The best psychological exercise for educators. Training for teachers “Formula of good mood. Adaptation games for teachers and educators

At the teachers' council, you can use the following types of business games:

• trainings— consolidation of professional skills;
• research– study of various methods in specific areas;
• design- drawing up your own project, action plan, activity algorithm and its protection;
• managerial- reproduction of specific management functions;
• organizational and active- modeling previously unknown content of activity;
• situational- reproduction of a specific situation;
• imitation- copying the actions of a certain character with subsequent analysis of his behavior;
• operating rooms- reproduction of certain operational actions during the lesson;
• dramatization- staging, reproduction of the situation and emotions.

Process business game covers four main stages.

• Introductory part- familiarization with theoretical material on the topic.
• Development of the game model- definition of the goals and objectives of the game, drawing up a scenario and instructions for conducting, determining the predicted results.
• Playing the game- imitation of a real situation, search for solutions, organization of a collective discussion.
• Summing up the game- analysis of the course of the game, assessment of the results achieved and the value.

Here are some of the most popular business games that can be used when holding teachers' councils.

Brain attack

The business game "Brainstorming" is used when it is necessary to search for ideas, develop ways to solve problems. The main principle of such a game is to express thoughts that arise immediately after the announcement of the topic of discussion. You can voice the most extraordinary proposals, but criticism of the opinions heard is unacceptable.

Required to play the game. The first group is "idea generators". The task of the participants in a short period of time is to offer maximum options for solving the problem under discussion. At the same time, discussion of emerging ideas should not be allowed. All voiced thoughts must be recorded in full. You can record or use a voice recorder.

The second group are "analysts". Their task is to analyze the received lists of proposed options. Members of this group are not allowed to add their own ideas. As a result of the work of this group, the most suitable and reasonable proposals should be selected, which are then announced to the entire team.

After completing the first stage of the game, the groups must switch roles. Further, the game follows the same scenario.

Productive business game

This game is a kind of brainstorming". With its help, it is possible to identify existing problems and outline ways to eliminate them, which can later be included in the draft decision of the teachers' council or the program document of the educational institution.

To conduct the game, the team is divided into role groups: teachers, students, parents, administration. The first stage of the work of the groups has the conditional name "negative". The facilitator announces the theme of the game, and the participants of each group must continue the sentence "I am not satisfied with ...". All voiced opinions are recorded, and the experts, having studied all the notes, classify them and formulate the most pressing problems.

After that, they proceed to the second stage of the game - the development of "positive". The panel of experts voices the identified issues, and the group members now express their ideas regarding the question “What can you suggest?”.

The third stage involves teamwork. It is necessary to choose the most productive opinions from all the proposed ideas and make a joint decision. As a result, a program is being developed to improve educational practice.

Protection of innovations

This kind of business game is held to discuss the features of pedagogical innovations, and decide on the appropriateness of their application. It also involves the organization of group work.

Each group is given a preliminary task: to get acquainted with the essence and experience of its application. They need to write a concise description of this innovation and provide recommendations for its use in practice. The results of their work will be presented to the teachers' council.

The performers of the following roles are selected to perform among the participants:

• innovative author - voices advanced ideas and their essence;
• optimists are followers of the innovator, propagandists and advocates innovative ideas;
• pessimists - skeptics and conservatives who voice negative points in the practice of using innovative methods;
• realists are expert analysts who, having weighed all the positive and negative aspects of innovative technology, draw conclusions and sum up.

Another distribution of roles is also possible: teacher - student - parents or teacher - administration - public, etc.

At the end of the game, after getting acquainted with all the proposed innovations, a decision is made about which technologies it is advisable to introduce into the practice of the team. It is also possible to create creative teams that will have to implement the approved tasks.

Games - TV shows

Quite productive is the holding of teachers' councils in the form of TV show games. For example, you can hold a meeting in the form of a game “What? Where? When?". The team of experts will be offered video clips of the lessons, and their task is to determine. The group of authors will confirm or supplement their answers.

The group of experts records not only the number of correct answers, but also the innovative forms that teachers demonstrated. In conclusion, a summary is made of the degree of use of innovative technologies in an educational institution.

You can use other types of talk shows: "Minute of Glory" (for the presentation of advanced pedagogical experience), "Big Wash" (for analysis pedagogical situations), "Fashionable Sentence" (to analyze an open lesson and offer recommendations for correcting its shortcomings), etc.

Training is special kind games, which is organized not so much to play and analyze the situation, but to work out the right behaviors, improve professional skills. Trainings are held for:

• development of communicative competence of teachers;
• withdrawals psychological problems;
• mastering the skills of solving conflict situations;
• self-improvement.

Trainings include various exercises:

• role-playing games;
• group or teamwork;
• interactive games;
• practical tasks.

Consider an example of conducting teachers' councils - trainings.

Training "Innovative activity as a way of teacher's self-development"

Proceeds according to the following plan.

Organizational stage

• Introductory conversation - the topic and tasks of the teachers' council, the rules of teamwork are announced.

Motivational stage

1. Exercise "Expectations" - each participant must name his name and the quality of his character, the first letter of which coincides with the first letter of the name. After that, you need to voice your expectations from the training.
2. Exercise "Parable" - the host tells a parable about a king who wanted to choose a minister for himself.

The king offered a test to choose a worthy minister. A lot of people gathered. He led them all to a door in the far corner of the garden. The door was huge. "Who can open it?"—asked the king.

The courtiers stepped forward in turn, looked around the door, said no, and walked away. Others, hearing what their predecessors were saying, did not venture to the test at all. Only one vizier approached the door, looked at it carefully, touched it with his hands, tried many ways to move it, and finally pulled it with a strong jerk. And the door opened. It was left loosely covered, and all that was needed was the will to realize it and the courage to act decisively.

The king said: "You will receive a post at court, because you did not rely only on what you saw and heard, you brought your own powers into play and ventured to try."

After listening, there will be a discussion:

• Why did many not want to try to open?
• What traits of character are evidenced by the act of the last courtier?

The facilitator and other participants come to the conclusion: it is impossible to fully assess the situation, focusing only on feelings, it is always important to check your feelings in practice. Therefore, during the training, they will be asked not only to familiarize themselves with the theoretical material and express their opinion on innovative technologies, but also to practice in some types innovation activities.

• Exercise "I draw an innovation" - teachers are united in groups and each group must depict an innovation in human form. The participants are not allowed to talk to each other.

Each drawing is then shown and discussed. First, all viewers express their feelings about the picture, and then the authors of the picture tell what they wanted to convey in their work.

• Exercise "Correction of the emotional state" - is carried out by compiling a senkan or on the topic "Innovation". After listening to the resulting poems, negative opinions about innovations that may be heard should be discussed.

Theoretical stage

1. Theoretical introduction to the innovation process is based on a discussion of situations from the fairy tale "The Frog Princess". Participants of the teachers' council will be asked to compare the plot of the fairy tale with the main stages of the innovation process.

Choose one negative emotional state for yourself and track:

In what situation did the heroes test him?

- In what way did they try to overcome it in the fairy tale?

- Imagine what would happen:

• if the king-father had not given his sons such a task...
• if Tsarevich Ivan succumbed to his momentary desires ...

1. After this conversation, the conclusion is summarized using the exercise “Unfinished Sentence”:

• The catalyst for innovation is ... (the appearance of a problem).
• supporting factors in innovation process are… (moral character traits, being brave, etc.).
• The result of innovation is ... (joy, achievement of goals).

1. Theoretical report.

Practical stage

• Interactive game "Carousel" - in the process of group work (write down your opinion on a piece of paper and pass it around), the members of the teachers' council identify the main stages of innovative activity.
• Mirror Exercise - Educators are encouraged to hear "Negative Beliefs" about innovation and turn them into affirmations (deliberately articulated positive thoughts that are repeated in order to replace the negative).

Reflective stage

• Exercise "Friendly palm" - all participants receive a sheet of paper on which they circle their palms. To do this, choose a color that reflects their impression of the training. On the palm of your hand, everyone writes their name and passes the sheet to their colleagues in a circle. Everyone writes wishes to each other on the palms of their hands in the process of implementing innovative activities.

The training ends with an exchange of views on the course of the teachers' council and a decision on the procedure for conducting innovative activities at the school.

Purpose: Disclosure of the inner creative potential of the teacher.

• consolidation of the group, the formation of an emotionally positive atmosphere in it;
• determination of the professional orientation of the teacher's personality;
• development of means and methods of effective individual style professional activity;
• activation and strengthening of the teacher's confidence in himself, in his own desires and needs, the development of his individuality, the expansion of self-awareness, the search for an effective individual style of pedagogical activity;
• determination of the style of behavior, the study of personal predisposition to conflict behavior;
• constructive solution of conflict situations;
• increasing the level of self-esteem of the teacher;
• the formation of teachers' emotionally positive attitude towards children;
• activation of childhood memories in teachers, development of emotional perception;
• development of teachers' ability for pedagogical reflection, analysis and evaluation of the consequences of their own educational influences;
• organizing the exchange of experience between teachers on the subject of communication with difficult students;
• development of means of effective communication between the teacher and colleagues at work (other teachers in the school);
• the development of the teacher's technique of lively and figurative communication with students, plasticity, emotionality and artistry;
• to help a person enter a dissociated state in order to see and realize their problems as if from the outside, will increase self-confidence.
• the study of the style and structure of interpersonal relationships and their features, as well as the study of ideas about oneself, one's ideal "I", attitude towards oneself.

1. Introduction

2. Exercise “Gift”

The participants of the training are seated in a circle, and the psychologist offers each participant in a circle without words, using gestures, facial expressions, postures, to give the next participant a gift. The participant who was given a gift thanks and gives his gift to the next participant.

3. Exercise “My style in the profession”

A group of teachers sits in a circle and the psychologist invites everyone to say hello to the group, imagining that they are not teachers, but schoolchildren. Greetings can be expressed by the words: “Hello guys!” At the same time, it is recommended to reinforce your phrase with a gesture, posture, facial expression. After all group members have expressed their greetings, a general discussion is held, in which teachers express their impressions as if from the position of children. Which of the greetings was the most open and friendly, whose phrase was an effective stimulus to active action.

In this exercise, the group works for each participant, implementing feedback for him in the process of finding his own individual style of activity.

It should be noted that the problem of an effective style of pedagogical activity is relevant not only for young teachers who begin their work at school. Teachers with solid experience labor activity and operating with formed skills and automatisms in work, need to update and expand their arsenal of professional tools. Here it is necessary to go not along the path of suppressing one's own individuality, but to look for the possibility of the most complete and harmonious disclosure of one's capabilities and one's “I” in the profession.

4. Exercise “Meeting”

The purpose of the exercise: activation of childhood memories in teachers, development of emotional perception, formation of a “childhood complex”.

The organization of a group lesson is carried out according to the type of a meditation session. Teachers sit comfortably in their seats. They sit in a semicircle, and the psychologist stands in front of them.

After soothing words: “Relax, sit more freely, breathe calmly for a few minutes”, the psychologist asks the group to visualize images and pictures that he will verbally describe.

Then he says: “Imagine that at the moment you are at home, in your house or apartment. You sit where you usually rest, where you are especially comfortable and good. You are internally preparing for a meeting that is important to you. You are focused and attentive to yourself.

And now you mentally get up and walk towards the exit. Open the door and slowly descend the stairs. Come out of the darkened entrance to the street into the bright space of the summer sunny day. A child walks towards you on the street. He's getting closer and closer. Take a closer look, this child is you, what you were when you were in elementary school. Look at how this girl is dressed, what her facial expression, mood. Try to consider it in as much detail as possible. Ask her a question that is important to you and try to hear the answer from her.

After that, turn around and slowly return to your apartment.”

The general discussion is based on the following key questions: “Describe the image of yourself as you were in childhood and which has arisen now in your inner imagination”; “What question did you ask and what answer did you get?”; “Describe your experiences and impressions.”

5. Exercise "Crocodile".

Target: group formation.

Count how many people are in the group, name this number to the group and explain the task:

Now you will walk freely, just walk to the music and look at each other. You can dance, have fun, and generally do whatever you want, but at any time I can whistle and say: “In groups of five!” - or three, or seven. So - you need to be in such a group. Please try not to stay outside the given group. And if there should be six people in the group, and you have five or seven, you did not cope with the task. Attention, let's go!

Everyone walks, then the host blows a whistle, instantaneous movements, people form groups one way or another, and so on several times. It all ends with the leader calling a number equal to the size of the group divided by three, and a couple of moments later, that is, exceptionally cheerfully, the group is divided into exactly three parts.

6. Exercise "Conflict resolution".

Each group is offered conflict situation. The group needs to find a constructive solution to the current conflict situation.

1. Some teachers came to the meeting of the department unprepared. How should a department head behave? Why did such a situation arise?
2. In the classroom - an emergency: a girl's wallet was stolen. Everyone suspects the same student. The girl is crying, and classmates - some sympathize, others believe that she is a klutz and is to blame, others suggest searching the suspected student. How should a teacher behave?
3. In the class there is a child who often gets sick for a long time, and therefore does not have time. The issue of leaving him for a second year of study is being decided. Parents ask not to do this - the boy is not to blame for his pain. The role of the teacher, class teacher, head teacher, director in this situation?
4. Pupils and parents have complaints about the guards: they don’t allow children to go out into the yard, they don’t let their parents go to school, and the parents also pay for this “pleasure”. Children and parents claim that their rights are being violated. How should the director, head teacher, teacher, class teacher behave in this situation?
5. The parents of the first-grader turned to the director with a request to transfer the child to another class: every morning there are tears, the girl does not want to go to school - she does not like her. Why did the parents turn to the director, and did not try to solve the problem with the teacher?
6. At school at the beginning school year were introduced paid services. The relevant documents were drawn up, but it so happened that the teacher, for certain reasons, did not conduct several lessons. He came to the class and said to the children: “Guys, because lessons were not held, then you can not pay for them. Are the teacher's actions correct?

7. Exercise "I want - I can - I must"

A group of teachers sits in a semicircle, in front of which two chairs are placed.

Optionally, two teachers come to the center and sit in front of the group. One teacher is the listener, the other is the speaker. The latter pronounces three sentences in which the first part is the same, and the second is different. For example, he says: “I need to feel confident”, “I can feel confident”, “I want to feel confident”.

It is important that the continuation of the first sentence (its second part) be spontaneous and immediate. A person says what he thinks, whatever comes to mind first.

Questions are discussed about which of the three sentences was expressed most convincingly, in which of the speaker's initiative was manifested. First, these questions are asked to the second participant, who is in the position of the listener, then to the whole group. The intonations of the speaker's voice, his facial expression, gestures, etc. are understood.

As a rule, in the female audience, which is often joined by a group of teachers, it turns out that the majority of participants live according to the principle “I have to”. There is neither time nor energy left for the realization of one's own desires and needs (“I want”). The psychologist seeks to show the group that each person needs to devote some time to “living for himself” in order to maintain optimism and mental health.

Then questions related to the search for an effective individual style of a teacher's professional activity are discussed. It is important for a psychologist to show that the form of behavior of a teacher at school, his manner of communicating with other teachers and students are developed on the basis of not only the norms of activity accepted in the teaching profession, but also the manifestation of his own individuality. One teacher is strict and dry in communication, the other is emotional and strives for direct interactions. It is important not to abandon oneself by playing a role that does not correspond to one's individuality, but to find opportunities to realize oneself as fully as possible within the limits and restrictions set by the profession.

8. Exercise “Modality”

Very often in communication with students we use phrases:

“You must study well!”, “You must think about the future!”, “You must obey teachers and parents!”. There are almost no appeals built in the modality of the possible: “You can ...”, “You have the right ..”, “You are interested ...”. When addressing students about ourselves, we say the following: “I can punish you...”, “I have every right to...”, “I know what to do...”, “I am older and smarter...”. The modality of obligation (you must...) is hard to bear by a person, its feeling causes him anxious, stressful states, therefore the modality of obligation in the teacher's address to the student must be minimized. We offer typical phrases in the modality of obligation, you need to translate them into the modality of the possible while maintaining the general meaning of the statement. For example: “You must obey your teachers and parents!” (typical phrase). - "Of course, you can have your own opinion, but it is useful to listen to the opinion of the elders."

1. “Sit down this minute! Spit out the gum!”
2. “You must study well!”
3. “You are acting like a first grader, not a high school student!”
4. “Which of you broke the glass in the classroom? You must speak the truth!”
5. “Give me the diary, I'll give you a deuce! You should always have a diary with you!”
6. “Why are you not sitting in your seats? You must sit the way I made you sit!”
7. “We lived much worse at your age. You should appreciate the care of elders!”
8. “How much can you mess around! You should finally get busy with your studies!”
9. “You keep disrupting my class! You should sit still and listen carefully!”

9. Evaluation of the professional orientation of the personality of the teacher (Appendix)

Purpose: to determine the mechanisms through which professional activity affects the personality, to identify typical pedagogical deformations of the personality.

10. Exercise “Gift”

The training participants stand in a circle, and the psychologist invites each participant to give the next participant a gift by passing the ball, but the gift should be emotionally colored, for example: “Olga Ivanovna, I give you kindness, because we are with you good people, and Olga Ivanovna says I agree or disagree and gives the next participant a gift in the form of emotions, wishes ... "

11. Exchange of opinions, remarks, wishes.

Emotional burnout is a syndrome that develops against the background of chronic stress and leads to the depletion of the emotional, energy and personal resources of a working person. The most dangerous occupational disease of those who work with people: teachers, social workers, psychologists, etc. The presented training is aimed at the development of such professional skills among teachers. important qualities as the ability to successfully communicate with colleagues at work and school management, students and their parents, as well as with family members. The training helps to draw the attention of teachers to the distribution of their mental energy, to develop such qualities as positive attitude to life, expand the range of ways to effective self-regulation.

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Psychological training for teachers

"Let's keep ourselves to ourselves."

Emotional burnout is a syndrome that develops against the background of chronic stress and leads to the depletion of the emotional, energy and personal resources of a working person. The most dangerous occupational disease of those who work with people: teachers, social workers, psychologists, etc. The presented training is aimed at developing in teachers such professionally important qualities as the ability to successfully communicate with colleagues at work and school management, students and their parents, as well as with family members. The training helps to draw the attention of teachers to the distribution of their mental energy, to develop such qualities as a positive attitude towards life, to expand the range of ways to effectively self-regulate.

Participants write the name on pieces of paper and attach it to their clothes.

1. Acquaintance. Exercise "Napkins".

A pack of napkins is passed around. The host announces that each participant can take the amount that he considers necessary for himself. When the napkins are taken apart by all members of the group, the psychologist asks to count them and name as many facts from their biography as there are napkins in their hands.

2. Group rules.

“We have to spend some time together today. This circle in which we sit is the space of our group. In this space there is no one and nothing but ourselves, except what we have brought here in ourselves. We can do something with ourselves here only with the help of each other, through our communication. To make it more effective, we will use various games and exercises to better see ourselves and others. We will get to know each other through the relationships that will develop here. For our communication to be effective, it must obey certain rules:

- "Here and now."The main thing is not what happened “there and then”, but what is happening “here and now”. The main thing for us is that a person sees, feels "here and now" in relation to himself, to others. The group experience gained through the "here and now", everything that happens to the group as a whole and to each of us, is a great value of such communication.

The principle of emotional openness.We must be frank and open with each other. This does not mean that everyone is obliged to reveal all their secrets. Only one thing is important: if a participant feels, thinks, experiences "here and now", then he needs to say about it, express his feelings so that they become the property of the group. And if a person for some reason does not want to talk about what is happening to him, then the rules of "Freedom of choice" and "Stop" come into force. You can say, “I don’t want to talk about it now. Stop".

- Rule I - statements. This means that you need to speak on your own behalf and approximately in this form: “I feel. It seems to me, I think ... ”, and not from an authoritative person or from the point of view of some norms and laws. Statements such as: "We all feel ..." or "There is an opinion ..." should be avoided.

- Speaker Respect Rule. When one of the members of the group speaks, everyone should listen carefully, giving the person the opportunity to express what he wants. We do not interrupt and remain silent until he has finished speaking. And only after that we ask our questions.

- Privacy Policy. It is impossible to talk about what they are doing and what is happening in the group to strangers. About yourself, about your experience, words, feelings - please.

3 . Exercise "Ordinal Counting"

This exercise helps to establish eye contact with all participants. Everyone sits in a circle, one person says “one” and looks at any participant in the game, the one he looked at says “two” and looks at the other.

4. Exercise "It's cool!"

All participants become in a circle. One participant goes to the middle and continues the phrase: “Life has taught me ...”, and the rest of the participants, after each statement, throw their hand forward with their finger up and say: “This is cool!”.

5. Exercise "Balance real and desirable."

Participants are invited to draw a circle, in which, focusing on internal psychological sensations, mark the sectors in which the ratio of work (professional life), housework and personal life (travel, leisure, hobbies) is currently located. In the other circle - their ideal ratio.

Are there any differences? What are they? Why did it happen?

What can be done to bring one closer to the other? For what?

Who or what does it depend on?

6. Exercise "I am at home, I am at work."

Divide the sheet in half. Make 2 lists of definitions (as many as possible) “I am at home”, “I am at work”. As an option, you can suggest compiling lists of definitions “I never at home”, “I never work at work”. This will allow you to reach the existing stereotypes of behavior and thinking.

Analyze:

similar features,

opposite traits

which list was easier to make; which one is bigger?

what is your attitude to the fact that there are noticeable differences in the characteristics, etc.

Commentary: these exercises allow participants to look at their relationship with the profession, as if from the outside, to initially determine their attitude to the current situation, to note possible problems, “distortions” in the distribution of mental energy.

7. Parable “You can’t please everyone!”

A father with his son and a donkey traveled through the dusty lanes of Keshan in the midday heat. The father sat astride the donkey, and the son led him by the bridle. “Poor boy,” said a passerby, “his little legs can hardly keep up with the donkey. How can you lazily sit on a donkey when you see that the boy is completely exhausted? The father took his words to heart. As they rounded the corner, he got off the donkey and told his son to sit on it. Very soon they met another person. In a loud voice, he said, “What a shame! The little one sits astride a donkey like a sultan, and his poor old father runs after him.” The boy was very upset by these words and asked his father to sit on the donkey behind him. “Good people, have you seen anything like this? cried the woman under the veil. - So torture the animal! The poor donkey's back is already sagging, and the old and young loafers are sitting on it, as if it were a sofa, poor creature! Without saying a word, the father and son, disgraced, got down from the donkey. As soon as they took a few steps, a man who met them began to taunt them: “Why is your donkey doing nothing, not bringing any benefit, and not even carrying one of you on itself?” The father gave the donkey a handful full of straw and put his hand on his son's shoulder. “No matter what we do,” he said, “there will always be someone who will not agree with us. I think we ourselves should decide what we need to do.”

8. Exercise "Self-help strategies".

“If you have an apple and I have an apple and we have switched, each of us has an apple left. If you have interesting idea and I have an idea and we exchanged - each of us will already have two ideas. Imagine a situation where everyone shares their experience, how rich we will become in doing so.”

Think about the question: “What can I do to reduce my stress level, bring myself joy?” The facilitator asks everyone to share their experiences with the group.

9. Relaxation exercise.

We are a little tired, let's relax and imagine that our hall is filled with purple, we are cool and uncomfortable, but to get closer, let's shake hands. Now feel the coolness of the sea, the hall fills up blue color, let's touch each other with a shoulder, we will become warmer. And now we are on a green lawn, smile at each other. How many beautiful yellow flowers around, the sun warms us, let's wish each other good luck and prosperity! And it became quite warm from our smiles and cooperation, the red color of joy, let's clap each other!

10. Reflection.

Literature:

1. N.V. Samoukina. Practical psychologist at school: lectures, counseling, trainings.- M.: Publishing House of the Institute of Psychotherapy, 2003.- 244 p.
2. R.V. Ovcharova. Practical Psychology of Education: Textbook for students. psychol.fak. Universities.- M.: publishing center "Academy", 2005.- 448 p.
3. Fedorenko L.G. Psychological health in school conditions: Psychoprophylaxis of emotional stress. - St. Petersburg: KARO, 2003. - 208 p.

Training "Psychological well-being of the teacher"

The date:______________

Number of persons:________

Goal: rallying the teaching staff, developing communication skills, emotional stability, self-confidence, a friendly attitude towards each other.

Training objectives:

Formation of a favorable psychological climate a team,

Finding similarities among group members to improve interaction between them,

Developing the ability to work in a team

group rallying,

Improve the communication skills of teachers

Raise your mood for success and success.

Necessary materials: soft toy (bunny), geometric shapes (triangle, square, circle, zigzag, rectangle), pictures of boats, A4 sheet, paints, pencils, felt-tip pens, brushes, scissors, glue, rulers, multi-colored paper, clippings from newspapers and magazines, multi-colored ribbons, buttons, multi-colored threads, sheets of paper, pens, pictures of various emotional loads, a glass of clean water, salt, pepper, a handful of earth, a video cartoon "Barash and Krolen".

Community circle. Dear colleagues! I am glad to welcome you here today. I am very pleased that you have come. I hope that our lesson will take place in a pleasant and friendly atmosphere.

Today we will talk with you about the psychological climate of the team, as well as the importance of team cohesion.

The psychological climate is interpersonal relationships, typical for labor collective, which determine its main mood.

A plant may flourish in one climate and wither in another. The same can be said about the psychological climate: in some conditions, people feel uncomfortable, tend to leave the team, spend less time in it, their personal growth slows down, in others - the team functions optimally and its members get the opportunity to fully realize their potential and their capabilities.

Building a psychological climate, team cohesion is the most important thing not only for the administration, but also for each member of the team.

The climate is called favorable if the atmosphere of goodwill, respect, care for everyone, trust and exactingness reigns in the team. If team members are ready to work, show creativity and achieve High Quality, working without control and bearing responsibility for the case. If everyone in the team is protected, feels involved in everything that happens and actively enters into communication.

Exercise 1. "Greeting".

Teachers with the help of a soft toy (bunny) greet each other and talk about their mood for work.

Exercise - warm-up "It's me, it's me - look at me!"

Who has green eyes;

Who likes to get up early;

Who breeds flowers;

Who knits or sews;

Who bakes pies;

Who has already planted something in his garden;

Who has already made a plan summer holidays;

Who has already begun repairs in the house;

Who is happy to meet today.

Exercise 2. "Compliment".

The purpose of the exercise: creating a positive emotional attitude towards the interlocutor, mastering the compliment technique.

Task: come up with a compliment that matches the personal qualities of the interlocutor.

Instruction: remember the words of B. Okudzhava

"Let's exclaim, admire each other,

High-sounding words are not to be feared.

Let's compliment each other

After all, these are all love happy moments ...!

Today we will say compliments to each other. Choose a partner for the task. The exchange of compliments will take place in the form of a dialogue. It is necessary not only to receive a compliment, but also to return it.

For example:

Natasha, you are such a kind person!

- Yes it is! And I good!

And you Olya, such beautiful eyes!

A compliment is accepted in a certain form: Yes, it is! And I also ... (a positive quality is added) and the compliment returns to the speaker.

Main part.

Exercise 3"Test geometric shapes".

Purpose: self-diagnosis of character, personality traits of a person.

Participants are invited to choose one of five geometric shapes: square, triangle, circle, rectangle, zigzag - and break into groups in accordance with the chosen figure.

Commentary of a teacher-psychologist.

RECTANGLE: volatility, inconsistency, uncertainty, agitation. Curiosity, a positive attitude to everything new, courage, low self-esteem, self-doubt, gullibility. Nervousness, rapid, violent mood swings, conflict avoidance, forgetfulness, tendency to lose things, lack of punctuality. Making new friends, mimicking other people's behavior, tending to get colds, get injured, get into traffic accidents.

TRIANGLE: leader, desire for power, ambition, attitude to win. Pragmatism, orientation to the essence of the problem, self-confidence, determination. Impulsiveness, strength of feelings, courage, indomitable energy, propensity to take risks. High performance, violent entertainment, impatience. Wit, a wide circle of friends, a narrow circle of relatives and friends.

ZIGZAG: thirst for change, creativity, thirst for knowledge, great intuition. Obsession with their ideas, daydreaming, striving for the future. Positive attitude to everything new, enthusiasm, enthusiasm, spontaneity. Impracticality, impulsiveness, inconstancy of mood, behavior. Desire to work alone, aversion to paperwork, carelessness in financial matters. Wit, the soul of the company.

SQUARE: organization, punctuality, strict adherence to instructions, rules. Analytical thinking, attention to detail, fact-oriented. Addicted to writing, accuracy, cleanliness, rationality, caution, dryness, coldness. Practicality, frugality, perseverance, perseverance, firmness in decisions, patience, diligence. Professional erudition, a narrow circle of friends and acquaintances.

CIRCLE: high need for communication, contact, goodwill, concern for others. Generosity, empathy, good intuition. Calmness, tendency to self-blame and melancholy, emotional sensitivity. Credulity, orientation to the opinions of others, indecision. Talkativeness, the ability to persuade, convince others, sentimentality, craving for the past. Tendency to community service, flexible daily routine, a wide circle of friends and acquaintances.

Expected result: reflection of teachers.

Exercise 4"Ship".

Dear colleagues, although you are teachers with extensive experience, it is natural that everyone has some kind of difficulties. So, I suggest you pay attention to the ships. As you know, a ship at sea is a symbol of the desire for success. We all strive for success, to transfer as much knowledge as possible to our children, to help them achieve heights in the educational field.

We know that in every sea there are icebergs and ice blocks, stones that interfere with successful sailing in the sea. So in our work there are various stumbling blocks and difficulties. Now, I will ask you to draw stones under your boats, and write down your difficulties in your professional activities in them. For example, difficulties in assessment, control of children's behavior, paperwork, etc.

Analysis of records, difficulties of teachers in their professional activities.

Exercise 5Meditation "Meeting with the child inside yourself."

We start with relaxation. Take a comfortable position. Your body is relaxed. The eyes are closed. Take a few deep breaths and slow exhalations.

Imagine yourself in some quiet and comfortable place. Maybe it will be a bright grove in the early sunny morning: do you hear how the birds sing loudly? Maybe it will be a small sandy beach on the shores of the gentle blue sea, softly lit by the setting sun. Waves gently roll one after another, softly rustling on the sand: Try to remember the most pleasant place from your childhood, the place where you felt comfortable.

Now remember yourself the way you were as a child - at three, four, five years old:

Imagine that this baby is standing in front of you. Try to understand how he feels. Does he look happy or sad? Maybe he is angry or offended by someone? Maybe he is afraid of something?

Stroke the baby on the head, smile at him, hug him. Tell him that you love him, that now you will always be with him, you will support him and help him. Say, "I love you. I accept you the way you are. You are beautiful! I want you to be happy."

After these words, imagine that the baby smiles back at you and hugs you tightly - tightly. Kiss him, tell him that your love is unchanging and always stays with him: "I am always with you. I love you!". Now release the baby, wave goodbye to him.

Gradually come out of relaxation, take a deep breath - exhale, open your eyes. Say to yourself: "I am perfect. I accept and love myself completely. I create my own beautiful world filled with joy and love."

Discuss what you see (statements optional).

Exercise 6. Art therapy "List of Pleasures".

Collaboration of the whole team.

Materials: A4 sheet, paints, pencils, felt-tip pens, brushes, scissors, glue, rulers, multi-colored paper, newspaper and magazine clippings, multi-colored ribbons, buttons, multi-colored threads.

Instruction: create, let everyone take what he wants and carry out his plan. There are no conditions and boundaries, do what the soul requires, inner world. Come up with a title and explanation for it.

After we share our impressions.

Exercise 7 Exercise-demonstration "The influence of the word on a person"

Materials: a glass of clean water, salt, pepper, a handful of earth.

Psychologist. Let's take a glass of water. Imagine that this is a human soul - pure, simple, naive, capable of absorbing everything, both good and bad.

Salt - rough, salty words;

Pepper - burning, offensive words;

A clod of earth - inattention, indifference, ignoring.

When we mix it all up, we get the state of a person. How long will it take until everything settles, forgotten? And one has only to shake it lightly - and everything will rise to the surface. And these are stresses, neuroses.

Discussion

What feelings did you have during this demonstration exercise?

Output. When we quarrel with someone and say something unpleasant, we leave negative traces in the person’s soul. And it doesn't matter how many times we ask for forgiveness later. Verbal wounds will hurt just as much as physical ones. Therefore, we can show our tolerance, understanding in different ways: calmly, with restraint, benevolently, that is, tolerantly.

Exercise 8

Equipment: sheets of paper, pens

Form of work: Participants are divided into subgroups of 5-6 people.

The task. Each of you must:

circle your left hand on a piece of paper;

write your name on the palm of your hand;

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. Another person writes on another finger, and so on, until the sheet returns to its owner.

Discussion

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

Were you aware of all your virtues that others wrote about?

Exercise 9Watching the cartoon "The Lamb and the Rabbit". Self-esteem, motivation. Cartoon analysis.

Final part.

The parable of the well

Once a donkey fell into a well and began to scream loudly, calling for help. At his cries, the owner of the donkey ran up and spread his arms - after all, it was impossible to pull the donkey out of the well.

Then the owner reasoned as follows: “My donkey is already old, and he won’t have much time left, but I still wanted to buy a new young donkey. This well has already completely dried up, and I have long wanted to fill it up and dig a new one. hares - I'll fall asleep - I'm an old well, and at the same time I'll bury a donkey.

Without thinking twice, he invited his neighbors - all together took up shovels and began to throw earth into the well. The donkey immediately understood what was happening and began to yell loudly, but people did not pay attention to his cries and silently continued to throw earth into the well.

However, very soon the donkey fell silent. When the owner looked into the well, he saw the following picture - every piece of earth that fell on the donkey's back, he shook off and crushed with his feet. After a while, to everyone's surprise, the donkey was at the top and jumped out of the well! So here it is:

Perhaps in your life there were many all sorts of troubles, and in the future life will send you more and more. And whenever another lump falls on you, remember that you can shake it off and it is thanks to this lump that you can rise a little higher. In this way, you will gradually be able to get out of the deepest well.

memorize five simple rules:

1. Free your heart from hatred - forgive everyone you have been offended by.

2. Free your heart from worries - most of them are useless.

3. Lead simple life and appreciate what you have.

4. Give more.

5. Expect less.

Exercise "Professional Future"

Purpose: formation of professional motivation

Presenter: Today you shared a lot with me, and I, in turn, wanted to give each of you a present as a keepsake

Each of you will choose from all the objects in the picture the one that you liked the most, after which I will give an interpretation of each choice.

Coin - salary increase;

Key - you can easily find an approach to parents and children;

Feather - generalization of experience;

Bead - the acquisition of new professional qualities;

Rainbow - enthusiasm in professional activities;

Candy - setting on professional perspectives;

Paints - an active professional position;

Crystal flower - persistent psychological health.

"Picture"

Purpose: emancipation, rallying, informal communication of teachers.

Materials and equipment: pictures of various emotional loads cut out from old magazines.

Instruction. Choose one or more pictures that reflect your mood, attitude, belief, or that you just like. Tell us why you chose these pictures. (Teachers explain their choice.)

Expected result: teachers become emotionally liberated, become more united.

Thank you for your collaboration. I wish you good luck and Have a good mood!

List of used literature.

1. Aminov N.A. Psychophysiological and psychological prerequisites for pedagogical abilities. // Questions of psychology N 5, 1988.

2. Andreeva I. Emotional competence in the work of a teacher // National education. - No. 2, 2006.

3. Bern, Eric, Transactional Analysis in Psychotherapy. Publishing house: Academic Project, 2001.

4. Vachkov I.V. Group methods of work of a school psychologist: a teaching aid. - M.: "Os-89", 2009.

5. Vodopyanova N.E., Starchenkova E.S. Burnout syndrome: diagnosis and prevention. - St. Petersburg: Peter, 2005.

6. Leonova, A. B. Basic approaches to the study of occupational stress: tutorial.

7. Malkina-Pykh I.G. Age crises: Handbook of a practical psychologist. - M.: Publishing house "Eksmo", 2005.

8. Edited by Khryashcheva N.Yu. Psychogymnastics in training. Series: Psychological training. - St. Petersburg: Publishing House of the Institute of Training, SPEECH, 2001

It is well known that the profession of a teacher is one of the most energy-intensive. Its implementation requires huge intellectual, emotional and mental costs. In recent years, the problem of maintaining the mental health of teachers has become particularly relevant. Modern world dictates its own rules: the requirements for the personality of the teacher have grown. A creative approach to work, innovation, project activity, pedagogical technologies. Not only the educational load is increasing, along with it, the neuropsychic stress of the individual, overwork, is also growing. Various kinds of overload are exacerbated by numerous fears: fear of being abandoned, not finding support; fear of being unprofessional; fear of control, such a situation quickly leads to emotional exhaustion of teachers. Performing the exercises, the participants of the training learn the reasons and features of their behavior, learn to understand other people. Training motivates teachers to self-improvement, mastery of knowledge, techniques, mechanisms of communicative competence.

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Psychological training for teachers "Let's keep ourselves for ourselves"

The purpose of the training: to create conditions conducive to the development of communicative competence, emotional stability, self-confidence, a friendly attitude towards each other. Performing the exercises, the participants of the training learn the reasons and features of their behavior, learn to understand other people. Training motivates teachers to self-improvement, mastery of knowledge, techniques, mechanisms of communicative competence.

Tasks:

• Raise communicative teachers' skills;
• Take off muscle tension;
• Develop emotional stability, self-confidence;
• Familiarize yourself with the method of restoring emotional balance;
• Increase the self-esteem of teachers;
• Increase the mood for good luck, happiness, kindness and success;

Lesson progress

Introduction

It is well known that the profession of a teacher is one of the most energy-intensive. Its implementation requires huge intellectual, emotional and mental costs.

In recent years, the problem of maintaining the mental health of teachers has become particularly relevant. The modern world dictates its own rules: the requirements for the personality of a teacher have grown. A creative approach to work, innovation, project activities, pedagogical technologies are welcome. Not only the educational load is increasing, along with it, the neuropsychic stress of the individual, overwork, is also growing. Various kinds of overload are exacerbated by numerous fears: fear of being abandoned, not finding support; fear of being unprofessional; fear of control, such a situation quickly leads to emotional exhaustion teachers. AND To prevent this from happening, we invite you to actively participate in the training.

Greetings

1. Exercise "I'm pleased to tell you"

Greeting each other begins with the phrase "Hello, it's a pleasure to tell you ..." The participant has the right to finish the phrase at his own discretion. You need to try to find a few warm words for each person.

Main part

2. Exercise Eastern Market

Moderator: Remember the picture of the eastern market in musical fairy tale Ali Baba and the Forty Thieves? With what associations do you associate the phrase “eastern market”?

Screams...

The smell of food ... spices ...

Brightness, riot of colors ...

A brisk trade, attempts to buy low, sell high ...

Amazing! So, it is on such a market that we will get to you in a few minutes. But first, we need to prepare. Each participant receives a piece of paper. Pen and pencil. We fold the sheet in half horizontally and tear it into two halves, in turn bend them in half again and tear them again. We received four pieces of paper, we also fold them and tear them apart. Now each has an eight leaf. On each of the eights, we write our first and last name legibly and large. Now let's fold each note inside the text several times. Please put the prepared notes with their names in the center of the room (I usually use an opaque bag for this), carefully mix the folded notes.

Now, when all the preparations are completed, we will go to the eastern market. Everyone will pull out eight pieces from a pile of notes. Then, within 5 minutes, you will have to persuade, argue, exchange ... find and return to yourself - buy all eight sheets with your name. The first three buyers who manage to get the most expensive goods the fastest will come up to me with their notes. Any questions? Started! During the game, the host keeps the heat up by announcing how many minutes are left before the market closes. Closing the market, announces the names of the three winners of the game.

Discussion.

What did you like and what not - in the last game?

What tactics did you use during the bargaining: active search, waiting for counter offers, “aggressive marketing”, mutual exchange, an attempt to deceive a partner, tried to reach the entire audience at once?

Question to the winners: what allowed you to complete the task so quickly?

3. Exercise "Galoshes of happiness"

Purpose: development positive thinking teachers. Tasks: development of self-knowledge skills, formation of skills for a positive perception of the world, development of a positive self-concept, development of emotional self-regulation skills.

Materials and equipment: "galoshes of happiness" (a game element, ordinary rubber galoshes, preferably a large size with a cheerful design), cards with situations, a reflective cube (see appendices 2, 3).

Instruction. I want to invite you to play a game called "Galoshes of Happiness". Andersen has a fairy tale with this title. In this fairy tale, the fairy was presented with galoshes of happiness for her birthday, which she decided to give to people so that they would become happier. The person who put on these galoshes became the most happy man. Galoshes fulfilled all his desires, he could be transported to any time or era. So, I suggest you put on these galoshes and become a happy person. I will also read to you various situations, and your task is to put on these galoshes and find positive aspects in the situation offered to you. In other words, look at the situation through the eyes of a happy optimist.

Expected result: the participants of the game, wearing "galoshes of happiness", respond to the proposed situation in a positive way. To those who find it difficult to give a positive answer, the other participants in the game help by offering their options. Participants receive emotional release and a positive attitude.

The director scolded you for a job well done.

• I will draw the appropriate conclusions and try not to make mistakes.
• Next time I will try to do my job better.

You have been given great guidance over weak children.

• There is an opportunity to try your hand at working with such students.
• This is a good opportunity to learn new methods of working with the class.

At work, wages were delayed.

• You can save money on something.
• You can now go on a diet.

Most of your students wrote the test very poorly.

• A good opportunity to analyze what material the children did not learn well enough.

You suddenly fell ill.

• A good reason to take a break.
• Finally take care of your health.

Your husband left you.

• Now you do not need to waste time on washing, ironing, cooking, you can spend your time on yourself.
• More time for hobbies.

You have been made redundant.

• A good opportunity to do something else, change the type of professional activity.
• New team, new perspectives.

You break your heel on your way to work

• Today my legs will be rested
• A very good reason to visit your favorite store

Dinner not ready at home

• Unloading day for the family
• There is a desire to cook something new and fast.

Go to check the Olympiad work

• Meet (meet) colleagues
• At least 1 day will pass away from school

I wake up early on my day off

• So much can be done in a day!!!
• And there will be time for yourself.

4. Exercise "Well done!"

Purpose: optimization of self-esteem of teachers, removal of emotional stress.

Instruction. Divide into two circles - inner and outer, stand facing each other. Participants standing in the inner circle should talk about their achievements, and in the outer circle they should praise their partner, saying the following phrase: “And you are great - once! And you are a good fellow - two! etc., while bending your fingers. The participants in the outer circle, on command (clap), move one step to the side, and everything is repeated. Then the inner and outer circles change places, and the game is repeated until each participant is in the place of the praising and braggart.

Expected result: emotional release of teachers (as a rule, this exercise is very fun), increased self-esteem of teachers.

5. Exercise "Plus or minus"

Purpose: to help teachers realize the positive aspects of pedagogical activity.

Tasks: verbalization of negative and positive aspects of their pedagogical activity; group cohesion.

Materials and equipment: drawing paper with a painted tree, which is attached to the board; self-adhesive stickers in the form of leaflets; pens for each participant.

Instruction. You need to write on pieces of paper of one color the cons of your work, and on pieces of paper of another color - the pros of your work.

Participants write, and then take turns attaching their pluses and minuses to the tree. Each participant voices what he wrote. This is followed by a reflection exercise. Participants discuss what turned out more - the pluses of pedagogical activity or the minuses - and why. Expected result: teachers should see that there are still more advantages in the work, and come to the conclusion that the work of a teacher is hard, but pleasant. And also to see all aspects of pedagogical activity, to realize that teachers have similar difficulties.

6. Exercise "Formula of self-love"

Remember the famous cartoon about a little gray donkey who is tired of being a donkey. And he became at first a butterfly, then, if I am not mistaken, a bird, then someone else ... until, finally, he realized that it would be better for himself and for all others if he remained a little gray donkey.

I will ask you now to draw yourself as beautiful as possible and confess your love to yourself

Therefore, I ask you, do not forget to go to the mirror every day, look into your eyes, smile and say: “I love you (and give my name) and accept you as you are, with all the advantages and disadvantages. I will not fight you, and there is absolutely no reason for me to defeat you. But my love will give me the opportunity to develop and improve, to enjoy life myself and bring joy to the lives of others.

Completion

7. Exercise "Heart wish".I suggest that you now think a little and convey a heartfelt wish to the neighbor on the left, starting with the words “Name .... I sincerely wish you ... .. ”, while passing this little heart.

8. Exercise "What did I get?"

The goal is to evaluate the results of personal work in the group, to analyze what experience each member of the group has gained.