Summary of an extracurricular event on career guidance “The Road to the Future” for 11th grade class hour (11th grade) on the topic

When choosing a future profession, it is important for high school students not only to have information about it, but also to be able to correlate the requirements of the profession with their personal inclinations, values, abilities and expectations from life.

The proposed tasks and exercises will help schoolchildren analyze their preferences and motives for choice, and get to know themselves better.

Introductory part

The lesson is designed for students in grades 8–10. The duration is one and a half hours.

The meeting begins with an introductory speech from the teacher. The class teacher reminds the children that the prospect of high wages is not the only criterion for choosing a future profession. This means that high school students need to understand: what is most important in choosing a profession? What does work, career, work generally mean for a person?

But since income level is one of the important criteria for choosing a profession for modern teenagers, the teacher suggests thinking about how much money a person needs to be happy?

High school students are divided into groups in any convenient way. Then each group receives a text for analysis (Appendix 1). The task is to answer questions.

Questions for the first group:

• Express your opinion about the text you read. Which positions do you agree with and which ones do you not? Why?
• Why does the desire to have as much money as possible sound so often?
• Which group would you like to belong to: materialists or idealists? Why?

Questions for the second group:

• Express your opinion about the text you read. Which positions do you agree with and which ones do you not? Why?
• Which group would you classify yourself as? Why?
• Comment on the positions of each group.

Questions for the third group:

• Express your opinion about the text you read. Which positions do you agree with and which ones do you not? Why?
• What prevented the hero from the very beginning from being happy and doing what he wanted most?
• What was true happiness for the hero - his height or the fact that he finally began to do what he wanted?

Questions for the fourth group:

• Express your opinion about the text you read. Which positions do you agree with and which ones do you not? Why?
• Why does a rich man consider a poor man a happy person?
• Does a poor man consider himself a happy person? Why?

Questions for the fifth group:

• Express your opinion about the text you read. Which positions do you agree with and which ones do you not? Why?
• What causes the hero's throwing? Why did he feel unhappy every time?
• What really was happiness for the hero?

Questions for the sixth group:

• Express your opinion about the text you read. Which positions do you agree with and which ones do you not? Why?
• Can a gray-haired man consider his choice of activity happy? Why?

Fragments from films

If it is technically possible, it is advisable to use a video projector to show participants excerpts from the films “Communist”, “Chairman” and other Soviet films about labor exploits.

Then the following questions are discussed in free form in class:

• How do you feel about the labor feats shown?
• What did this attitude to work mean for the characters in the film?

Exercises

The teacher offers high school students several exercises that will help them explore the world of professions. Depending on the choice of the leader, tasks can be performed both in groups and individually.

Chain of professions

Participants are invited to play a game like “Cities” in a circle, but they will need to name their profession or specialty by the last letter.

You can complicate the task by inviting the children to comment on the named professions based on some characteristic or interdependence.

List in alphabetical order

Schoolchildren must name as many professions as possible in alphabetical order. A more difficult level of the task is to perform it at speed.

It is advisable to invite students to write all available professions and specialties on cards, which will then be used when performing other exercises. You can also use cards prepared in advance (Appendix 2).

Formation of the image

Most schoolchildren have their own image of their future profession. Participants are asked to use pieces of paper to try to estimate in percentage terms what factors influenced the formation of this image.

Possible options:

• Professions of parents, close people, good friends.
• Experience communicating with people of one profession or another.
• Fiction.
• Documentary or feature films.
• Books about professions.
• Journal articles, essays.

Criterias of choice

Each profession, to a greater or lesser extent, is capable of satisfying a person’s need for money and success. High school students are asked to evaluate the professions they know, placing them in appropriate groups - depending on the extent to which they can bring certain benefits (Appendix 3).

Criteria options:

• Money (official and unofficial earnings).
• Power (subordination of other people).
• Health (the ability to maintain and improve).
• Excitement for life (adventure, travel).
• Prestige (recognition from others and the opportunity to boast about one’s profession and place of work).
• Spiritual search (the opportunity for self-development and knowledge of the ideals of goodness, justice, truth).
• Communication (more opportunities to build relationships at work).

Colors and associations

Can a profession have any color or be associated with some sound or smell? The presenter suggests that this is possible. Using cards with the names of professions, schoolchildren must tell what they associate this or that occupation with. If time permits, it is advisable to briefly discuss in class what feelings and emotions these associations evoke in other participants.

Crafting Items

The presenter suggests looking at an object in the classroom or in a picture and determining which professions took part in its appearance. For example, in order to make a desk, foresters grew a tree, and lumberjacks cut it down. The drivers took the logs out of the forest by car, the workers sawed parts of the wood at the sawmill, the furniture artist drew a sketch, the draftsman drew the drawings, and so on - until the table appeared in the classroom.

Professional's portfolio

Participants, divided into groups or individually, must assemble an imaginary business portfolio for an employee of a particular profession. It is necessary to place the most necessary items and tools for work in it.

The facilitator asks students to name the tools and comment on what they are used for.

Summary of a lesson on career guidance in grade 9 “World of Professions”

Summary of a lesson on career guidance in grade 9B

Topic: “The world of professions”

Goals:

• developing the ability to work independently and in a group
• development of the ability to plan and evaluate one’s activities
• expanding children's knowledge about the world of professions
• developing a conscious attitude of graduates towards their professional future
• ensuring graduates' readiness for professional self-determination

Tasks:

• create conditions for enriching students’ ideas about the world of professions
• create conditions for the development of creative potential and artistic abilities of the individual
• create conditions for the formation of motivational readiness of graduates for professional self-determination
• contribute to the formation of a communicative culture and respect for the profession.

Form of conduct

events - game training dedicated to professions.

Equipment:

1. memo “Classification of professions”
2. cards with names of professions
3. test forms
4. ball pen

approximate time

: 40-45 minutes.

Progress of the lesson

Teacher

: Guys, the hour is not far off when you will receive certificates of secondary (complete) education and enter a new era of your life. Previously, the main thing for you was study, your diversified development - the basis for your future life. Now you need to seriously think about choosing your profession.

At your age this is not easy to do. Your parents and teachers, friends, people whose opinions you listen to and who serve as an example can help you.

The purpose of our lesson today will be to realize responsibility for YOUR choice.

You all have a proverb on your table, try to explain its meaning.

Proverbs about work

1. Labor feeds a person, but laziness spoils him,
2. Patience and work will grind everything down,
3. A small deed is better than a big idleness,
4. As is the spinner, so is the shirt she wears,
5. What is the master, so is the matter,
6. Without an ax you are not a carpenter, without a needle you are not a tailor,
7. Don't be lazy behind the plow - you'll end up with a pie,
8. You do one thing, don’t spoil another,
9. Know how to start, know how to finish,
10. The master is afraid of every work.

Teenagers take turns reading proverbs and explaining them.

Teacher

: There are many nuances when choosing a profession. You can use a whole scientifically developed system consisting of several search methods.

Today we will introduce you to some of them.

First, let's do a warm-up game. Each of you has a form “Who knows more professions”, please take it.

2. Game warm-up - “Who knows more professions?”

The first game:

Given letters S, B, K, P, D (carpenter, doctor, blacksmith, cook, milkmaid, etc.) You need to write professions that begin with these letters, read out the names of professions for
5 minutes.
Answer form

Competition - “Who knows more professions?”

Instructions

: Write down in the table below which professions starting with the letter “P” you know.

After the guys finished working with the forms, we moved on to discussing the exercise, looking at what professions the teenagers remembered for one letter or another.

3. The teacher's word.

While playing, we refreshed our memory and remembered many different professions and specialties. Perhaps not common for our region, but in demand in the country and the world.

It is unlikely that any of you dreams of becoming an astronaut, intelligence officer, couturier, ballerina, and even more so a polar explorer or animator. The bulk of graduates will most likely choose a more conventional profession.

Let us find out why this happens and what influences our choice.

As we have already said, there are many approaches to choosing a profession, but today we will use the most acceptable one for us - the everyday one.

The word itself is worldly

speaks for itself. This is not a scientific specific approach, but something that guides people in everyday life, based on existing circumstances, their experience and capabilities.

So, what should we consider when choosing a profession following this method?

• Demand in the labor market.
• Profitability.
• Requirements for mental and physical abilities, health (astronaut, diver).
• Nervous-emotional tension (policeman, teacher, Ministry of Emergency Situations, miner).
• Education (doctor, teacher, psychologist, scientist).
• Opportunity to show creativity (artist, poet, dancer, designer, hairdresser, tailor).
• Positive impact on family life.
• Communication at work (team work or individual work).
• Opportunity for career growth (important or not important)

And now you need to take the “Find the error” form and select the positions that should guide you when choosing a profession.

Form “Find the error”

Instructions

: The form in table No. 1 lists the criteria for choosing a profession. Please, in Table No. 2, put numbers or write in words which of the presented criteria are considered basic and correct. Of the nine listed, only three are correct. Think!

Table No. 1

Table No. 2

When choosing a profession, you should be guided by three positions:

• “I want” is your interests, inclinations, desire to do something that interests you,
• “I can” - your level of preparedness, level of knowledge, availability of abilities for the chosen type of activity,
• “need” - demand for a profession, society’s need for it.

In our region, the point “demand in the labor market” plays an important role. This is precisely why you don’t dream of becoming polar explorers and choreographers, but choose professions that are more familiar to you.

The situation can be changed if you have a dream, desire, strive for your goal, and at the same time have the necessary qualities, abilities, and undeniable ones.

4. Game warm-up - “Guess the profession.”

Now let's relax and play a game called “ Guess the profession”
for 3 minutes .
I will distribute cards with the profession indicated there to those who wish. You cannot show the contents of the card to your neighbor.

Exercise

: it is necessary to depict the profession indicated on the card using gestures and facial expressions, without words. The rest of those present must guess what profession they are being shown.

Attached list of professions:

5. Classification of professions by subject of labor

Librarians have this commandment: putting a book in the wrong place means losing it. The library has many thousands of volumes. But any of them can be found in a matter of minutes if everything is in order with the classification and description of the book collection.

Classification is a meaningful order of things, phenomena, dividing them into varieties according to some important characteristics.

You come across classification starting from 1st grade - varieties of parts of speech, geometric shapes, animals, plants...

Many thousands of professions cannot be understood without classification. You can, of course, distribute professions according to such criteria as the first letter of the alphabet. This is also one of the possible classifications. However, it is not entirely convenient to use. To choose a profession alphabetically, you must first somehow find out its name. But the fact of the matter is that it is unknown to the chooser. For example, someone likes to draw and would like to do it. How does he know that in textile production there is a profession called “drawing copyist”, and in printing there is a profession called “colorist” or “retoucher”?

Teacher

: There are many different professions in the world. And to make it easier to navigate the world of professions, they were conditionally divided into 5 groups depending on the relationship between a person and the object of action (i.e. with whom or what a person of a certain profession works)

• "Man is a man"

This includes the most humane professions, based on communication and mutual understanding. For example, a teacher, a doctor, a lawyer, a notary, a lawyer, a manager, an administrator, a dispatcher, a salesman, a waiter, a hairdresser, a conductor, a cook, a flight attendant, a tour guide and others.

Kindness, compassion, empathy, interest in others are qualities that these specialists should have. In addition, they must have increased self-control and resistance to stress.

The whole variety of “person-to-person” professions can be divided into several areas:

• education and training;
• healthcare;
• organization and management;
• legal protection;
• trade and service services;
• cultural and educational work.

• "Man-Technology"

These are professions that are focused on the creation, use and maintenance of various technical devices. Technology is the whole variety of machines and mechanisms that people use to facilitate and speed up their activities. When choosing a technical specialty, it is necessary to remember the expected character traits of a person working with technology, such as developed spatial and concrete thinking, accuracy and precision, good eyesight. This type includes professions: driver, excavator operator, mechanic, installer, technician, design engineer and many blue-collar professions.

• “Man is a sign system

To produce any product, three components are needed: matter, energy and information. Signs are a means of information that people exchange in the process of life. Conventionally, the type of professions “person - sign system” can be divided into the following areas.

• Work with words, texts, books related to language (proofreader, linguist). This work requires perseverance and the ability to clearly express your thoughts.
• Working with numbers, formulas, signs (physicist, accountant, pharmacist). They require such qualities as patience, accuracy, organization, a tendency to perform routine operations and at the same time the ability to make non-standard decisions.
• Working with images, diagrams, maps (dispatcher). This profession is associated with the preparation or use of geographical maps, graphs, and drawings. This requires the ability to translate conventional signs into images of real objects and vice versa. Such workers require observation and attention to the most minor changes. If you like subjects such as geography, drawing, then this job is for you.
• Working with computers, information systems, and the Internet (PC operator, programmer). The range of professions that require computer knowledge is constantly expanding. If you are interested in mathematics and computer science classes and you know that a computer is not only a device for games, and you also have experience working on the Internet, then these professions may interest you.

• "Man - Nature"

By choosing a profession related to the transformation of nature and its use, a person takes responsibility for the future of what surrounds us, for the life of this and subsequent generations. In such professions, more often than in others, qualities such as foresight and forecasting of results, and willingness to work in adverse weather conditions are required. This category includes the following professions: physiologist, microbiologist, gardener, florist, decorator, veterinarian, geologist, ecologist, food industry technologist, farmer, zoologist, meteorologist.

• “Man is an artistic image”

This group includes professions related to art, creativity, and inspiration. The subject of labor for people of these professions is an artistic image, the goal is to achieve aesthetics in the surrounding world.

Among this group the following areas can be distinguished:

• Organizational (director, choreographer);
• Actually creative, constructive (writer, painter, actor, composer);
• Performing (pastry chef, tailor);
• Research (art critic, theater critic, restorer).

6.
Exercise “Your sphere”.
Cards on the wall and board. Approach the system in which you would like to work. Now I read out the statement and if you agree with it, then stay in the “technique” system or go to it. If you do not agree with this statement, then you need to change the system to a more acceptable one for you.

System Technology

: Statement “You enjoy reading books from the Fun Math series.”

The following statement to the Nature

. You enjoy growing plants and following their stages of maturation.

Next system Man

. You like to sort out conflicts and explain the essence of the problem.

Artistic image

– design exhibitions and showcases.

Sign system

– look for and correct errors in texts and diagrams.

Thus, you see that the scope of activity can change as we understand its individual nuances. We have formed certain groups, and you will perform the next task in this composition. Do you need to create a collection of modern, in-demand professions in your system, think about how the title page of the collection will be designed and what professions should be described in it? Example: the “Man – sign system” system, what can be depicted on the title page? Signs... Correct, but what kind of ∆, ∞, ≈, .... and others. Professions that are included in this system are accountant, economist, editor, composer…. You can depict everything schematically; your artistic abilities are not assessed here.

So, the time of working in the group has come to an end. Your task is to present your developments. Each group has 3 minutes to defend.

8. Summing up

In a circle, passing this candle to each other, say what today’s lesson gave you, what conclusions you can draw. And then the candle came back to me.

Today we studied the rich world of professions, using different types of information. We introduced you to professions that can be divided by type into five groups:

man-man

man-technology

thin man image

man-sign. system

man-nature

To create a layout of a professional collection, each of you needed to decide what is in demand in society, what he wants and what he can offer in this profession. In the next classes we will continue this work and introduce each other to your chosen professions. I propose to carry out the farewell ritual in the form of a wish.

I thank you for participating in the lesson, I want to wish you success in your professional self-determination, using the information received. Typically, those with the best information are the most successful. Finally, I will tell you one parable.

Parable about a butterfly.

Once upon a time, long ago in the old, old days. In the high Tibetan mountains lived a sage. The fame of his wisdom spread throughout the world. People from all countries rushed to him for advice, help, and to share their joys and sorrows.

At that time, a young man lived in the lower reaches of these mountains. He did not believe in the wisdom of the old man, and wanted to prove to everyone that he was a simple deceiver. He decided that he would go to the field, catch a butterfly, take it in his palms, go up to the sage and ask him the question “Sage, what do you think, is the butterfly alive or dead?” If he says - alive, I will clasp my palms, and the butterfly will die, and if he says - dead, I will open my palms, and it will fly away. I decided to do so. I went to the field and caught a butterfly, went up to the sage and asked, “Sage, is the butterfly alive or dead?” The sage looked at him and replied, “Everything is in your hands.”

Everything is in your hands: your destiny, your life, your path, your choice. You have discovered some more of your strengths and knowledge. It's interesting to work with you. Thank you for the lesson.

Planned results:

• conditions have been created to enrich students’ ideas about the world of professions;
• conditions have been created for the development of the creative potential and artistic abilities of the individual;
• conditions have been created for the formation of motivational readiness of graduates for professional self-determination;
• developing respect for professions.

Evaluation of results.

View group work (collection of professions).

Questions at random

The questions proposed below are written on cards that are hidden in an envelope. Participants take turns drawing questions at random and answering them.

• Is it worth working honestly in this day and age? Why?
• Why study after school when you can just find a job?
• What do you dream of becoming by profession in 20–30 years? How does your professional dream fit in with other wishes that are important to you - personal, family, hobby-related? Are there any contradictions between your dream and these desires?
• What 3-5 main stages can you highlight on the path to your professional dream?
• What shortcomings of your own may hinder you on the path to your professional goal?
• How are you going to work on yourself and prepare for your future profession?
• How and what can prevent you from realizing your professional plans (people, circumstances)?
• Do you have backup options for choosing a profession in case your main option fails?
• What are you already doing to prepare for your chosen profession and to enter the appropriate educational institution?
• What are you going to live your life for?

Steps to success

Participants will have to make a conditional choice of a profession that interests them and then determine the five most important steps in order to master it. To complete the task, special forms are used (Appendix 4).

This exercise can be made more difficult by dividing achievements into stages. Then, to get a profession, you first need to set five goals, and then achieve each of them in five steps.

After completing the task, the class jointly discusses and analyzes possible obstacles to achieving goals, clarifies the goals themselves, and specifies the steps necessary to solve the tasks.

Introspection

In conclusion, high school students are asked to explore their personal preferences according to the following scheme:

• Make a list of professions that you like, that are interesting, that suit you.
• Make a list of your requirements for your chosen profession, using the following criteria: – the chosen profession and my current problems; – chosen profession and my inclinations and abilities; – desirable content, nature and working conditions; – profession and actual employment in the specialty; – profession and life values; – profession and life goals.
• Determine how significant all of the listed requirements are. Perhaps there are less important requirements that, by and large, can be ignored.
• In addition to the requirements that you have for the profession, there are also the requirements of the profession itself. Analyze whether your professional qualities are developed, whether your intellectual abilities, psychological characteristics, and state of health meet the requirements of this profession.
• Analyze which profession from the entire list suits you best in all respects.
• To make sure your thoughts are correct, discuss your decision with friends, parents, teachers, a psychologist, and a career counselor.

Thematic excursion

A possible continuation of the class hour could be a thematic excursion to awaken the interest of schoolchildren in a particular activity. You can organize an excursion to the most unexpected places.

Sample excursion topics:

• “City of Professions” (excursions to city enterprises, various city organizations and institutions, along the city streets).
• “We choose...” (excursion to the mayor’s office and city assembly, to municipal departments).
• “Knowledge is power” (excursion to a library; preferably one where you can get acquainted with books about different professions).
• “Professions of the World” (virtual tour of the professions of the world to get to know them).
• “Route of the day” (individual excursion, for example, together with the driver of a minibus or trolleybus during the day in order to evaluate its work as a whole).
• “Constructions of the Century” (virtual tour of unique architectural structures of the country and the world).

After the excursion, it is important to analyze the impressions received by schoolchildren and conclusions from them - including in the form of debates, round tables, and preparation of materials for an information stand in the classroom.

Appendix 1. “Texts for groups”

Appendix 2. “Profession Cards”

Appendix 3. "Table"

Appendix 4. “Steps to achieve”