Training “We are friendly!” for 5th grade students
Training “We are friendly!”
For 5th grade students.
Target:
Team building and increasing children's self-esteem.
Conditions:
A space is needed to ensure the safety of children, such as a gym. For the leader, it is necessary to pay special attention to the emotional support of the group and the creation of a friendly atmosphere.
Progress of the lesson
Psychologist. Hello guys! Today we will conduct training on unity.
The purpose of our training is to unite our team. What does a cohesive team mean? (friendly, where the guys understand each other, go to help, etc.)
A close-knit team achieves many peaks and victories.
- First, let's remember the parable:
In one village, the head of a large family was dying. He asked to bring a broom and invited his sons to break it. Everyone tried, but although they were all strong people, not one managed to cope. Then the father asked to cut the wire connecting the broom, and invited his sons to break the scattered rods. They did it with ease. The father said: “When I’m gone, stick together, and you won’t be afraid of any trials. But alone you can be easily broken, like these rods.” Today at the training we will see how much you will be able to act together. Begin.
- Exercise “I want to invite someone who is similar to me”
because...” (the child invites a person who seems to him to be somewhat similar to him to come out, then the invited person invites the next one, etc., gradually all the children come out)
- Exercise "Build".
You can easily and quickly line up by height (starting from the tallest), by date of birth (starting from the first), by hair color (starting from the lightest), but do it silently.
- Game "Drawing on the back"
Participants stand in a chain, one after another. (If there are a lot of people, then they should be divided into several groups and lined up in chains) The last person in the chain needs to be shown a picture. We will draw with our fingers. He draws this picture on the back of the participant who is standing in front of him. The latter is trying at this time to understand what was drawn on his back and draw the same on the back of the person standing in front of him. And so on until the end of the chain. After finishing, the first and last drawings are compared. This game is a good reason to laugh and catch the characteristics of the people around you.
- Exercise “I want to invite a person who is not like me in that....”
(similar to the game at the beginning of the lesson, children sit in their seats)
- Exercise - Conversation: “Model of an ideal class”
Materials: Whatman paper, felt-tip pens.
Time: 15 min
– You all study in the same class.
Do you understand each other, are you trying to help your friend? Why do they go to school (questions for children)?
Firstly, to gain knowledge, and secondly, to communicate. These are the main reasons. It may happen that due to the fact that relationships with classmates are not working out, you don’t want to go to school. Let's talk about what qualities a class should have to make everyone feel good. It is necessary to name the features that make everyone feel good in the class.
A circle is drawn on whatman paper, divided into 16 parts. The psychologist signs each radius on the outside of the circle of qualities necessary for successful cooperation and interaction in the classroom, comments and clarifies the adolescents’ idea of this or that quality. These may include the following: equality, kindness, mutual assistance, politeness, friendship, listening, acceptance, empathy, altruism, respect, goodwill, humor, freedom of expression, tact, cohesion, etc. The leader divides each radius of the circle by 10 points. This is a scale that displays the number of points that are used to evaluate each trait.
Next, the psychologist names the quality and the group decides how many points it manifests itself in the class. After this, all the dots are connected, resulting in a “circle.” The more regular the circle, the more united the group and the more comfortable it is for everyone. A participant is invited to cut out a “circle” with scissors and try to roll the circle like a wheel.
Further work is based on a discussion of how to improve the class atmosphere, what qualities the group needs to develop, and what contribution everyone can make to improving the group climate. The presenter encourages everyone to work on their shortcomings while remaining themselves. “We cannot change our class without changing ourselves.” [4].
- Exercise “Magic Bottle”
The exercise allows participants to think about changes they would like to see in their classroom. This exercise can also be used to complete the lesson.
Materials: Note paper, pencils, A3 paper.
Time: 10 min.
The psychologist gives the group the following instructions: “Imagine that you and your class find an old lamp, someone picks it up, rubs it, and a magical genie appears from it. Now you can make three wishes. But there is a small nuance, since you found the lamp together with your team, your desires should concern your studies. You can change your classmates, take longer breaks between classes, change your class schedule, etc. Everyone can make their own three wishes.
Next, everyone writes their three wishes, which are aimed at changing the work environment. And then a general list of wishes is formed. It is better to do this on paper with adhesive tape, so that you can then hang it on the board for reference (wishes can be signed if the children want).
Discussion: Can anything be done to make these changes happen in reality? If not, what can be done to improve the issue of concern?
Reflection of the training
– Who liked what, what didn’t like it? – What conclusions did you draw for yourself? (Statements from each participant.)
Farewell ritual “We are friends”
(we stand in a circle, hold hands and first whisper, then a little louder and finally say very loudly in chorus “We are friends!”)
Lesson 1. Establishing rules, creating a working atmosphere
Necessary materials : plans for the exercise “Presentation”, paper, colored pencils, markers, scissors and tape, a toy “group mascot”, Whatman paper, marker.
Progress of the lesson
1. Introductory speech by the presenter in order to inform the group participants about the goals and form of the classes.
2. Getting to know each other. Participants are divided into pairs using the “Eye to Eye” technique: it is necessary, without words, with a glance, to agree with someone to work in pairs (in the case of an odd number of participants, one trio will arise). Each pair receives an “interview” plan (see Appendix 4), and after 6-7 minutes of work, each introduces their partner.
After this, each participant gets the opportunity to choose a training name for themselves, design a “business card” by cutting out the base of the desired shape from paper and using felt-tip pens and colored pencils. During the exercise, in addition to the main goal - getting the participants to know each other - it is necessary to simultaneously work on changing stereotypes associated with the children’s perception of the group’s work as a lesson. The style of relationship proposed by the group leader must be accurately demonstrated.
If “rejected” participants appear in the group, tactful intervention by the leader and redistribution of pairs is necessary.
3. Game “Confusion” (developing group cohesion through physical contact). All participants sit in a circle. On command, they raise their left hand up and find the hand of the other participant, then the right. It is important that each participant holds the hands of two different children.
When the “tangle is entangled”, you need to untangle yourself - without releasing your hands, stand in a circle (as a result, some participants may end up facing the circle, some - from the circle). The most important rule is to never release your hands.
If a child comes along who has obvious difficulties with the need for skin-to-skin contact, he can become a “co-leader” of the exercise.
4. Establishing rules for the group’s work (regulating work on the basis of voluntarily adopted rules). Difficulties encountered in previous assignments are discussed. Based on them, rules for the group’s work are developed that will help to avoid such situations in the future, for example:
- speak one at a time (maybe as a “talisman” rule);
- do not interrupt the one who is speaking;
- do not use physical force against others;
- do not insult anyone, do not tease anyone, etc.
In addition, it is stipulated that in some exercises there will be a “Stop!” rule. (“I’m not participating in this game”).
The rules are written down on a piece of Whatman paper, which is constantly hanging on the wall during all subsequent group lessons.
5. Reflection on the results of the lesson (assimilation of experience). Discussion of the results: circle “New and important for me.” A ritual for completing classes is developed, including elements of reflection.
Lesson 2. Group cohesion, reinforcing the rules
Required materials : talisman.
Progress of the lesson
1. Greeting ritual. Developing a greeting ritual that includes elements of reflection.
2. Exercise “List the rules” (allows you to consolidate the rules and take responsibility for their compliance). This is essentially a version of the Snowball game aimed at remembering the rules. The first participant names one rule, the next repeats the first and names the second, etc. If the participant cannot remember a new rule, or the rules have run out, the participant simply repeats the ones named. At the end of the exercise, the rules are posted on the wall. The rules are subject to change. In the future, compliance with the rules is clearly monitored.
3. Game “Geometric Shapes” (development of group cohesion, formation of motivation for group work, development of empathy). Participants move freely around the room with their eyes closed and humming. When the leader claps, you need to line up in a circle. Under no circumstances should you open your eyes. The game is considered “won” if all participants are in the circle. This takes several attempts (no more than 7-10, you should stop at the most successful one). The presenter records the resulting forms on the board. At the end of the game, there is a discussion emphasizing the importance of group work: if the circle does not turn out, it means that none of the participants completed the task.
When irritation or aggression occurs on the part of individual children towards others, in the context of the group’s work, these actions are regulated on the basis of rules, and later serve as material for analyzing the causes.
4. The game “Collective Score” for the development of empathic abilities and attention to others. Task: with their eyes closed, the group must count to 10. Important condition: each number must be pronounced by only one voice. It is impossible to agree on who names what number. In case of an error (if the number is named by several participants at the same time), the game starts again.
Children who are not participating in the game (passively present) require additional attention in the ritual of ending the lesson.
5. Ritual of finishing the lesson (assimilation of experience, leaving the lesson). During reflection, the purpose of group work is recalled in order to connect the experience gained in the lesson with the “strategic” goals of the work.
Team building training for students in grades 5-9
Team building training for students in grades 5-9
Target:
Team building and increasing children's self-esteem.
Conditions: A space is required to ensure the safety of children, for example, a gym. For the leader, it is necessary to pay special attention to the emotional support of the group and the creation of a friendly atmosphere.
Progress of the lesson
Immersion.
Raise your hand those who are in a good mood right now, raise your hand those who are in a bad mood right now. Raise your hand if you know what we're going to do now. Raise your hand if you have friends in the group. There is one important condition in the training: the task is counted if all participants complete it. It is important not who is better or faster, but that everyone does it.
First, let us remember the parable: In one village, the head of a large family was dying. He asked to bring a broom and invited his sons to break it. Everyone tried, but although they were all strong people, not one managed to cope. Then the father asked to cut the wire connecting the broom, and invited his sons to break the scattered rods. They did it with ease. The father said: “When I’m gone, stick together, and you won’t be afraid of any trials. But alone you can be easily broken, like these rods.”
Today at the training we will see how much you will be able to act together. Begin.
Exercise “Say hello”
The presenter invites everyone to shake hands, but in a special way.
You need to greet two participants with both hands at the same time, and you can only let go of one hand when you find someone who is also ready to say hello, i.e., your hands should not remain idle for more than a second. The task is to greet all group members in this way. There should be no talking during the game.
Psychological meaning of the exercise
Warm up. Establishing contact between participants. A handshake is a symbolic gesture of openness and goodwill. It is important that eye contact occurs in this case - this contributes to the emergence of closeness and a positive internal attitude. The fact that the action occurs without words increases the concentration of group members and gives the action the charm of novelty.
Exercise "Build".
You can easily and quickly build according to height. And I will ask you to line up by hair color: from the lightest to the darkest: And now - alphabetically, but do it silently. (Options - by eye color, by date of birth, etc.).
Exercise “Candle of Confidence”.
All participants stand in a circle, shoulder to shoulder, with their arms bent at the elbows and extended forward. Palms raised up. One of the participants stands in the center of the circle. The arms are lowered along the body, the eyes are closed. He relaxes and rests on the hands of those standing. The group picks it up and slowly, carefully passes it around. Every participant must visit the center. After the exercise there is a discussion.
Exercise "Confusion". All the guys stand in a circle and raise their right hand. Now you need to take the hand of any of the participants, except your neighbor. Without unclenching your hands, repeat with your left hands as well. Now everyone is tangled up in a ball. We need to unravel this tangle by holding hands. In conclusion, a summary of what happened during the training is summed up.
Exercise "Boots".
Everyone sits in a circle, takes off their shoes and puts them in the center. Mix and scatter to different ends of the class. Everyone stands up and joins hands. Assignment: everyone must put on their shoes without moving their hands. If the circle breaks, everything starts all over again. After the exercise, the following questions are asked: Are you satisfied with how you completed the exercise, who helped you? What did you experience while completing the tasks?
Exercise “Scratch your back”
Objectives: With this exercise you can significantly increase the level of group cohesion. This game appeals to young children, teenagers and adults alike because it provides players with the opportunity to get closer to each other, experience a sense of community with a group, relax and refocus their attention. You can do this exercise at the beginning or end of the lesson, or as a break between difficult learning tasks.
Instructions: Please stand in two large circles so that each of you is opposite a student from the other - the outer or inner circle... Now I want the children from the outer circle to simultaneously turn to the right. Now let all those standing in the inner circle turn to the right. Now everyone sees the back of their classmate in front of them.
Now we will begin to give each other a pleasant and invigorating massage. (Name the names of two schoolchildren from different circles standing next to each other.) Let Oleg and Olga begin to rub their palms on the shoulders of the students standing in front of them. When Oleg and Olga complete the massage, those two will give the same massage to the next two standing in front of them. And so on in a circle until the massage “returns” to those who started it - to Oleg and Olga.
Generalization. Training reflection:
Summing up, developing general reflection. An approximate plan for summing up a particular day using the five-finger method is discussed: M (little finger) - thought process: what knowledge did I gain today? B (unnamed) - proximity of the goal: what I did today and what I achieved. C (medium) - state of mind: what was my mood today. U (index) - service, help: how I helped others today, how I pleased or contributed. B (large) - vigor, physical fitness: how I felt (everyone writes their opinion on whatman paper).
Various sayings that hold the wisdom of the ages are discussed:
Cheer up! A discouraged person is doomed to failure.
Don't be afraid! A coward is doomed to defeat.
Work hard! There is no other way to success.
Think! Think before you act, think after you act, and you will learn not to make mistakes and gain experience.
Do not lie! And you will have friends.
Do not lie to yourself. Learn to look at yourself and your actions as if from the outside, through the eyes of others, and you will understand a lot, avoid many troubles, and achieve the respect of other people.
Remain yourself always and in everything, go your own way. In this case, you will succeed as a person and achieve your desired goal.
Summing up the group's work.
Teenagers speak out (summarize for yourself, share your impressions of the classes, express your wishes, etc.).
Bibliography:
Popova M.V. Psychology as a subject at school. M.: Humanitarian Publishing House. VLADOS center, 2000.
Klyueva N.V. Technology of work of a psychologist with a teacher. M.: Sphere shopping center, 2000.
Leibman I. Psychological training for cohesion // newspaper “School Psychologist”, No. 13 April 2004.
Lesson 12. Summing up
Necessary materials: drawings drawn in lesson 3, paper, colored pencils, markers, pens, “Diploma of Achievement” forms, talisman.
Progress of the lesson
1.Welcome ritual (inclusion in work).
2. Warm up to create a working infusion. At the choice of participants.
3. Exercise “What have I achieved”, which allows you to realize your personal achievements. Participants draw a picture “My achievements”, then compare it with the picture drawn in lesson 3, and during the discussion talk about their achievements. Then the participants fill out “Diplomas of Achievement” (see Appendix 4), in which the presenter and everyone interested sign.
4. Ritual of completion of classes (assimilation of experience, exit from class). In the final part of the lesson, the children can decide what to do with those group works that are in the group room (they can be divided equally into parts, donated to a psychologist, etc.).
Miklyaeva A.V., Rumyantseva P.V.
