

"Catch". Instructions: Everyone became in a circle. You must throw an imaginary ball to each other. We became more comfortable: one leg in front, the other behind. I set the pace of the throw, as well as show the size of the "ball" and the power of the throw. Started! Methodological recommendations: the game is interesting for all ages if it is used as a warm-up before physical or mental work. Psychological significance: develops imagination, reduces fear, increases non-verbal communicative communication.

Lesson 4.

Main tasks: study of psychological patterns, mechanisms and effective ways of interpersonal interaction to create the basis for more effective and harmonious communication with colleagues and students. To develop the ability to adequately and effectively act in various mental states and professional situations.

Exercise 1. "Running Lights".

Participants sit in a circle, one of them says to his neighbor some short greeting phrase, for example, "Good morning." The neighbor should get up as soon as possible and repeat this phrase and sit down again, and his neighbor should do the same, and a wave of "getting up" and repeating runs in a circle. The facilitator asks to complete this task as quickly as possible. When the wave passes half the circle, another element is added. This element can be verbal or non-verbal (clapping, "Good morning friends", etc.). now all participants must perform exactly this complex, and then the next participant adds something else, and so on. The leader of the training stops the exercise when the training participants have to repeat five or six movements and the same number of phrases.

As a result of this exercise, there is a discussion of what caused difficulty on the part of the training participants.

Exercise 2. "Reincarnation".

This exercise is done in pairs. One of the partners “reincarnates” into a student known to him with pronounced features of one of the types of personality accentuation. In the image of an accentuator, a member of the group answers the questions of his partner, who plays himself and tries to guess which type is being portrayed. Then they switch roles. As a result of this exercise, there is a discussion of what caused difficulty for both partners. During the discussion, attention is focused on what was easier for the participants to do: portray or recognize an accentuated personality.

Exercise 3. "Reincarnation -2".

The exercise is carried out in the same pairs. The couple prepares and shows the group a skit in which the participants play the roles of two teenagers or a teenager and his teacher. A situation is played out that causes the disclosure of the character of a teenager. Then the partners analyze the specifics of the situation. The rest of the group discusses whether the teaching demonstration was successful and determines the character.

Exercise 4. “Meditation “Mountain Peak”.

Participants are invited to relax, close their eyes, imagine that they are at the foot of a large mountain. The leader of the training invites the participants to climb to the top of the mountain, look around and think about ways to solve pressing issues, realize the necessary steps and the right actions. At the end of the exercise, a discussion is held aimed at understanding one's feelings, impressions and sensations. During the general discussion of the session, the training leader focuses on strengthening the ways of constructive interpersonal communication and developing self-confidence and one's professional abilities.

Lesson 5.

Main tasks: development of the ability to act adequately and effectively in various pedagogical situations, the ability to identify the strengths of one's personality and rely on them.

Exercise 1. "Compliments."

All group members form two circles (inner and outer). Participants stand facing each other and form a pair. The first partner gives a sincere sign of attention to the partner standing opposite. He tells him something pleasant, related to his personal qualities that are relevant in professional activities. He replies: “Yes, of course, but, besides, I also ...” (names what he values ​​\u200b\u200bin himself and believes that he deserves attention for this). Then the partners change roles, after which they take a step to the left and thus form new pairs. Everything is repeated until a full circle is made. After completing the exercise, the group members discuss what feelings they experienced, what signs of attention they and their partners showed to them.

Exercise 2. "Self-confidence"

The group is divided into two subgroups. Each participant names a pedagogical situation in which he would like to act with self-confidence. One of the proposed situations is selected and roles are assigned. One of the participants performs functions that create a stressful state of the other. The second one should convey his message, assessment, give an answer, make a claim as confidently as possible. After one or two minutes, the facilitator stops the participants and asks the other members of the group to give the "insecure" positive feedback on his behavior. Then he must say for himself what he liked about his behavior, and what could be done even more confidently. It is necessary to continue until each participant in the training plays the role of a partner. The discussion of this exercise is aimed at developing self-confidence and their professional capabilities.

Exercise 3. "Professional coat of arms."

The facilitator invites each of the participants to draw the contours of a professional coat of arms, which will be filled with internal content. To do this, it is necessary to determine some points of professional activity:

an achievement or event that the participant evaluates as the most significant in his professional activity;

an event that the participant considers the most significant in professional activity;

· things or objects with which your students can make you happy;

the event that you remember as the most unpleasant in your teaching activity;

your personal qualities that help you in your teaching activities.

The main condition for completing this exercise: when filling out a professional coat of arms, participants must use drawings, not words. After the coats of arms are filled with inner content, they are hung on the wall (on the board), and a kind of gallery of alternative life positions is obtained. Participants look at various professional coats of arms and during the discussion answer the following questions:

What can the images on the coat of arms tell about its owner;

why the inner content of the drawings is so different;

· drawings of which coat of arms the participants would like to change, and what caused such a desire;

Is there the best among professional coats of arms and why.

As a result, there is a discussion of what contributed to or hindered the achievement of the goals of the lesson.

Lesson 6.

Main tasks: mastering the techniques of conducting discussions, developing the skills of constructive interaction with colleagues and students.

Exercise 1. "Will you be the third?"

Participants are arranged in a circle, in addition, several empty chairs are added, placed not nearby. Two participants starting the exercise walk, embracing, along empty chairs sitting in a circle. To someone sitting in a circle, at their discretion, they say: “Hello! Will you be third? The participant either agrees or refuses. If a refusal is received, the participant remains seated, and the two, embracing, go further and make an offer to someone else, and so on until one of the participants agrees to bring the number of wanderers to the classical size. He gets up and all three walk on until one of the two participants who started the exercise sits on one of the empty chairs with the words: “Something is wrong with my legs.” And so it goes on until all the participants walk in a circle.

As a result of this exercise, there is a discussion of what caused difficulty on the part of the training participants.

Exercise 2. "Conversation with a change of position."

The facilitator of the training invites the participants to be divided into micro-groups of three people. In each microgroup, participants distribute roles among themselves: Dreamer, Skeptic, Realist. Each microgroup chooses any pedagogical problem that is relevant in their opinion. Then the chosen problem is discussed from the position of the Dreamer, the Skeptic and the Realist. At the next stage, the microgroup members change roles and discuss the same problem. During the exercise, each participant must visit all three internal positions. After completing the exercise, the participants of each microgroup share their impressions, difficulties, feelings, the topic of the problem and the way to solve it.

Exercise 3. "Metaphor of the problem."

The facilitator of the training invites all participants to draw their professional problem. All participants sit in a circle and show their metaphors for problems. Each participant, passing in a circle, must see their problems in the pictures of his comrades, understand the meaning of the proposed metaphor and choose the picture, the metaphor of which seems to him closest to his own image of the problem. After that, the participant silently sits down in his place. In the next step, the participants take their drawings and place them next to those whose metaphors seem to be the most consistent with their vision of their own problem. As a result, groups of metaphors related in spirit are revealed. The last task is to create a metaphor for the victory over one's own problem, in which a way to solve the pedagogical problem can be hidden. After completing this exercise, the participants discuss the course of the exercise.

Based on the results of this lesson, the participants determine the main positions of a constructive discussion.

Lesson 7.

Main goals: development of motives for professional activity and confidence in one's abilities; awareness of the style of their professional activity.

Exercise 1. "Bridge".

One of the participants of the training lies down on the floor (chairs or bench), and the rest of the participants lift him up, supporting him with one hand each. Together, the group easily lifts any member, even the heaviest. Those who are raised invent a role for themselves and communicate it to everyone. Roles can be as follows:

a child who deserves encouragement;

a teacher who defended his opinion;

The coach of the winning team

a cloud flying across the sky on a hot day;

a lotus flower on the surface of a lake, etc.

During this exercise, the participants of the training increase their confidence in themselves and their professional abilities, as well as the group becomes more cohesive. At the end of this exercise, participants discuss what is happening and highlight their strengths in their professional activities.

Exercise 2. The story "My work."

Participants make up a written story about their work in free form, but it is important that the story contains answers to the following questions:

· Do I have a clear picture of my work and its goals?

· What should be done to achieve high results in professional activity?

Does my job help me achieve other life goals?

· What are my goals (near and far) promotions?

What job do I want to do in 10 years?

Do I have enthusiasm and drive to work?

· What is the leading motive for my professional activity at the present time?

· What are the strengths and weaknesses of my professional motives?

At the end of the lesson, there is a discussion of the difficulties that the participants of the training had in the course of compiling the story. If desired, participants submit their story for general discussion.

Exercise 3. "Contemplation of nature."

Participants are invited to sit comfortably, close their eyes and mentally see the forest, which rises like a dark wall to the lake. There is a hotel on the shore of the lake where the training takes place. It is proposed to hear the cry of a seagull and feel the cool wind, etc. then you should mentally identify yourself with one of the characters in this picture or with one of the elements of this picture, feel yourself in his place. The moment this starts to work out, the participants are asked to get up and leave the training room, while informing everyone who or what each participant has identified with. This exercise helps to consolidate the emotional balance of the participants in the training.

Lesson 8.

Main goals: revealing one's professional creative potential, mastering techniques for overcoming doubts, strengthening confidence in one's professional abilities.

Exercise 1

Participants of the training are invited to make a collective photo portrait of the training group. The image is built based on the number of group members from top to bottom. The image includes: head, eyes, nose, mouth, etc. The facilitator reads out the names of the constituent parts of the body, and then asks what kind of head will the identikit have? A discussion begins, which lasts no more than 1 minute. The group decides to delegate someone's head to the identikit and justify their choice. Then facial features, arms, torso, etc. are selected. At the end of the exercise, the participants give a name to the drawn sketch.

This exercise prepares the group for the lesson and creates a positive emotional background.

Exercise 2. "Drawing the future"

Pencils, paints and paper are provided to the participants of the training. They are invited to sit comfortably where they will feel as free as possible. Without setting any limits, the participants must draw their future life and professional activity as they would like it to be. It is necessary to indicate the roads leading to the peaks that the participants want to climb. At the end of the work of the training participants, an art gallery is compiled. All participants, passing along this gallery, discuss the images without naming the author of the drawing.

Exercise 3. "Without a mask."

All participants in the training take turns taking cards lying in the center of the circle, and without preparation they continue unfinished statements. They must be sincere and frank. The rest of the participants evaluate the degree of sincerity. Possible incomplete statements are as follows:

What I really want sometimes is...

I know the acute feeling of loneliness, I remember ...

I especially don't like it when in class...

I really want to forget that...

It happened that colleagues called me ...

· Once I was frightened by the fact that my students… etc.

At the end of the exercise, the sincerity of the participants is assessed and the difficulties encountered during the exercise are discussed.

At the end of the session, participants give feedback to each other and share their impressions.

Lesson 9.

Main goals: analysis of the effectiveness of bringing the training program, consolidation of the acquired skills and methods of pedagogical activity and awareness of their professional motives.

Exercise 1. "Make a movie."

The participants of the training are given the task to “make” a short film about the school within 15 minutes. Within the group, a screenwriter, director, and actors are singled out. The task is to bring the shooting of the film to the screening and demonstrate it.

At the end of the lesson, there is a discussion of the difficulties that the participants of the training had during the "shooting" of the film.

A general analysis of the selected plot is carried out.

Exercise 2. "Suitcase of wishes."

Participants of the training are invited to say their wishes to all participants of the training. These wishes should be related to professional activities and addressed to a specific person.

All participants of the training write down the expressed wishes addressed to them, and at the end they rank them according to the degree of importance for themselves.

At the end of the lesson, a survey is conducted in which everyone expresses their opinion about the training.

Some exercises from P. Watzlawick's book "How to become unhappy without outside help." :)

Exercise 1

Sit in a comfortable chair, preferably with armrests, close your eyes and imagine that you are biting into a thick slice of juicy lemon. With a little practice, this imaginary lemon can make you salivate profusely.

Exercise 2

Still stay in your chair and, without opening your eyes, move your thoughts from the lemon to your own shoes. I don’t think it took you too long to realize, perhaps for the first time in your life, what a huge inconvenience the need to constantly wear shoes causes. Don’t be embarrassed if up to this point the shoes seemed to you the height of perfection, the main thing is to concentrate properly, and then you will easily notice that somewhere you are rubbing, somewhere it is slightly squeezing, the thumb is forced to constantly be in an unnaturally bent position , the laces tighten the foot too tightly, and besides, you are haunted by some vague, but obviously unpleasant sensations of cold, heat, tingling and the like. Repeat this exercise until the wearing of shoes from the usual daily necessity does not turn into a serious source of discomfort for you. Buy yourself a new pair of boots and note that no matter how comfortable they may seem to you in the store, sooner or later they begin to give you no less inconvenience than the old ones.

Exercise 3

Continue to remain in the chair, but this time turn to the window and fix your eyes on the sky. If you have even a modicum of luck, then in less than a minute, a myriad of tiny circles, like bubbles, will flash before your eyes. When you sit still, looking straight ahead, the bubbles slowly move down, but as soon as you blink, they rush up again. Now note the following feature: the more diligently you concentrate on these same circles, the larger they become. It is possible that some kind of insidious disease is sneaking up on you ... After all, if the circles continue to grow in size, sooner or later they will spread to the entire visibility zone - and needless to say, how detrimentally this can affect your vision. Consult an ophthalmologist. He, of course, will assure you that the fears are completely unfounded and that we are talking about a normal, absolutely harmless phenomenon, which is called phosphene. Well, what if your doctor, for example, while being a student, accidentally got measles and missed classes in which they had your rare and dangerous disease at the institute? Or, for example, does he simply not want to upset you and, out of pure human compassion, hides your fatal illness from you?

Exercise 4

Don't get too discouraged if you have any difficulty doing the third exercise. After all, not only eyes, but also ears can bring you no less grief if you wish. Close yourself in the quietest room, and very soon you will hear some buzzing, buzzing or even whistling. Under normal conditions, these sounds are drowned out by other noises, but if you concentrate properly, you will hear them more and more often, they will become louder and louder. Now go to the doctor. Further events will develop in the same way as described in exercise 3, with the only difference that this time, trying to console you, the doctor will explain the symptoms that bother you with ordinary tinnitus. (Note: Medical students may safely omit Exercises 3 and 4, as they are already equipped with all the necessary knowledge to discover in themselves the five thousand symptoms underlying clinical medicine, not to mention the narrower medical specialties. )

Exercise 5

Well, now you are already quite savvy and have clearly mastered all the necessary skills to slightly distract yourself from your own ailments and turn to the world around you. Let's start with traffic lights. After all, you probably already noticed that while your car is far from the intersection, the green light is stubbornly on, but as soon as you drive closer, it, as if by magic, changes to yellow or red. If you manage to drown out the voice of reason in yourself, constantly saying that, on average, you get into the red light as often as the green one, then success is guaranteed. In some subtle way, you manage to organize your personal traffic light statistics in such a way that each new red will successfully add up to the previous ones that made you waste time standing idle at intersections; the green ones will pass unnoticed, leaving no noticeable traces in your annals and memory. Soon, suspicions will begin to grow stronger that some mystical hostile forces have taken up arms against you in this world, and their insidious machinations are by no means limited to the boundaries of your hometown. Remember how hard they harassed you when you traveled to Los Angeles or Oslo? If you don’t drive a car, you can just as well use a strange pattern you discovered: no matter where you go, to the post office or to the bank, the line you get into always moves much slower than all the others, and the exit to your plane is always the same. turns out to be at the end of the airport farthest from the place of registration of tickets for this flight.

Exercise 6

Now, I hope, you have begun to understand more and more what strange and suspicious connections sometimes exist between the most simple and at first glance completely independent events. This will enable you to recognize ominous omens and patterns filled with the deepest meaning, completely eluding the vain glances of mere mortals. Take a closer look at your front door, and sooner or later you will surely find a fresh scratch on it that you have never seen before. Now think about what it would be for and what could it mean? Maybe it's a mark left by a thief, or traces of a failed night robbery? No, most likely, some anonymous ill-wisher deliberately damaged your property, or it was just that mysterious intruders marked your home in this way. Here, too, it is very important not to succumb to the temptation to give up on everything and say to yourself: "Ah, all this is bullshit ..." At the same time, one should not go to the other extreme, trying to find quite real practical explanations for all these phenomena. The main thing is to talk about the problem in a purely abstract, intellectual way, because the slightest experimental verification can negate the entire effectiveness of this exercise. (More about this danger will be discussed in the next chapter.) Since you are so good at penetrating the essence of strange, mystical connections between the most seemingly independent phenomena and even developed your own individual style in this, your trained eye will easily notice to what extent the events of our daily lives are influenced by inexplicable and unpredictable coincidences. Let's take at least such a simple prosaic example: you are standing at a bus stop, waiting for a bus, and in order to somehow kill time, you read a newspaper, but from time to time you cast a glance at the end of the street in the hope of seeing a long-awaited bus. And suddenly, as if some sixth sense tells you: "It's coming!" You look up from the newspaper and, of course, you notice that in the distance, a few blocks from the stop, the desired transport appears. Remarkable, isn't it? But this is by no means the most striking example of those countless cases of almost frightening superhuman clairvoyance, which, against the will, crystallizes in the bowels of your consciousness, helpfully focusing on everything that carries a potential threat to your life, property and peace.

Exercise 7

As soon as you are sufficiently convinced that some strange and suspicious events are happening around you all the time, immediately share your discovery with friends and acquaintances, including, if necessary, the postman. For there is no better way to recognize who is your true friend, and who is the treacherous wolf, dressed in sheep's clothing, in order to weave dark intrigues around you with impunity. With all his dexterity - or maybe just thanks to her - he will still give himself away, as soon as he begins to convince you that you are winding yourself up in vain and he does not see anything suspicious in your observations. However, this does not surprise us at all - after all, it is clear that if someone stealthily hatches insidious plans against you, he will never openly admit it. On the contrary, this subject will hypocritically try to distract you from your supposedly unfounded suspicions and convince you of his good friendly disposition. But now you not only know who is involved in the conspiracy directed against you, but you are completely sure that such a conspiracy really exists - otherwise why would your so-called "friends" so diligently convince you of the opposite?

The reader who has conscientiously studied the above exercises will easily understand that the seemingly amazing ability to create one's own misfortunes is not at all the privilege of geniuses like the Russian from the joke invented by Margaret Mead, the man with a hammer, or talented nuggets like Kesey and Marin. With a little training, anyone with average abilities can learn to create hopeless situations with their own efforts, without realizing it in the slightest. And then, suffering, he will enjoy his own helplessness in the face of the dark hostile forces that have taken up arms against him.

Exercise 8

Ask your partner to provide you with a favor. As soon as he goes to fulfill your request, immediately, without letting you come to your senses, turn to him with a new assignment. Since the partner will be able to fulfill both of your requests only one by one, and not at the same time, victory is practically guaranteed to you. If he prefers to finish the first thing first, then you can blame him for not paying attention to your second request, and vice versa. In the same case, if the partner decides to get angry, do not miss the opportunity to meekly and sadly remark that for some reason he has recently become very irritable.

Exercise 9

Say or do something that your partner can justifiably take as a joke or seriously. Now, depending on the reaction of the partner, you can blame him either for trying to turn serious things into a joke, or for a complete lack of a sense of humor. (This example is taken from Searles' article already mentioned above.)

Exercise 10

Ask your partner to read what is written above, claiming that his usual behavior towards you is exactly reproduced there. If the almost unbelievable happens, and the partner says that you are absolutely right, then by doing so he once and for all admits that he is treacherously manipulating your feelings. If - which is much more real - he categorically rejects your insinuations, then all the same, victory is yours. After all, you always have the opportunity to show him that by his very desire to refute the obvious, he just did it to you again. Explain your thought to him in approximately the following terms: “While I silently endured your vile manipulations, this inspired you to new and new “exploits”; now that I finally decided to tell you about it, you are trying to put pressure on me, claiming that it was never in your mind to manipulate my feelings.

A small exercise for teachers who are in a bad mood, but need to go to the children. A little meditation: close your eyes, take three deep breaths, and, accordingly, the same number of exhalations, remember something pleasant from your life (what causes positive emotions in you) wait until your memories reach the ego of a pleasant state, fix this state in your mind, take a deep breath, exhale and go to the children in a good mood!

Several exercises for working with parents of gifted children. I think they can be used for any other parents as well.

Stand decoration.

The participants of the training are divided into 3-4 subgroups. Each receives a postal envelope. In the subgroup, some area of ​​​​problems is selected that gifted children and their parents face (for example, communication problems with peers, interaction with teachers, parents, etc. The trainer ensures that the selected areas are not repeated in subgroups. Using markers , magazines and glue, the envelopes are drawn up in accordance with the selected area of ​​​​problems (the name of the area is written). Subgroups stick their own envelope on a piece of Whatman paper. During the entire training, any participant can write a question and put it in an envelope corresponding to the area of ​​\u200b\u200bthe problem. Later it will be held work with questions.

The exercise is aimed at identifying and clarifying the problems of gifted children and their upbringing, the difficulties of their interaction with their parents. 30 minutes.

Portrait of a gifted child.

The participants of the training are divided into 3-4 subgroups. Everyone receives a card "Portrait of a gifted child" (see Appendix 1), which lists the individual characteristics of such a child, as well as the qualities inherent in gifted children. Members of subgroups jointly choose those traits that, in their opinion, are really characteristic of gifted children. They may add other features to this list. Thus, a portrait of a gifted child is drawn up. Then each subgroup reads out the compiled characteristics, after which a general discussion is held and a general portrait of a gifted child is “drawn”.

The exercise is aimed at clarifying and generalizing the characteristics of a gifted child. 40 min.: 20 min. - drawing up a portrait in subgroups; 10 min. – discussion; 10 min. - drawing up a general portrait.

different behavior.

The coach asks the group to split into pairs. One person from a couple goes out the door. He is a "child". The coach instructs him: “You should go up to the parent (the person in the couple who is left in the room) and show him something very interesting to you, like a bug, a beautiful stone, or something else. You have to ask him to look at it." The instruction for the "parent" is as follows: "You must portray a person who is very busy with his own affairs, refuse to look at the nonsense that the child will show you." After this part of the exercise is done, the trainer asks the “children” to go out the door again. The instructions for them are the same. And for the “parents”, the instruction changes: “When a child approaches you, you must put aside all your affairs and look at what he will show you. Treat him with respect." After that, the exercise should be discussed, to find out what feelings those and other participants experienced, how they would like to behave in this situation in reality, what difficulties they experienced, what conclusions they drew.

The exercise is aimed at demonstrating the correct and incorrect behavior in relation to the child (and not only gifted, but also any), awareness of his needs. 30 min. Bill of rights.

The group is divided into two subgroups - “children” and “parents” (it is advisable to change the participants in the previous exercise in places - those who were “children” will become “parents”, and the former “parents” will become “children”). Each subgroup makes a list of their rights within 15 minutes. After that, the subgroups begin to alternately present these rights to each other, and each right can be included in the final list only when it is finally accepted by the other side. Each party can reject a right or insist on changing it. The discussion of each should not be longer than 3 - 5 minutes. The accepted rights of both parties are recorded and displayed in a conspicuous place.

The exercise is aimed at understanding the needs and problems of both children and parents, demonstrating the possibility for cooperation and compromise between children and parents. 40 min.

Letter from a gifted child.

The group is divided into 4 subgroups, each of which makes an appeal on behalf of gifted children to parents. All 4 letters are read out and discussed.

The exercise is aimed at understanding the needs, problems, fears, desires of a gifted child, as well as understanding the difference between such a child and others. 20 minutes.

A little exercise for the gifted themselves. Kind of like a brain teaser.

It is necessary to calculate from 1 to 100, while noting how long it will take. Then count backwards from 100 to 1. It is desirable that the time coincides with the previous count. It turns on consciousness very well if you perform this exercise from morning to earlier.

Training "View from childhood"

Purpose: to show teachers that at each age the surrounding reality is perceived differently and it is impossible to evaluate the actions of children only from the height of an adult.

1. What do you expect from classes? Individual interview before the training.

2. Familiarization with the basic laws of training: here and now, the right to say “no”, not to take information outside, communication on you.

3. Acquaintance. You call yourself what you wanted to be called as a child.

4. Sit in a circle on the carpet. The trainer pours various toys out of the bag. Everyone takes a favorite toy and explains why he took this particular toy.

5. Time is given to play with toys.

6. Remember the saddest day of your childhood. Small group discussion.

7. Remember the happiest day of your childhood. Small group discussion.

8. Reflection.

9. Look at the picture. What and how do you see? How is this way of looking at a picture different from the usual one? It is proposed to sit on the floor to consider a picture hanging on the wall. The picture may be familiar to most "Children running from a thunderstorm", "Three heroes", etc. Or maybe unfamiliar.

10. Participants make an application from ready-made elements. Who would you give it to and why?

11. Who wouldn't you like to give a gift to as a child?

12. Reflection. Conclusion: in childhood, everything is perceived on a different level. But much of childhood remains with us as an unresolved problem.

13. Let's look at each of his own problem, pushing it away from us. See how small she is?! Bring it closer to you and look at its details. Are they worth our current worries? Blow up the problem like a balloon and let it go. See how she flies. It caught on a branch and burst.

14. Reflection.

15. General drawing.

16. General reflection.

Theoretical information

Psychology is an amazing science. At the same time, it is both young and one of the most ancient sciences. Already the philosophers of antiquity reflected on the problems that are relevant for modern psychology. Questions of the correlation of soul and body, perception, memory and thinking; questions of training and education, emotions and motivation of human behavior and many others have been raised by scientists since the emergence of the first philosophical schools of ancient Greece in the 6th-7th centuries BC. But the ancient thinkers were not psychologists in the modern sense. The symbolic date of the birth of the science of psychology is considered to be 1879, the year of the opening by Wilhelm Wundt in Germany, in the city of Leipzig, of the first experimental psychological laboratory. Until that time, psychology remained a speculative science. And only W. Wundt took the liberty of uniting psychology and experiment. For W. Wundt, psychology was the science of consciousness. In 1881, on the basis of the laboratory, the Institute of Experimental Psychology (which still exists today) was opened, which became not only a scientific center, but also an international center for the training of psychologists. In Russia, the first psychophysiological laboratory of experimental psychology was opened by V.M. Bekhterev in 1885 at the clinic of Kazan University.