Class hour on the topic “Be able to say “No!”
(recommended to be carried out by an educational psychologist)
Goal: developing the ability to resist other people’s pressure, express refusal in optimal ways.
Tasks:
- Develop the ability to make independent choices and the ability to act in accordance with your own decisions.
- Familiarize students with various methods of refusal.
- To instill in students the need for a healthy lifestyle.
Age of students: 13–16 years (7–10th grade).
Progress of the lesson:
Children sit on chairs in a circle.
– The topic of our lesson: “Be able to say “No!”.” How do you understand this?
– Today we will learn to say “No!”, i.e. resist other people’s pressure, express refusal in optimal ways, learn confident behavior when defending our position.
Introductory part. Exercise "Activator".
– Now we will persuade one participant (we choose all together) to unclench his fist.
– How did you feel during such communication? Was it difficult to resist group pressure?
The conclusion is whether the student was able to resist the group or not.
Conversation.
– Each of us has our own social circle. These are our friends in class. Friends living in the same yard, comrades with similar interests, etc.
Why do you think almost every person has a need to belong to a group? (Children's statements based on personal experience).
– Common hobbies, the same interests, hobbies unite groups, but the coincidences cannot be complete: each of us is an individual and is somehow different from the others. And this is exactly what can affect relationships in a group: sometimes a group requires a person to give up his opinion. Often this happens unnoticed by us. A simple example is clothing. Two of your buddies are wearing amazing jackets. And you buy exactly the same one, despite the fact that it doesn’t suit you at all.
Psychologists call this phenomenon group pressure.
– Guys, who ever experienced group pressure? What do you know about people's behavior in situations of group pressure? (Children's answers).
The conclusion that the educational psychologist sums up is that people’s behavior under group pressure can be divided into two groups:
– someone is always ready to become like everyone else – these are conformists;
– others are constantly ready to resist – these are nonconformists.
– In life, the most common types of group pressure occur (after each type, children should give an example):
a) flattery, praise;
b) blackmail, bribery;
c) persuasion, deception;
d) threat, intimidation.
– Guys, very often situations arise in which the only possible behavior under group pressure is refusal! These are situations in which answering “Yes” could cause harm to yourself or someone around you.
Give examples of such situations.
– You should be prepared for such situations in advance. How to do this?
Exercise with training elements. Game "Give up in different ways."
– I will throw a ball to some of you, the one who catches it makes me an offer (for example, to go to the tundra, for a walk).
The presenter expresses refusal in different ways.
– What can you say about the refusals you heard?
a) Refusal-agreement: a person agrees in principle with the proposal, but for some reason does not dare to agree. For example: guys, thank you, but I’m so embarrassed to bother you.
– Who received this type of refusal to their proposal?
b) Refusal-promise. The person agrees with the proposal in principle, but at the moment he cannot accept it. It is made clear that under other circumstances the proposal would have been accepted. “Let's go to the cinema tomorrow” - “With pleasure, but tomorrow I have math classes.”
– Who received such a refusal?
c) Refusal is an alternative. The refusal is directed to an alternative proposal. The difficulty of such a refusal is to come up with a valuable alternative proposal: “Let's go to the gym tomorrow” - “Let's better take a walk around the village.”
d) Refusal-denial. The person makes it clear that he will not agree to the proposal under any circumstances. “No, I won’t go on a boat because I’m afraid of water. No, I will never go into the forest."
e) Refusal-conflict. The last option for refusal is denial. Aggressive in form. May contain insults or threats. “Let's go to the disco” - “What else! Stomp yourself!” This type of failure is effective in the case of pronounced external pressure.
Bottom line
Let's conclude: what qualities should a person show in order to withstand other people's pressure?
Discussion of the results of the lesson: “New and important for me.”
– What new did you learn?
– What did you like? What surprised you, upset you? What have you learned?
– Express your opinion about the lesson. The “Cup of Revelation” will help with this. Cards of different colors with inscriptions are laid out on the tables: yellow - I liked the activity; orange - learned something; green – I would like to continue such activities; blue - I was upset that I still need to learn to say “No”, white - an empty task, no one needs.
Ritual of farewell
List of used literature:
- Falkovich T.A., Tolstoukhova N.S., Vysotskaya N.V. Teenagers of the 21st century. Psychological and pedagogical work in crisis situations. – M.: “VAKO”, 2008.
- Makeeva A.G. By helping others, I help myself. – M.: “Enlightenment”, 2003.
- Makeeva A.G. Pedagogical prevention of drug abuse in schoolchildren. – M.: “Enlightenment”, 2003.
Responsible: Zavalsky Artyom Vladislavovich, methodologist of the State Medical Center for Dog and Medical Sciences.
Phone: , ext. 155.
Email: [email protected]
Class hour in 6th grade on the topic “Be able to say no!”
Class hour in 6th grade on the topic “Be able to say no”
Target:
developing the ability to resist other people’s pressure, express refusal in optimal ways, developing skills of confident behavior, and defending one’s position.
Tasks
:
1) teach the child to defend his own opinion and resist pressure from anyone;
2) develop the ability to make your own choice and the ability to act in accordance with your own decision;
3) develop the ability to refuse things offered by random people;
4) increase self-esteem and self-confidence;
5) develop communication skills
6) encourage students to be strong-willed;
7) cultivate the ability to defend one’s position and interests.
Progress of the lesson.
I. _ Introductory part.
- Let's remember what human health depends on? (students express their opinions) Yes, guys, a person’s health largely depends on his lifestyle. This means that we must know what is good for us and what is not.
Children fill out the table “Helpful, harmful”
(read, discuss)
— Does it somehow affect a person’s health if he always does not do what he wants? That is, he does something under duress?
— How can this affect health?
—Have you ever had to do something under duress, against your will?
— How did you feel at that moment, what emotions did you experience?
— Guys, in such situations, most often it’s enough to say just one word. Which?
-The topic of our class today is “Be able to say no.”
— Are there any questions that interest you? What would you like to talk about today within our topic?
Game “Yes or no”.
- I ask a question, you answer in one word.
a) Would you like to stay at home all your life without going outside?
b) Do you have a desire to eat an onion?
c) Would you like to hear an offensive word now?
d) Would you like to say an offensive word to a friend?
d) And if I force you to do this, what will you do?
f) What if I insist, put pressure on you? Will they just refuse you?
- Yes, guys, it’s really hard to refuse.
Today we will learn to say “No!”
those. resist other people's pressure, express refusal in optimal ways, learn confident behavior when defending your position.
II . Main part.
Exercise "Activator"
- Now we will persuade one participant (we select everyone together) to crumple a sheet of paper.
— How did you feel during such communication? Was it difficult to resist group pressure?
Conclusion: about whether he was able to resist the group or not.
— Which qualities help you withstand pressure, and which ones hinder you? Fill the table.
If a person is dominated by the qualities that you wrote down in column 2, he is easy to manage.
I suggest you play another game called "Puppet"
Instructions for participants in the “Puppet” exercise. In each five, one person will play the role of a doll (puppet) and four - puppeteers. To control the doll, you need to tie pre-prepared ropes, one to each arm and leg. One of the puppeteers controls his left hand with a rope, the second with his right hand, the third with his left foot and the fourth with his right. In addition, the puppet is blindfolded, and the puppeteers are prohibited from talking. Puppeteers can control the puppet at will; they need to guide it from one end of the audience to the other.
!!!!! The doll cannot do anything on its own, it only stands in one place, and otherwise obeys its puppeteers.
After the exercise, the experience gained is analyzed by asking questions.
Questions:
- How did you feel as a doll?
- Did you enjoy this role?
- What did you want to change or do?
- How is the experience gained in this exercise related to real life?
- How does a person feel when he is deprived of the ability to make decisions on his own, when he is controlled by others?
Conclusion: when you are not independent, you cannot control yourself, this is unpleasant.
Guys, is it possible to cultivate qualities in yourself that would help you not to be a puppet?
-And now I suggest you watch a short cartoon. (children are watching)
— What types of pressure did the wizard put on the owl? What helped make the owl do what it didn’t want to do? (Discussion of the cartoon)
In life, the most common types of pressure are: (after each type, children should give an example)
a) Flattery, praise; b) Blackmail, bribery; c) Persuasion, deception; d) Threat, intimidation;
— What types of failures exist? Somebody knows?
a) Refusal - agreement: a person agrees in principle with the proposal, but for some reason does not dare to agree. For example: guys, thank you, but I’m so embarrassed to bother you.
b) Refusal is a promise. The person agrees with the proposal in principle, but at the moment he cannot accept it. It is made clear that under other circumstances the proposal would have been accepted. “Let's go to the cinema tomorrow” - “With pleasure, but tomorrow I have math classes.
c) Refusal is an alternative. The refusal is directed to an alternative proposal. The difficulty of such a refusal is to come up with a valuable alternative proposal: Let's go to the gym tomorrow” - “Let's better take a walk around the village.”
d) Refusal – denial. The person makes it clear that he will not agree to the proposal under any circumstances. “No, I won’t go on a boat because I’m afraid of water. No, I will never go into the forest."
e) Refusal is a conflict. The last option for refusal is denial. Aggressive in form. May contain insults or threats. “Let's go to the disco” - “What else! Stomp yourself!” This type of failure is effective in cases of pronounced external pressure.”
Exercise: “Request - refusal.”
Instructions: “Two participants are chosen at will, one must ask for something, and the other must refuse, but at the same time do not say “no” and do not be rude as long as you can hold out. The presenter first asks the couple what the request will be. If participants find it difficult, you can offer your own options, for example, ask for a brooch for the evening, solve a problem, go for a walk together, etc. The second part of this exercise changes the task. You need to offer or ask for something that will be difficult to refuse, the second participant must refuse with the words: “No, no, no.”
Questions for discussion: What did you like, what was difficult?
How did you feel when you said “No”?
Is it sometimes difficult to refuse in life? Should we learn this?
III . Reflection on the results of the lesson: “New and important for me.”
Our class hour has come to an end, and I will ask you to complete the sentences:
- I like it …
I was upset...
I was surprised...
I learned/learned...
Express your opinion about the lesson. The “Cup of Revelation” will help with this. Cards of different colors with inscriptions are laid out on the tables: yellow - I liked the activity; orange - learned something; green – I would like to continue such activities; blue - I was upset that I still need to learn to say “No”, white - an empty task, no one needs it.”
Exercise I wish you..."
Passing the toy around in a circle (heart), wish your neighbor on the right a wish (smile more often, find friends, do exercises every day, eat vegetables and fruits, maintain a daily routine...)
Well done! Thank you very much for your active work
