In primary and secondary school age, it is important to teach children to get along with others and build comfortable relationships. Without this, the child may develop psychological problems, including rejection of school. In this material, we have collected 5 simple games for the classroom that will help the teacher build a healthy atmosphere in the classroom.
School is a fundamentally new emotional environment for a child, in which it may be difficult for him to build comfortable relationships with others. A primary school teacher or class teacher makes a lot of efforts to ensure that the atmosphere in the classroom is friendly and comfortable, because their academic performance largely depends on the psychological state of children.
The games will not take much time, will not require complex additional props and will help children aged 7 years and older:
- perceive yourself and peers positively;
- emotionally de);
- learn to build harmonious communications and love others.
Game 1. Theater
The main objective:
promote emotional decentering in children, develop emotional intelligence and empathy.
Progress of the game
Classroom teacher:
Let's be a little actors!
Do you know what actors do in theater or cinema? Children:
Play different roles, impersonate someone.
Teacher:
Correct.
Likewise, a person plays a variety of roles in his everyday life. And for each of them he uses certain gestures, phrases, costumes, and voice intonation. What roles do you think we, our loved ones, have? Children:
Mom is a programmer at work, and mom at home.
Now I am a student of 3 “B”, and at home I will be a son, and in physical education during the day I will be a football player! Teacher:
So now I am a teacher for you, and at home I will be a mother (daughter, wife), you are now students, and in some game you will be elves, superheroes, princesses, anyone.
If work is carried out with children of early adolescence, you can introduce additional terminology - “social roles”, “professions”, “family roles”. If not, limit yourself to just the name of the role.
Next, the class teacher asks the children if they would like to learn acting, and what role, in their opinion, is worth starting with. Each child can choose not only a role, but also a mood and state. For example: a kind mother, an upset teacher, an angry student, a polite salesman, etc.
The student comes forward and plays the chosen role, being sure to monitor the tone of voice, facial expressions, gestures and other external expressions of the role and state. It can be difficult for children of primary school age to improvise, so it is better for the teacher to prepare in advance a set of phrases that will be spoken by children in different roles.
Article “Games and playful moments in lessons in elementary school” article on the topic
Games and playful moments in elementary school lessons
S.N.Gurina
V.A. Sukhomlinsky wrote: “...You cannot demand the impossible from a child. Any program in any subject is a certain level, a range of knowledge, but not a living child. Different children approach this level, this range of knowledge in different ways. One child already in the first grade can read a problem and solve it completely independently; the other will do it at the end of the second or even third year of study...
The art and skill of teaching and upbringing lies in revealing the strengths and capabilities of each child, giving him the joy of success in mental work.”
The learning process is very difficult. To get the desired effect, it is necessary to build special relationships; teacher - student. You must be able to understand the motives of a child’s behavior, be able to remove a negative attitude towards learning, and take into account the age and individual characteristics of students.
In lessons where the teacher's presentation of educational material dominates, children are bored. Such lessons are not addressed to the child’s inner strengths, to his emotions. One cannot underestimate the age-related characteristics of children’s thinking, their desire for emotional, imaginative perception.
In order to teach, educate, and comprehensively develop the personality of children, one must know their age and individual characteristics well.
K.D. Ushinsky urged teachers to study the laws of those mental phenomena that they want to control.
The main feature of the development of younger schoolchildren is a change in their social position: the child begins systematic learning, becomes a member of the classroom and school teams. Relationships with adults change, and the teacher becomes the main authority among them.
The task of the school and family in relation to the younger student during this period (from 7 to 11-12 years old) is to form his position as a student, to lead him to an understanding of new responsibilities.
Primary school age is an important stage in personality formation. What is important here is the unity of mental education with moral, physical and aesthetic. Each class, starting with the youngest, should have its own rounded worldview, accessible to the age of the students... Every year this worldview should deepen, expand and be replenished.
In the process of mental education, younger schoolchildren should develop: a conscious attitude to learning, cognitive activity and initial skills of a culture of mental work. It is at this age that the foundation of morality is laid, its simple norms and rules of behavior are learned. It is especially important at primary school age to develop such qualities as honesty, truthfulness, responsibility for one’s teaching and behavior, collectivism, and hard work.
The importance of games in the educational activities of younger schoolchildren should be especially emphasized. A.V. Lunacharsky spoke with inspiration about children's games, objecting to those who argued that children's games are not serious. Didactic, educational and other games are recognized to take their rightful place in the educational activities of primary schoolchildren.
Progressive pedagogy at all times highly valued playful forms of purposeful organization of children's lives. Thus, K.D. Ushinsky wrote: “... if we compare the interest of the game, as well as the number and variety of traces left by it in the child’s soul, with similar influences of teaching ... then, of course, all the advantage will remain on the side of the game.” L.S. Vygotsky called the game the leading means of teaching and education. Teachers especially note that the game can perform “an exceptional role in enhancing children’s cognitive interest, facilitating the complex learning process, and accelerating development.” There is no teacher who does not use games in his work. The very principle of play in education is older than humanity. Already young animals master the skills they need in later life through play. Consequently, a person’s predisposition to play lies at the level of instinct. The teacher's task is to guide the game in the right direction: to help students get closer to specific learning goals.
The emotionality of the game (only positive emotions, spontaneity, etc. act in the game) allow the student to be included in the lesson not partially or formally, but gives him the opportunity to fully demonstrate his best personal qualities. The student enjoys it. In the game, from a psychological point of view, the internal contradictions of the individual are smoothed out, internal balancing occurs, therefore, students’ psychological state improves in the conditions of game learning.
The game allows even difficult material for students to be presented in an attractive form. In terms of variety, game tasks cannot be compared with any other teaching methods: in practice, the teacher has the possibility of unlimited choice, allowing him to individualize the educational process as much as possible, taking into account the level and personality characteristics of the students. The game gives the teacher himself enormous professional satisfaction, since thanks to it the learning process itself becomes a process of continuous creativity.
The game helps the student see himself and his partner, as well as the subject of study, in a new way, so the use of the game has a positive effect on all other aspects of the educational process.
Play is a familiar element for a child. It is in the game that it is easiest for him to show his abilities and creativity. Voluntarily
By obeying the rules of the game, children learn self-discipline, perseverance, endurance - all those strong-willed qualities without which it is impossible to become an educated person. The game broadens one's horizons, consolidates knowledge, develops resourcefulness, ingenuity, and stimulates interest in various fields of science, technology, and art. The game ignites a spark of interest in a particular area of knowledge, causes a chain reaction of passion, inquisitiveness, search, and creates the atmosphere in which the tree of knowledge grows most luxuriantly.
An educational game for a teacher is work: he calmly, restrainedly and seriously formulates tasks, provides assistance in their implementation, and thoughtfully analyzes the results of the game. The game is always problematic. The tasks that are set for students should not be too simple, but at the same time they should be feasible for them. Games containing difficult tasks should be preceded by easier ones.
The need to use the game depends on the level of children’s acquisition of knowledge, skills and abilities, and on the degree of complexity of didactic tasks. The game comes into its own when it is difficult, when there is a need to create an additional background for learning, to give strength to students, to influence the course and result of their activities. When teaching children, during the process of play, one should strive to ensure that the joy of play activity gradually turns into the joy of learning. Learning should be joyful!
But, I believe, children should not be taught to expect new games or fairy-tale characters at every lesson, since the game should not be an end in itself, and should not be played just for the sake of entertainment. It must be subordinated to those specific educational tasks that are solved in the lesson. Because of this, the game is planned in advance, its place in the structure of the lesson is thought through, the form of its implementation is determined, and the material necessary to conduct the game is prepared. A consistent transition is necessary from lessons rich in game situations to lessons where the game is a reward for work in the lesson or is used to activate attention: funny jokes - minutes, games - trips to the land of numbers or the land of knowledge.
As students master learning skills, didactic games of an entertaining type lose their leading role: if previously the game was a prerequisite for including students in learning, then after mastering the elements of educational activity in game situations, the game turns into a didactic technique.
A didactic game helps to activate the mental activity of students, arouses keen interest in children and helps them learn educational material. When selecting and developing games, you need to proceed from the basic principles of learning. The main one: learning occurs only with the active activity of students. It is possible to classify games taking into account the various types of student activities. According to the nature of cognitive activity, they can be classified into the following groups:
1. Games that require executive activity from children.
With the help of these games, children perform actions according to the model.
- Games during which children perform reproductive activities. This group includes a large number of games aimed at developing computing skills. (“Silent”, “Climb the ladder”, etc.)
- Games in which students' control activities are programmed
("Controller", "Green, Red")
4. Games with the help of which children carry out transformative activities.
(“Numbers are defectors”).
5. Games that include elements of search activity, where the goal of the game is for students to formulate using a drawing, diagram and reference words.
In the system of lessons on the topic, it is important to select games for different types of activity - executive, reproductive, controlling and search. In the game, you should think through not only the nature of the children’s activities, but also the organizational side, the nature of the management of the game. For this purpose, you should use such simple means of feedback as signal cards (a green circle on one side and a red circle on the other) or different numbers. All this serves as a means of activating children in the game.
In most games, it is useful to introduce elements of competition, which also increases children's activity in the learning process. Sh.A. Amonashvili wrote:
“... without pedagogical play in the lesson, it is impossible to captivate students into the world of knowledge and moral experiences, to make them active participants and creators of the lesson.” It is necessary to create a learning situation in the classroom that would allow each child to express himself.
I allocate only a few minutes from 5 to 10 for the game. Moreover, the game technique can be included in the middle of the lesson, at the end or even at the beginning, depending on the topic, purpose and nature of the game.
I determine the value of a didactic game not by what reaction it will evoke from children, but by how effectively it helps solve a learning problem for each student. When choosing a didactic game for a lesson, I think through the following questions:
- What skills will be developed during the course?
- What educational goals are pursued during the game?
- Is it feasible for students in my class?
- Will all students participate equally in the game?
- Summing up the game (it must be clear and fair).
Literature
- Amonashvili Sh.A. "Pedagogical Symphony"
- Arutyunov A.R., Chebotarev P.G., Muzrukov N.B. Game tasks,
M., "Russian language" 2003.
- Monoszon E.I. “The teacher and the comprehensive development of the student”
- Knowledge M., 2006.
- Muzrik A.V. Teacher: skill and inspiration » Enlightenment «
- M., 1996
- Primary school No. 8.12 1999
- Podgornaya N.I., Bibik N.M., “Didactic games and cognitive tasks in 1st grade K., 1998.”
9. Kharlamov I.F. Pedagogy » Higher school » M., 2000.
10. Shmakov S.A. “Student games - a cultural phenomenon” M., “New School” 2004.
Game 2. The heart of our class
The main objective:
form a positive perception of classmates, learn to see the good.
Progress of the game
The teacher cuts out a heart from paper or cardboard in advance and attaches it to the board (you can draw the outlines of the heart on the board, but then the result cannot be saved). Children must remember all the good qualities that the students in the class have and write them down with felt-tip pens (or chalk) inside the heart. At the end of the game, the heart is transferred to the cool stand. If a conflict arises, the class teacher may ask you to pay attention to him and remember how much good there is inside every person.
About elementary school in other articles
Pedagogical festival "Generation". Neuropsychological techniques to help a primary school teacher
Cinema that educates. The best Soviet films about schoolchildren
Creative methods in teaching practice
How to properly organize a student’s workspace at home?
Stelmachenok Lyudmila Dmitrievna
MBOU "Secondary School No. 27", Perm
Primary school teacher
“Didactic games in Russian language lessons”
“Without play there is not and cannot be full-fledged mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. Play is the spark that ignites the flame of inquisitiveness and curiosity.”
V.A. Sukhomlinsky
How to make a Russian language lesson interesting, entertaining and a favorite subject for a child?
Play is the main activity of a child. It plays a big role in the formation and development of a child’s mental, emotional, physical and creative abilities. The game helps develop memory, thinking, imagination, attention, helps the formation of phonemic perception of words, enriches the child with new information, activates mental activity, attention, and stimulates speech. As a result, children develop an interest in the Russian language. Not to mention the fact that didactic games in the Russian language contribute to the formation of spelling vigilance in younger schoolchildren.
A didactic game is a valuable means of cultivating the mental activity of children; it activates mental processes and arouses in students a keen interest in the process of cognition. In it, children willingly overcome significant difficulties, train their strength, develop abilities and skills. It helps to make any educational material exciting, creates a joyful working mood in students, and facilitates the process of assimilation of knowledge.
In didactic games, the child observes, compares, juxtaposes, classifies objects according to certain characteristics, performs analysis and synthesis available to him, and makes generalizations.
Game activity as an element of a lesson can be used at any stage - from checking homework to completing a test and generalization.
1. Didactic game “Hard - Soft”
Goal: repetition of spelling of hard and soft characters.
Students are divided into two teams. One team is called “Stone”, the other is “Vata”. The “Stone” team comes up if I read a word with a hard sign, if I read a word with a soft sign, the “Vata” team comes up.
Words: congress, drive in, blizzard, pouring, entrance, pouring, announcement, stakes, runners, detour, ears of corn, drink, shooting, etc.
2. Didactic game “Be careful.”
Goal: to activate memory, attention, vocabulary, based on knowledge of the rules. From the proposed poems, write down words with combinations zhi, shi: 1. Siskins lived in a hut, Mice, hedgehogs, swifts, Walruses, giraffes and snakes come to visit them. 2. Vest, animal, belly, Giraffes, painting, lives, Rose hips, tires, reeds, Cars and pencils, Circle, serve, be friends and live, Hurry, make laugh, Hiss and sew. All combinations of ZHI and SHI Write only with the letter I!
3. Game "Boomerang"
develops children's attention and speed of reaction: the student needs to remember the right word and “return” it to the teacher.
Find a synonym.
A simple man (guileless), a simple task (easy), a simple truth (capital); a restless person (restless), a restless look (anxious); strong friendship (reliable), a strong sole (durable).
Find an antonym.
Near shore (distant), close person (stranger); funny comedy (boring), cheerful mood (sad); deep well (shallow), deep knowledge (superficial); small fish (large), shallow river (deep).
4. “Phraseological menagerie”.
Goal: expanding students' vocabulary.
Add the missing word - the name of the animal. Hungry like... (a wolf). Cunning like... (fox). Cowardly as... (hare). Dumb like... (fish). Prickly like... (hedgehog). Healthy as...(bull).
5. “How many dots - so many sounds”
Equipment: a cube with a different number of dots on its faces: two, three, four, five, six; one side is empty.
Children take turns throwing the cube and calling out words in which the number of sounds is equal to the number of dots on the top face of the cube. If a zero is rolled, the player skips his turn and passes the die to the next player.
6. Didactic game: “In one word.”
Goal: to activate children’s vocabulary, develop the ability to generalize. Students are asked to replace combinations of words and sentences with one word with the syllables cha, shcha, chu.schu. 1. Tree stump - ... (block). 2. Sixty minutes-…(hour). 3. Dense frequent forest - ... (thicket). 4. Predatory fish with sharp teeth - ... (pike). 5. What are heavy frying pans made of -... (cast iron). 6. Cover your eyes from the sun - ... (squint). 7. A vessel with a handle and spout for boiling water or brewing tea - ... (teapot) and
7. Didactic game: “Everything is the other way around.”
Goal: to consolidate the spelling of words with the combination –chn-. The teacher invites the children to replace the proposed phrases like noun + noun with another so that one of the words includes the combination -chn-. Christmas tree toy -... (Christmas tree toy) Fairytale hero -... (fairytale hero) Apple juice -... (apple juice) Milk soup -... (milk soup) Strawberry jam -... (strawberry jam) Buckwheat porridge -... (buckwheat porridge) Water from the river -... (river water) Well in the castle -... (keyhole) Flour from wheat -... (wheat flour), etc.
8. Didactic game: “Replace the letter.”
Goal: to activate the mental activity of students, to develop spelling and phonetic vigilance, attentiveness, and logical thinking. Children are offered the original word with a spelling, they change either one or two sounds in it, while maintaining the combination -chk-, and get new words. The one who composes the most words wins.
daughter pen barrel river night candle hummock stove point kidney cloud daughter car night
9. Didactic game “Find the mistake.”
Goal: to develop the ability to identify words in speech that denote an object. The teacher names a number of words denoting the names of objects and makes one “mistake.” Students must determine which word is the odd one out and why. 1. Doll, house, sea, came out, student. 2.Map, sun, iron, door, sailor. 3.Girl, chalk, more, pencil, toad. 4.Castle, hard, rooster, plate, cherry. 5. Runs, book, window, gate, elephant, etc.
10. Didactic game “Find a pair.”
Goal: to develop the ability to correctly correlate the name of an object and an action. Equipment: each student has a card on his desk on which the words are written in one column: blizzard, thunder, sun, lightning, wind, rain, snow, clouds, fog, frost, and in the other column the action words: dripping, floating, falling , spreads, floats, sweeps, thunders, bakes, sparkles, blows, crackles. For each word denoting the name of a phenomenon, students select a word denoting the action of the object, marking it with an arrow.
11. Didactic tasks and exercises.
Goal: to consolidate children’s knowledge on the topic “Dividing soft sign”, to develop memory and thinking. 1. First name the words in which you need to write the letter b at the end, and then in the middle. 2. Find words with a soft separator. Emphasize them: drink, sew, beat, family, ring, spear, pony, dress, coat, sparrow, sew, etc. 3. Write down the words with the separator b: The seal lies all day, And he is not too lazy to lie. It's a pity, seal diligence is not an example to follow. (B. Zakhoder) If only you had fox teeth, hare! If only you were gray and had wolf legs! Here's to you, scythe, and lynx claws! -Uh, what do I need fangs and claws? My soul is still like a hare. 4. Charades. I am with a softened L - underground, with a hard L I am on the wall, I am stone and brown. (books, for example, on me), And with a hard one - in any room, But as soon as you soften the L, In a geometric figure. Turn it into a dance right away. (Coal-corner) (Polka-shelf). Without M - I should show off in the forest; S M - the courts are afraid of me. (Spruce-melt).
Children really like these coloring pages:
Game 3. Magic thank you and magic please
The main objective:
help children learn to see the good in others, treat them carefully and with understanding.
Progress of the game
Teacher:
Did you know that there are words that need to be pronounced with special feeling?
Children ( offer options):
I love you, thank you, please.
Teacher:
Today we will learn to put a special meaning into the words “thank you” and “please”, to hide it there, like a small but very important secret! I’m sure you will succeed, because you are a bit of a wizard. When you and I say these words, along with the sound or text, we send the other person our appreciation, warmth and gratitude. Let's try!
One of the children should come up to the other and say “Thank you!”, always looking into the eyes, smiling and trying to put all his gratitude and love into the word. The second child must also sincerely answer “Please!” After this, the second participant chooses anyone from the class to whom he would like to say “Thank you.” The teacher can moderate the process if someone finds himself without magic words, but in no case force him to say them to someone - this way the children will understand that sincerity is not a necessary element of magic words. It is better to start a dialogue with the child yourself.
Game 4. What role am I in?
The main objective:
promote emotional decentering in children, develop the ability to understand the feelings and intentions of others.
This pedagogical game can be carried out after the “Theater”, or separately.
Progress of the game
Children take turns coming forward, thinking about a role for themselves (not very difficult, for example: mother, doctor, teacher, student, director, leader of a musical group). Then they need to say any one phrase that would allow the rest of the students to understand who the “actor” wished for.
Phrases options:
- I'll write this down in your diary! - How are you feeling, honey? - Who is out of rhythm again and is out of tune? — Do you sleep well and have an appetite?
Many phrases can belong to both the doctor and the mother, the teacher and the father, so the student actor also needs to pay attention to intonation and facial expressions.
Collection of extracurricular activity programs. 1-4 grades. Toolkit
The collection contains programs of extracurricular activities in all areas provided for by the Federal State Educational Standard for Primary General Education. Each program includes core content and topic planning that can be tailored to suit student interests. The collection will help organize extracurricular activities in any educational institution.
Buy
Game 5. Who are we talking about?
The main objective:
develop the ability to see good qualities in others and in yourself, promote the development of self-esteem and the desire to say nice things to others.
Progress of the game:
Before conducting a lesson, the teacher needs to cut out a heart from paper on which various positive qualities of people are written. For example: kindness, responsiveness, courage, openness, friendliness, cheerfulness, diligence, sociability, accuracy, commitment, patience, honesty, etc.
The heart is positioned so that all participants in the game can see the inscriptions. One student goes to the heart and makes a wish for one of his classmates, without saying the name. Then he “presses” some of the qualities on the heart, showing that the person he has chosen has them.
The rest of the guys need to understand who exactly the presenter wished for. The teacher can participate in the game himself, suggesting or putting forward his own theories.
To be continued... #ADVERTISING_INSERT#
“The use of game moments in mathematics lessons in elementary school”
The travel game reflects real events or facts, but the usual
reveals through the unusual, the simple through the mysterious, the difficult through the surmountable, the necessary through the interesting. The purpose of the travel game is to enhance the impression, to give the cognitive content a slightly fabulous unusualness, to draw children’s attention to what is nearby, but is not noticed by them. Travel games sharpen attention, observation, understanding of game tasks, make it easier to overcome difficulties and achieve success.
Errand games
have the same structural elements as travel games, but they are simpler in content and shorter in duration. They are based on actions with objects, toys, and verbal instructions. The game task and game actions in them are based on a proposal to do something: “Help Pinocchio arrange the arithmetic signs correctly”, “Check Dunno’s homework”, etc.
Guessing Games
are based on the assumption: “What would happen..?” or “How to complete the task correctly in order to...”, etc. Sometimes a picture can serve as the beginning of such a game. The didactic content of the game lies in the fact that children are given a task and a situation is created that requires comprehension of the subsequent action. Children make assumptions that are ascertaining or generalized and evidential. They also contain a competitive element: “Who can figure it out faster?”
Riddle games.
The emergence of riddles goes back to the distant past; they were invented by the people, included in rites, rituals, and included in holidays. Riddle games were used to test knowledge and resourcefulness. This is the obvious pedagogical focus and popularity of riddles as smart entertainment. Currently, riddles, telling and guessing are considered as a type of educational game. The main feature of a riddle is an intricate description that needs to be deciphered (guessed and proven). The description is concise and often takes the form of a question or ends with one. The main feature of the riddles is the logical task. The methods for constructing logical tasks are different, but they all activate the child’s mental activity. Children love riddle games. The need to compare, remember, think, and guess brings the joy of mental work. Solving riddles develops
the ability to analyze, generalize, forms the ability to reason, draw conclusions, and draw conclusions.
Conversation games (dialogues).
The game-conversation is based on communication between the teacher and the children, the children with the teacher and the children with each other. This communication has the special character of play-based learning and play activities for children. In a game-conversation, the teacher often comes not from himself, but from a character close to the children, and thereby not only preserves playful communication, but also increases his joy and desire to repeat the game. The value of the conversation game lies in the fact that it requires the activation of emotional and mental processes: the unity of words, actions, thoughts and imagination of children. The conversation game develops the ability to listen and hear the teacher’s questions, children’s questions and answers, the ability to focus attention on the content of the conversation, complement what was said, and express a judgment. All this characterizes the active search for a solution to the problem posed by the game. Of considerable importance is the ability to participate in a conversation, which characterizes the level of good manners. The main means of a conversation game is a word, a verbal image, an introductory story about something. Didactic games according to the number of participants are divided into:
