Conversation-training for high school students on the topic: Tolerance

Extracurricular event for high school on the topic: Tolerance. Scenario

Conversation-training for high school students “We choose Tolerance”
Author: Irina Vladimirovna Kosolapova, teacher of the State Educational Institution S(K)SHI No. 2 for children with disabilities. Description of work: I offer you a lesson for children in grade 9 on the topic “We choose - Tolerance.”
This material is intended for teachers of special (correctional) boarding schools of type 8. Topic: “We choose Tolerance”
Goal: developing a tolerant attitude among students, respecting the rights, individuality and uniqueness of other people. Objectives:
Educational: -expand the idea of a tolerant personality, try to become more loyal to each other;
- expand students’ knowledge about children’s relationships; Correctional and developmental: - teach to find in people and in oneself what helps people to be tolerant, through the “Pearl in the Shell” exercise; - develop speech and thinking skills through training exercises - develop the ability to formulate and express one’s opinion, self-control, respect the opinions of others, through psychological techniques. Correctional-educational: -develop a respectful attitude towards each other; - to cultivate a sense of tolerance towards other people Equipment:
- multimedia presentation, - signal cards (green, red), - paper, felt-tip pens, ballpoint pens, - pins, pebbles, - envelope with questions, “footprint” templates - 2 boxes (red, black),
Form of delivery
: conversation-training
Age category:
15-17 years

Progress of the lesson:

Now that we have learned to fly through the air like birds, to swim under water like fish, we lack only one thing: to learn to live on earth like people.”
B. Show I. Organizational moment (greeting, mood for the lesson) Educator: - Hello guys. -I see your smart eyes, friendly glances and I hope that our communication will be fruitful and pleasant. Exercise “They called, they call, they will call...”. The students sit in a circle and everyone takes turns, starting with the leader, and says: “When I was very little, my name was Vovochka, now at school my name is Volodya, and when I grow up, my name will be Vladimir Nikolaevich.” Educator: - We want to be treated with respect, called us affectionately by name, but for this we need to understand people ourselves, feel their mood, try not to offend anyone. Exercise "Getting to know each other". Educator: - I will give you a lesson today. But first, let's get acquainted in an unusual way. Guys, let's form a circle. We say our name and use the first letter of our name to describe ourselves. My name is Irina Vladimirovna, the first letter of my name is I, I am interesting (then the guys say their names and give themselves a description). - Very nice to meet you. II. Message of topic and purpose: Educator: - Guys, pay attention to the epigraph. — How do you understand B. Shaw’s words? (children's answers) Educator: - That's right. A modern cultured person is not only an educated person, but also a person who has a sense of self-respect and is respected by others. -Today in class we will learn to be tolerant towards each other, respect the individuality and uniqueness of each of you. III.Main part: 1. Reading and analysis of the parable “Okay Family” and the history of the origin of the concept of “Tolerance”.
“We’ll start our lesson with a Chinese parable.”
The title of the parable is “Okay Family.” "Okay family." Once upon a time there was a family. She was not simple. There were more than 100 people in this family. And she occupied the whole village. This is how the whole family and the whole village lived. You will say: so what, there aren’t many big families in the world. But the fact is that the family was special - peace and harmony reigned in that family and, therefore, in the village. No quarrels, no swearing, no God forbid, fights and strife. Rumors about this family reached the very ruler of the country. And he decided to check whether people were telling the truth. He arrived in the village, and his soul was reborn: all around was purity, beauty, prosperity and peace. Good for children, calm for old people. The lord was surprised. I decided to find out how the villagers achieved such harmony, and came to the head of the family; Tell me, how do you achieve such harmony and peace in your family. He took a sheet of paper and began to write something, he wrote for a long time - apparently he was not very strong in reading and writing. Then he handed the sheet to the bishop. He took the paper and began to sort out the old man’s scribbles. I took it apart with difficulty and was surprised. Three words were written on the paper: Love; Forgiveness; Patience. And at the end of the sheet: a hundred times love, a hundred times forgiveness, a hundred times patience. The bishop read it, scratched his ear, as usual, and asked: “And that’s all?” “Yes,” answered the old man, “this is the basis of the life of any good family.” And, after thinking, he added: “And peace too.” Educator: - Do you guys agree with what the head of the family wrote on a piece of paper? (Love, forgiveness, patience...) Our group is a small family. And I would like kindness, respect, and mutual understanding to always reign in our group. There were no quarrels or swearing. -This definition has its own concept of TOLERANCE, with which you have been familiar for a long time, and which has its own history: At the turn of the 18th-19th centuries, a certain Talleyrand Périgord lived in France. He distinguished himself by the fact that, under different governments, he remained invariably the Minister of Foreign Affairs. He was a man talented in many areas, treated people with respect, and sought solutions to problems in a way that would least infringe on the interests of other people. The concept of “tolerance” is associated with the name of this person. 2. Literal analysis of the concept “Tolerance”.
Educator: -Let's try to remember what the concept of tolerance means by conducting a letter analysis of this word: T - patience.
O - responsibility. L - love. E- unity. R - joy. A - activity. H - reliability T - camaraderie. N - morality O - communication. C - compassion, cooperation, justice. T - tolerance. b 3. Training exercises.
Educator: -If you look at each other, we will see that we differ in some ways.
Exercise “Let's fantasize...” -Imagine that the time will come when all people on Earth will become exactly the same (height, hair and eye color, clothing, amount of knowledge, etc.) -What will this world be like? How will people live in it? -Is it good or bad that we are all different? -How to live in a world where there are so many different people? -So we can conclude: Differences complement and enrich society in order to live in a world where there are so many different people. Exercise “Envelope of Revelations” - And now I invite everyone sitting in a circle to take one of the questions written on a strip of paper from the Envelope of Revelations and answer it. (The questions are designed in such a way that they allow you to speak frankly about what worries and interests children, find out their values, beliefs, etc.) If you could be reincarnated as an animal, what animal would you be? Why exactly this? If you could trade places with anyone for a week, who would you choose? Why? If the good fairy promised to grant you three wishes, what would you wish for? If you were invisible for one day, how would you take advantage of it? By what criteria do you choose a friend? What country would you like to live in? If you were asked to map out a plan for your life, what would your top three goals be? If you caught a goldfish, what three wishes would you make? Educator: - We found out what interests you have, what wonderful values you have, what worries you. It's good that you were all frank. Thank you. -Guys, please tell me, can a person do without communicating with other people? -But all people are different - what helps us find a common language with other people? -Do you in a group need to be able to find a common language with each other? For what? -Sometimes we unwittingly offend people, not noticing the seriousness of our actions, and it happens that we ourselves pay excessive attention to little things and get offended over trifles. Let's try to figure out what you need to pay attention to and what can be considered a trifle in life. Exercise “Little things in life.” Children have signal cards (red and green). -If you consider the action I’m talking about to be a small thing in life, then raise a red card, and if you don’t think so, then a green one. Are you ready? A student is late for school, pushes everyone away when entering - this is... A person enters the room, greets everyone - this is... Speaking in any situation in a calm, even voice is... Crying over trifles is... Sitting at the table, slurping and swinging your legs - this is ...Being angry if you didn't get to watch a movie is...Gulping down breakfast in a hurry at the buffet is...You are late for a scheduled meeting is...Educator: -Which cards did you pick up the most? It turns out that you understand correctly: from childhood you have to force yourself to do not only what you want, but also what you need. Carelessness in human relationships does not need to become a habit. -Every person does different things in life. In some cases, he does the right thing and shows good qualities, but sometimes it happens the other way around. - Think, can we always calmly listen to each other? Support in difficult times? Understand people who are different from us. (children's answers). -Can we always say compliments to another person if we are offended by him, or apologize if we offended ourselves? (children’s answers) Exercise – relaxer “Good words for a friend.” - Guys, please stand in a circle, one after another. Pin the blank piece of paper that lies next to you onto the back of the student in front. Take markers and write something nice about him to your friend. For example: Thank you for being such a kind and considerate friend. I like the way you laugh and joke. You are great at helping others. -Let everyone take off their sheets of paper and read what is written there. How great your comrades think of you! Save these compliments as a keepsake so you can enjoy rereading them whenever you are in doubt. - Indeed, guys, every person is unique, this is an individuality. A person with his own characteristics. If we were all the same, life in the world would simply not be interesting. -First of all, tolerance manifests itself at home, at school. Everyone knows that we need to live together, but sometimes it is difficult to restrain ourselves when we see the shortcomings of others. Sometimes we have the feeling that we are being picked on; in an effort to be strong, we become intolerant. Every person has the right to choose. How can we become tolerant? First of all, you need to remain yourself, see your mistakes. Exercise “Pebble in a shoe.” Children come out 1 or 2 people at will. The teacher invites them to put a “pebble” in their shoes (you can use an eraser). Students try to walk hand in hand in front of the class. (It doesn’t work) Educator: - Tell me, what’s stopping you from passing beautifully. (Pebble) -Find in yourself what prevents you from living in peace with yourself and with the people around you. (anger, fear, timidity, anger, cowardice, talkativeness, laziness, sadness,) Write it down on pieces of paper…. -Now roll up the piece of paper and throw it into the black box. (The box is placed outside the door). -Now nothing will stop you from communicating with other people. Exercise “Pearl in a shell.” Educator: -Find in yourself what is a virtue and helps you live in peace with the people around you: joy, understanding, patience, compliance, the ability to forgive, the ability to be friends, responsiveness, honesty, truthfulness. Write it down on pieces of paper. Roll it up and put it in a red heart-shaped box. This is what helps you communicate, understand and accept other people. V. Reflection: Exercise “Good luck.” Educator: -You have cards made of colored cardboard in the form of a human footprint on your tables. Choose two qualities, two character traits that are your strengths. That is, two positive qualities that you possess. We'll hang them on the board under the heading "Good luck." -In conclusion, I want to read the words of the writer M. M. Roshchin “Try not to attack, but to give in. Not to capture, but to give. Don't show your fist, but extend your palm. Not to hide, but to share. Don't yell, but listen. Don’t tear it apart, but glue it together.” In one word, “We choose Tolerance,” then you will be a tolerant person, and your team will be strong, friendly, united. -Our lesson is over. Thank you. List of sources used: 1. Abdulkarimov G. G. Ethnic stereotypes of schoolchildren: the problem of forming a tolerant consciousness. – Education in a modern school. – 2002. – No. 4. 2. 2. Gerasimova V. A. Class hour playing. — M.: Sphere shopping center. — 2003. Udoshnikova N. “Do not return evil for evil”: an important human virtue. – Civics. – 2002. – No. 44. 3. Klenova N.V. What you need to know about tolerance. – Education in a modern school. – 2003. – No. 7. 4. Maksimova M. Games of mutual understanding and tolerance: can they protect our children from the influence of extremists. - Head teacher. – 2002. – No. 8. 5. Morozova L.P. Class hours. 5th grade. – Volgograd: ITD “Corypheus”. — 2008. 6. Pastukhova E. The right to be different from others: notes on fostering a culture of interethnic understanding and tolerance. - Head teacher. – 2003. – No. 5. 7. Severina O. A., Dronova T. A. Companion of the class teacher: education of tolerance among schoolchildren. - M.: "Globe". — 2007. 8. Sokolova E. Education is the path to a culture of peace and tolerance. – Public education. – 2002. – No. 2. 9. Tolerance / General. ed. M. P. Mchedlova. — M.: Republic. — 2004.

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Conversation “Learning to understand each other”

Conversation with students in grades 5-6.

Topic: “Tolerance. Let's learn to understand each other"

Goals and objectives:

To form in students an idea of tolerance (the emergence of the concept, the meaning of the word, methods for developing this quality).
To form in students tolerance of thinking, respect for their rights and the rights of other people.
Foster a sense of respect for each other, for the customs, traditions and cultures of different peoples.
Develop critical thinking, group work skills, the ability to conduct dialogue and argue one’s position, and find compromise solutions to the problems under discussion.
Contribute to increasing the level of creative activity of students.

Equipment:

presentation, multimedia, TV;
cartoon, cards, leaflets;
flower of tolerance, petals.

Progress of the conversation

I. Introduction. The teacher's word.

Hello guys!

I see your smart eyes, friendly glances and I hope that our communication will be fruitful and pleasant.

We are all different: blondes and brunettes, plump and thin, excellent students and poor students, people of different races and nationalities. We all live in a society. Every day we see many new, unfamiliar faces. We notice some in the crowd, but not others. We don’t think that each of us is unique; no two people are absolutely alike. Even twins usually have very different personalities. What can we say about other people?! Each of us has our own interests, principles, desires, goals. Each of us looks different, dresses differently, talks differently. Everyone has something of their own, unique.

II. Announcing the topic of the conversation.

Antoine de Saint-Exupéry said: “If I am not like you in some way, I do not insult you at all, but, on the contrary, I give you a gift.” How do you understand this expression?

His words are not only a lesson to us living in the 21st century, but also a confirmation that the world, like nature, is diverse and that is what makes it beautiful. Its beauty is that peoples and nations live on Earth, unique in their culture, traditions and customs. And all of us, the people of this planet, are connected to each other by visible and invisible threads. To be tolerant of each other, to try to understand each other, regardless of nationality - this is a great art of people and it is called tolerance. This is what we will talk about today.

III. Formulation of the problem.

Now there are about three thousand peoples on Earth. The Russian Federation is one of the largest multinational countries in the world. Approximately 166 nationalities and nationalities live in Russia.

Some people believe that only Russians should live with dignity, and that there is no place for national minorities in Russia. But is it possible to imagine Russia without people like:

Pyotr Ivanovich Bagration - Russian general with Georgian roots, hero of the Patriotic War of 1812.
Abram Petrovich Hannibal - general, Pushkin’s great-grandfather on the maternal side, Ethiopian.
Vladimir Ivanovich Dal is a Russian lexicographer, the author of the “Explanatory Dictionary of the Living Great Russian Language” - from the Russified Danes.
Konstantin Eduardovich Tsiolkovsky is a Russian scientist - self-taught, the founder of modern cosmonautics - from the Poles.

How can we imagine Russia without the names of these and countless other heroes of our history of non-Russian origin?

IV. History of tolerance:

Concept of tolerance

, has its own history: at the turn of the 18th-19th centuries, a certain Talleyrand Charles Maurice Périgord, Prince of Benevento, lived in France. He distinguished himself by the fact that under different governments (under the revolutionary government, and under Napoleon, and under King Louis XVII) he remained invariably the Minister of Foreign Affairs. He was a person talented in many areas, but, undoubtedly, most of all - in the ability to take into account the moods of others, treat them with respect, and seek solutions to problems in a way that least infringes on the interests of other people. And at the same time, maintain your own principles, strive to manage the situation, and not blindly obey circumstances. Thanks to his actions, the concept of tolerance appeared on the planet.

V. Introduction and explanation of the concept of tolerance.

— Today we often hear the word “tolerance” from television screens and from leading politicians. What does it mean?

Tolerance

(from Latin tolerantia - patience) -
tolerance
to someone else's lifestyle, behavior, customs, feelings, opinions, ideas, beliefs.

Show tolerance

- this means recognizing that people differ in appearance, position, interests, behavior and values and have the right to live in the world while maintaining their individuality.

Definition of the word “tolerance” in the world:

In Spanish, it means the ability to recognize ideas and opinions that are different from one's own.
In French, an attitude that accepts that others may think or act differently than oneself.
In English - willingness to be tolerant, condescending.
In Chinese it means to allow, to accept, to be generous towards others.
In Arabic - forgiveness, forbearance, gentleness, mercy, compassion, benevolence, patience, affection for others.
In Russian - the ability to endure something or someone (to be self-possessed, hardy, persistent, to be able to put up with the existence of something, someone).

Questions for students:

Which definition appeals to you most?
Why do you think the definitions are different in different countries?
What do these definitions have in common?

VI. Working with the concept of tolerance.

-Now let’s do a literal analysis of the word tolerance:

T – patience.
O – responsibility.
L – love, courtesy.
E – unity, like-mindedness.
R – equality, development, joy.
A – altruism (moral solidarity with other human beings.
N – independence, reliability, morality.
T – partnership.
N – indifference, undemandingness, undemandingness.
O – optimism, communication.
S – justice, freedom, forbearance, happiness, cooperation, solidarity, compassion.
T – tolerance.
b – sensitivity.

VII. Frontal conversation.

The third millennium is gaining momentum. Progress moves inexorably forward. Technology has come to serve man. It would seem that life should become more measured and calmer. But we increasingly hear the words: refugee, victim of violence...

In today's society there is an active growth of extremism, aggressiveness, and expansion of conflict zones. These social phenomena especially affect young people, who, due to age characteristics, are characterized by maximalism and the desire for simple and quick solutions to complex social problems.

— Why is tolerance so relevant today?

“The situation in the world is very unstable these days. What events can be named that threaten the world? (War in Syria, terrorist attacks in Europe, conflicts in Ukraine...)

“Many people – civilians in these countries – turned out to be refugees. These people were forced to leave their country. Shelter for the homeless is our duty. Now refugees from Kazakhstan, Uzbekistan, Kyrgyzstan, Georgia, Afghanistan, Lebanon, Chechnya, and Dagestan are coming to Russia. These people are civilians, and they are not to blame for the policies that lead to national wars.

- Why do wars happen? (Intolerance towards each other, quarrels, prejudices, anger, envy, money - the desire to get rich and establish world domination, to subjugate weaker countries and peoples and to exploit the dependent.)

- This has always been the case in history. But simple, innocent people suffer. Today trouble has touched these people. Tomorrow trouble may affect us too. What challenges do refugees face today? (Nowhere to live, nowhere to work, national intolerance, indifference of people around and humiliation.)

- Should we show mercy?

Mercy is compassion, love in practice, willingness to do good to everyone, kindness.

VIII. Continue the sentence.

- When people address me with ridicule, I...

- When people turn to me with a threat, I want...

— When people approach me with fear, I feel...

- When people treat me with respect, then...

- What conclusion should we draw? Who remembers what the golden rule of communication sounds like? (Treat people the way you would like to be treated.)

IX. Testing.

Now we will test you and determine how tolerant you are. If you choose the first answer, put a plus on the sheet.

Misha is poorly dressed...

It doesn't matter.
You laugh at him.

Petya eats differently from you because of his religion...

You ask him to explain it.
You say he looks funny.

Joe's skin color is different from yours...

You strive to get to know him better.
You make offensive remarks about this.

An elderly woman walks slowly...

You help her and hold the door.
You push her to overtake her.

You are a girl, you are placed next to a boy...

You are talking to him.
You say that the boy is all zeros.

Someone is being attacked before your eyes...

You're trying to protect him.
You pretend you don't notice anything.

A disabled child approaches you...

You naturally talk to him.
You walk away from him and don't know what to say.

Answers:

7. Great! You are confident in yourself and can express your opinion. And you realized that your freedom ends where the freedom of others begins.

From 3 to 6, then you are not very tolerant. You are not confident enough to share and express your opinions, however, you are kind and in time you will succeed.

Less than three? You are not tolerant at all! If you try to better understand yourself as you are, you can become truly happy!

X. Watching a cartoon.

Annex 1

— How did you understand the content of the cartoon?

- What does he teach us?

— What does it mean to be a tolerant person?

— What qualities of a tolerant person would you highlight? (Tolerance, Compassion, Forgiveness, Willingness to do something together, Mercy, Cooperation, Respect for the rights of others, Accepting others for who they are.)

XI. Generalization.

A class is a small family. And I would like kindness, respect, mutual understanding to always reign in our family, and there would be no quarrels or swearing. What is needed for this?

Let's listen to the Chinese parable "Good Family"

. Once upon a time there lived a family. She was not simple. There were more than 100 people in this family. And she occupied the whole village. This is how the whole family and the whole village lived. You will say: so what, there aren’t many big families in the world. But the fact is that the family was special - peace and harmony reigned in that family and, therefore, in the village. No quarrels, no swearing, no, God forbid, fights and strife. Rumors about this family reached the very ruler of the country. And he decided to check whether people were telling the truth. He arrived in the village, and his soul rejoiced: all around was purity, beauty, prosperity and peace. Good for children, calm for old people. The lord was surprised. I decided to find out how the villagers achieved such harmony, I came to the head of the family, tell me how you achieve such harmony and peace in your family. He took a piece of paper and began to write something, he wrote for a long time - apparently he was not very good at reading and writing. Then he handed the sheet to the bishop. He took the paper and began to sort out the old man’s scribbles. I took it apart with difficulty and was surprised. Three words were written on the paper: love; forgiveness; patience. And at the end of the sheet: a hundred times love, a hundred times forgiveness, a hundred times patience. The bishop read it, scratched his ear, as usual, and asked: “And that’s all?” “Yes,” answered the old man, “this is the basis of the life of any good family.” And, after thinking, he added: “And peace too.”

- How did you understand this parable?

XII. Training.

Let's say the following phrases thoughtfully and in a low voice:

Our Motherland is Russia.
We live together.
We are tolerant of each other.
We are merciful, kind, fair.

- If all people are like this, then children will live happily on the entire planet Earth and there will never be war.

XIII. Final task “Flower of Tolerance”.

“Each of you, take a piece of paper and write on it what you think needs to be done to make the school a space of tolerance, that is, so that the relationships in it become as tolerant as possible.”

(Students write on petal-shaped pieces of paper what needs to be done for the school to become a “Space of Tolerance”; the petals are pasted onto a symbolic drawing of a flower without petals, and it is hung in the classroom.)

XIV. Lesson summary.

Member States of the United Nations have declared November 16th as International Day of Tolerance. But let's always be tolerant, tolerant, regardless of whether it's gloomy November or sultry August outside.

In conclusion, I would like to emphasize that each person is an individual and must have self-esteem and the ability to respect the dignity of others; Each person is diverse in his manifestations and is not similar to others.

My wishes to you.

Do unto others as you would have them do unto you.

Be kind: loving, attentive, patient, caring, merciful, learn to forgive.

Be reliable: honest, truthful, have a pure heart, keep your promises.

Be caring: polite, attentive, kind.

Be generous: not greedy, selfless, generous, ready to help.

Happiness to you all, peace, joy and patience! Goodbye! Until next time.

Game training “Tolerance as a principle of interaction between people”

Relevance.

In recent years, thanks to the efforts of UNESCO, the concept of “tolerance” has become an international term reflecting the intuitive perception of unity, the interdependence of everyone on everyone and everyone on everyone, and consists of respect for the rights of others. Tolerance involves a willingness to accept others as they are and to interact based on agreement.

In one of his speeches, UNESCO Director-General Federico Mayor, addressing all people responsible for education, clearly outlined the basic principles of teaching and educating younger generations in the spirit of tolerance. Here are some of them:

— education in the spirit of openness and understanding of other peoples, the diversity of their cultures and history;

— training in understanding the need for non-violence, the use of peaceful means to resolve disagreements and conflicts;

— instilling the ideas of altruism and respect for others, solidarity and belonging, based on awareness and acceptance of one’s own identity and the ability to recognize the plurality of human existence in various cultural and social contexts.

In modern society, tolerance should become a consciously formed model of relationships between people, peoples and countries. Therefore, in our country we should form exactly this understanding of tolerance and strive to ensure that it becomes familiar in everyday language.

The national education doctrine of the Russian Federation defines goals that include:

- education of a person who respects the rights and freedoms of the individual, has high morality, shows national and religious tolerance, respect for the traditions and culture of other peoples;

— formation of a culture of peace and interpersonal relationships.

The tolerance of a person entering a big life is a factor of socialization and largely determines the success of a person’s life path. That is why the most important task is to develop in the younger generation the ability to build relationships in the process of interaction with others on the basis of cooperation and mutual understanding, willingness to accept other people and their views and habits as they are.

Due to the relevance of this problem, we have developed a game training program for elementary school students “Planet of Tolerance.”

Practical significance of the training

is to explain and teach elementary school students in an accessible form a tolerant attitude towards each other, show them the differences of the people around them, teach them to respect, accept these differences and be tolerant. Developing tolerant behavior contributes to the further positive development of students and increases their confidence in their capabilities and prospects.

Purpose of the training:

Formation of a tolerant attitude towards each other, an attitude of accepting the other; understanding the importance of conveying emotional connections, experiences of tolerance and respect.

Tasks:

Educational:

Form tolerant attitudes towards different people;
To form the basis of positive interaction and emotional responsiveness of children among themselves.

Educational:

Develop communication skills, the ability to interact in a peer group;
Develop the creative potential of students.

Educational:

Introduce children to the concept of “tolerance”; with the historical aspect of tolerance in the world;
Stimulate interest in finding ways out of conflict situations;
Diagnose differences among training participants.

Working methods:

Conversation, games, exercises, group work, diagnostic techniques, creative tasks.

Age of participants:

students 7-11 years old (primary school students)

Materials and equipment:

a room with tables arranged for group work (4 groups - 4 tables);

multimedia equipment, presentation;

album sheets, test pencils;

cards with problem situations;

felt-tip pens and colored pencils for creative assignments.

When implementing the training program, we expect the following results from students :

- understanding and developing a tolerant attitude towards each other and the differences in the people who surround them;

- developing tolerance and respect for different people;

— formation of emotional responsiveness among children;

— the ability to interact in a group, empathize and find constructive solutions in conflict situations;

— development of creative potential

For successful and effective training, a teacher or psychologist must create a positive attitude towards cooperation among schoolchildren, ensure emotional comfort and psychological security of the child, update the motivation for cognitive, search, and creative activity, and provide the opportunity to test acquired knowledge at the level of behavior in game and real communication situations.

Lesson No. 1

"Name plus..."

Purpose: acquaintance of participants

Time required: 10 min.

Instructions: Participants of the training not only say their names in the most pleasant version for them, but add the name of a hobby, favorite time of year, dish, etc.

For example: “Natasha, I like to watch cartoons...”

Conclusion: everyone spoke about themselves, named their favorite things and hobbies.

Exercise “Five kind words”

Time required: 20 min.

Equipment: sheets of paper, pens.

Form of work: group, in a circle.

Participants are divided into subgroups of 6 people.

Exercise. Each of you must circle your hand on a piece of paper and write your name on your palm. Then you pass your sheet to the neighbor on the right, and you yourself receive a drawing from the neighbor on the left. In one of the “fingers” of the received someone else’s drawing, you write some attractive, in your opinion, quality of its owner (for example, “You are very kind”, “You always stand up for the weak”, “I really like your poems”, etc.). d.). Another person writes on another finger, etc., until the sheet is returned to the owner.

When all the inscriptions are done, the author receives the drawings and gets acquainted with the “compliments”.

Group work

Discussion

What feelings did you experience when you read the inscriptions on your “hand”?

Were you aware of all your virtues that others have written about?

Lesson No. 2

Target:

developing the ability to understand another person's thoughts, feelings, desires and point of view and to convey one's own.

Exercise “How we are alike”

Goals: development of observation skills; creating a relaxed, friendly atmosphere in the group.

Time required: 10 min.

Instructions: I stand in the center of the circle and invite one of the participants to come to me based on any real or perceived similarity with myself. For example: “Oksana, please come out to me, because you and I have the same names (or we are similar in that we are inhabitants of the Earth, etc.).” Oksana goes into the circle and invites one of the participants to come out in the same way. The game continues until all group members are in a circle. These signs cannot be repeated.

Exercise “Complete the Draw”

Goal: developing the ability to understand the thoughts, feelings and desires of another person and convey your own.

Time required: 30 min.

Materials: drawing supplies (A4 paper, felt-tip pens, markers).

Instructions: The game is played without words. Each participant comes up with a drawing and begins to draw it on a piece of paper. The drawing is then passed on to the next person in the circle. Having received someone else's drawing, everyone completes what they see fit. After going around the circle, the drawings return to their authors.

Sample questions for reflection:

What element did you draw on a blank piece of paper?

What kind of painting did you originally have in mind?

Were you able to capture your idea on paper?

How do you feel when you look at the completed painting?

Why do you feel this? (Do you think your idea was eventually implemented)?

Do you want to change something, or will you leave everything as it is?

Do similar situations happen in your life?

How do you feel when the result doesn't suit you?

What are you doing?

When you received the piece of paper from..., what did you finish drawing?

Why did you draw this particular one?

Did you want to continue the idea... or were you guided by your own desires?

How did you understand what she was up to?

What did you do to find out what ... wants to get in the end?

Have you had the opportunity to clarify - what exactly does she want? (For example, by correspondence - this was not prohibited in the instructions.)

Why didn't you do this?

What are you feeling now?

(If the feelings are negative): what is useful about these feelings? What are they signaling to you? What did you understand with their help?

How will you use this experience in the future?

What does this look like in your life?

Do you usually think about what others want from you, or do you act according to your own plans?

In what cases do you take into account the wishes of another person and why?

How do you feel when you make someone's dream come true or help make their idea come true?

Do you always know exactly what a person is thinking, feeling and wanting?

Can you develop your ability to understand this more accurately?

Do you know how you will do this?

Lesson No. 3

Exercise “This is great!”

Goal: developing trust and support within the group.

Time required: 15 min.

Instructions: Now one of us will come to the center of the circle and talk about any of our qualities, skills or talents (for example, “I love to dance”, “I can jump over puddles”). In response to each such statement, all those standing in the circle should respond in unison: “That’s great!” and at the same time raise your thumb up. Participants enter the circle one by one.

Exercise “Please me”

Goal: developing the ability to understand the thoughts, feelings and desires of another person.

Time required: 20 min.

Instructions: One of the participants is in the center of the circle. It is supposed to be his birthday today. The job of everyone else is to bring him joy. Each of you decides what to give him - a thing, or an event, or something else (for example, a luxury car, a trip around the world, gratitude from the boss, etc.). You can't repeat yourself. The one whose gift turns out to be the most successful receives a smile from the “birthday boy” as a reward. Then another participant becomes the “birthday boy” and accepts gifts.

Lesson No. 4

Exercise “Be Attentive”

Goals: development of observation skills; creating a relaxed, friendly atmosphere in the group.

Time required: 15 min.

Instructions: Please look carefully at each other and, if possible, remember who is wearing what. Now turn your back to the center of the circle. I will ask questions, and you answer them without peeking.

Irina, remember how Sergei is dressed?

Natasha, who came in a lilac suit today?

Olga, what color is Oksana’s sweater? And so on.

Exercise "Applause"

Goal: relieve tension, develop trust and support within the group.

Time required: 10 min.

Instructions: I ask all those who have a certain skill or quality to stand up (for example, “Stand up, all those who know how to embroider, ski, like to watch TV series, dream of learning to play tennis,” etc.). The rest of the group applauds those who stood up.

Lesson No. 5

Target:

formation of personal tolerance through self-knowledge, mutual knowledge, interaction and acquisition of special knowledge about tolerance.

1. Exercise “Compliments”

Time required: 10 min.

Equipment: ball

Form of work: collective, in a circle. Every person likes it when someone says something nice to him - a compliment.

Exercise.

We will take turns throwing the ball to each other. The one who throws the ball must say something pleasant to the person to whom the ball is addressed - a compliment.

Exercise "Transformations"

Time required: 15 min.

Form of work: collective, in a circle.

Exercise. Complete the following sentences orally, one at a time, starting with the neighbor sitting to my left.

If I were a book, I would be...

- If I were food, then I would be...

- If I were an animal, I would be...

- If I were a plant, I would be...

3. Exercise “Memo for a rainy day”

Time required: 20 min.

Equipment: sample table “My best qualities” for individual work

Form of work: individual, in a circle.

Preparation. Draw a table on the board. My best qualities

My best qualities! My abilities and talents! My achievements ----------!---------------!----------

! !

Each of the people has attacks of the blues, a “sour” mood, when it seems that you are worthless in this life, nothing works out for you. At such moments, you somehow forget all your own achievements, victories, abilities, joyful events. But each of us has something to be proud of. One of the good ways to improve well-being in such situations is to turn to your strengths and positive personality characteristics. We suggest making you a reminder of your strengths and positive personality characteristics.

Exercise. Transfer the table on the board to your sheets of paper and fill in its columns yourself as follows.

“My Best Traits”: In this column, write down the traits or features of your character that you like about yourself and that make up your strengths.

“My abilities and talents”: here write down the abilities and talents in any area that you can be proud of.

“My achievements”: in this column, indicate your achievements in any area. You can invite children to identify only their best qualities. Individual independent work Who from the group would like to share the contents of their table “My best qualities”? (answers optional)

Lesson No. 6

Exercise “Learning to appreciate individuality”

Time required: 20 min.

Equipment: sheets of paper and pens

Form of work: individual, collective, in a circle.

We often want to be exactly the same as others and suffer from the feeling that we are different. Sometimes it’s really good when we are like everyone else, but our individuality is no less important. It can and should be appreciated. When people are different from each other: they become interesting to each other and can find non-standard solutions to problems.

Exercise. Write about some three characteristics that distinguish you from all other members of the group: appearance, clothes, skills, any achievements. After you complete the task, we will collect your notes, read them out, and the rest of the group will guess who is the author of certain statements.

Individual work

The leader collects notes from training participants, reads them, and then guesses them.

If the author cannot be “identified”, he must identify himself.

Exercise “Guess who we are talking about”

Time required: 20 min.

Equipment: sheets of paper and pens

Form of work: individual, collective, in a circle.

Exercise. Choose someone from the group and record in writing his features: facial features, clothing, body structure, characteristic movements. The description should be as accurate as possible, but should not contain indications that would immediately identify the selected person.

Individual work

Read your notes, and the rest - guess who was described.

Lesson No. 7

Exercise “True or False”

Time required: 20 min.

Equipment: sheets of paper and pens

Form of work: individual, collective, in a circle.

Exercise. Write three sentences that apply to you personally. Of these three phrases, two must be true, and one must not.

Individual work

Read out your suggestions. The task of the rest is to determine what is said is true and what is not.

Exercise “What fairy-tale character do I look like?”

Time required: 20 min.

Equipment: ball

Form of work: collective, in a circle.

Exercise. Choose from among the group members a person who, in your opinion, looks like some character from a movie, cartoon, or fairy tale (the teacher addresses someone from the group) and throw the ball to him. At the same time, tell me exactly who this participant reminds you of (For example, Anya, it seems to me that you look like a little mermaid). The participant who caught the ball throws it to another, naming the character that this person reminds him of. Remember who you received the ball from and what they called you. The last participant who received the ball must throw it to the person from whom the ball was just received and express his opinion on the words (For example, Vitya, you said that I look like Cheburashka, but in fact I feel like the crocodile Genoa) .

Sample questions for reflection:

Did you learn anything new that was useful for yourself?

How can you use what you learned in the training?

Bibliography:

1. Andreeva G. M. Social psychology. M., 1988.
Asmolov A.G. Tolerance: different paradigms of analysis // Tolerance in the public consciousness of Russia. M., 1998.
Walker D. Conflict resolution training (for elementary school). St. Petersburg, 2001.
Rozhkov M.I., Bayborodova L.V., Kovalchuk M.A.. Cultivating tolerance among schoolchildren. Yaroslavl, 2003.
Soldatova G.U., Shalgerova L.A., Sharova O.D. Live in peace with yourself and others. Tolerance training for teenagers.
Tolerance in the public consciousness. Russia. M., 1997.
Life goals development training. Program of psychological assistance to social adaptation. St. Petersburg, 2001.

Preventive conversation with teenagers “What is tolerance?”