Training workshop for teachers in kindergarten. Training workshop for kindergarten teachers Exercise “Muscle armor”
Class hour in 11th grade “And finally, I’ll say...”
Developed by:
Grigorieva Irina Viktorovna,
classroom teacher 11th grade
MAOU Okunevskaya Secondary School
Tyumen region Omutinsky district.
Today your last bell will ring, your school years will end. There will never be a single school bell or a single school lesson in your life again. I really want to hope that each of you will remember your school years with warmth, as best time your childhood. Pass your exams. School will end. It's time to grow up and part ways, leaving childhood behind.
Here's your year of study behind you...
both the first rise and the first fall...
And on this day I want
You remembered every moment.
While you are together, in class, still close...
And there is a long, difficult road ahead.
But there is an opportunity with a kind, gentle look
Ask for forgiveness for something!
May this evening be with you again
the moments of each meeting fly by,
And the first friend, and the first love -
Everything will be remembered on the farewell evening.
And this class hour is also the last, the final one. While you are still classmates, very little time will pass and you will scatter in different directions.
So, our last class hour. They say in last minutes a person remembers his entire life. And since we have the last forty minutes of school life, I propose to remember our school years.
Time moves inexorably forward, but an amazing property human memory in that it is capable of returning us to the past, in which time is calculated not in minutes and hours, but in feelings; thoughts, experiences.
How did you feel when you got ready for school today?
How did you feel then, 11 years ago? Remember?
Do you remember your first teacher??
And your first deskmate?
Do you remember what was the first grade you received?
So, maybe it’s worth trying to return there, to the land of childhood, at least for a while?
It was.... It was.... September 1, 2005. Sunny morning. You little children with large briefcases and backpacks on your shoulders, excited and joyful, still not understanding anything, crossed the school threshold. Remember? Let's remember what you were like.
- On this day, overly excited mothers, looking at you, first-graders, carefully straightened out the folds on our festive clothes, which had become quite wrinkled and dirty in just a few hours...
And they asked the same question, smiling nervously for some reason:
- Well, how? Did you enjoy your first day of school?
By communicating with your teacher every day, you learned, in addition to school curriculum, simple truths...
That in the morning it wouldn’t be a bad idea to come to class on time...
That you should write not on your desk or on your hands, but only in a notebook...
That you can’t be rude to your elders, but you definitely need to protect your kids...
And many other wisdoms that an educated person should know.
And then there was an exciting transition to the 5th grade, when he came to you for every lesson new teacher. And at first it was scary, because it was difficult for you to even remember their names. And they were so different. Today you only smile at your worries and fears.
It seems like it was just recently:
In each notebook there is writing,
Your first solid “mother”.
Your first school spring.
But the school romance has reached its epilogue,
This means that the plot is almost exhausted.
Last call. The results have been summed up.
All our business spans 11 years.
And the main result - let's go back to the origins -
After all school life far from a game.
Here we learned the main lessons -
Lessons of hope, love and kindness!
There were many items. Let's start by testing your knowledge on some of them. And let's start with the most difficult thing - the Russian language.
I name the words in the singular, you must put them in the plural:
ARC - arcs RESIDENT - residents GREEK-Greeks
HAND - hands AMATEUR - amateurs UZBEK-Uzbeks
FLOUR – no m.p. TEACHER - teachers PEOPLE - people
Exercise 2:
I name verbs in the indefinite form, you must put them in the 1st person:
WALK - I'm walking
READ - reading
WHISTLE - whistle
Exercise 3:
Match feminine words to masculine words and vice versa:
PROVAR-cook
TAILOR - dressmaker
BRAVE - no
GOAT
OSA - no
Consider that you have already passed the Unified State Exam in Russian. But the Russian language is not only about rules, but also about the possibility of presentation or expression.
The next lesson is mathematics. You have always been friends with the queen of sciences, at least I would like to believe, because there is an algebra exam ahead. Let's check your readiness.
How many teachers taught you mathematics? - 3
How many steps lead from the 1st to the 2nd floor on the stairs to the mathematics classroom?
How many days were “erased from life” and spent within the walls of this school?
(IN academic year 34 weeks. This is 238 school days. Let's multiply by 11 years. It will be approximately 2618 days)
Homework: at least once a year, climb the school steps, sit at your desk, to remember the happy moments from the 2618 days spent here.
I won’t judge who has learned better!
Cradle. Diapers. Cry.
Word. Step cold. Doctor.
Running around. Toys. Brother
Yard swing. Kindergarten
Clear day. September. Daisies.
Bow. Braids. First graders.
Two by two. Primer. Five.
First class cleaning.
Pharaohs. Globe. Map. Painted desk.
Alkali. Pythagoras. Acids.
Lev Tolstoy. Straits. Notes.
Dancing. Hiking trip. Guitar.
Kiss. For a quarter of a “pair”.
School. Two. Troika. Five.
Ball. Step. Gypsum. Bed.
Fight blood broken nose
Yard Friends. Party. Cross.
May. Eleventh grade.
All. Our last lesson.
Remember five simple rules:
1. Free your heart from hatred - forgive everyone you were 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.
Over the years, a lot of notebooks have been written on, books have been read, pencils and pens have been ruined. All these are attributes of school life. But along with them there was another subject that not everyone loved; it happened that you left it at home, hid it from parents and teachers, removed “unnecessary” notes, lost it, but, despite everything, it remained a faithful and devoted companion of your school life. Of course, you guessed that this is a diary.
Attitudes towards the diary have changed over the years. At first it was carefully stored, carefully filled, and kept clean. Then, over the years, for many of you it turned out to be unnecessary and they tried to get rid of it.
This happens very often. And if you could write your thoughts in diaries, this is what would happen.
1 class
Being the first student is very responsible
You need to study for five, respectively,
You gotta be polite
You gotta be brave
We need to set an example every day.
Grade 10
Oh, these lessons are torment,
Insanity will soon set in.
When did the French retreat from Moscow?
What is the hypotenuse equal to?
Oxides, sulfides, acids,
Participial phrases-
You can go crazy
I wish I could leave school soon!
How tired of these lessons and teachers,
There is no more strength - it’s just a disaster.
Grade 11
So the story of childhood comes to a denouement.
Chapters have been completed, dreams have been reviewed.
Already, without relying on anyone’s tips,
We must solve all problems ourselves.
Ring over the past and present,
Over everything that I saved and that I didn’t save,
Ring over my passing childhood,
Cheerful and sad last call.
(this is where the diary entry ends)
And during your school years you wrote a lot of explanatory notes.
I hope that you will no longer write them, making excuses to someone.
And, having entered an institute, university or technical school, you will useadvice
our teaching staff:
1. If bad thoughts enter your head, drive them out of your neck.
2. When losing your temper, don’t get lost.
3. Don't grab stars from the sky. If everyone grabs stars from the sky, there will be no starry nights.
4. One head is good, but you can’t have two.
5. Have a heart, have a soul, and you will be human at all times.
6. Don’t go with the flow, don’t swim against the flow, but swim where you need to go.
I wish you were:
Smart, but not boring,
Proud, but not arrogant,
Affectionate, but not intrusive,
Strict, but not evil,
Modest, but not timid,
Brave, but not cocky,
Cute, but not picky
Rich but not greedy
Slender, but not skinny
Full but not fat
Tall, but not long,
Loving, but not partying,
Sociable, but not drinking,
Businesslike, but not presumptuous,
Determined, but not impudent,
Lucky and happy.
What can you wish for me? (each other)
(Graduates write wishes).
It was difficult for me at times to be with you. But to cheer myself up when you upset me, I always remembered an anecdote that I myself came up with.
Hello, Natalya Alekseevna! My daughter doesn't want to go to school.
- Why so?
- He says that again Nightingale will sit on the phone for the whole lesson, Mironov and Urusova will chat like two magpies, Kazakov will laugh for no reason, Marmazov will sleep and see the end of the lesson, Yurchenko will quietly dream about the future. And only she has something to talk about, but this happiness is rare.
- No, no, dear mother, let your daughter definitely go to class. Firstly, she is already 55 years old, and secondly, she is a teacher!
Good luck, ups and downs,
Life is striped like a mattress.
My peak of teacher happiness -
You, my children, your entire class.
And I turn to you with all my heart,
I catch myself thinking.
Believe me, I'm not pretending
I love everyone in their own way.
How well do you know your classmates?
1. Whose birthday in your class falls on ____________?
2.Who is the youngest in the class? Who is the oldest?
3.Who in our class has the highest sports rank?
4. How many people in the class have a middle name _______________
5. How many people live on the same Sovetskaya street?
6.Who in the class set the record for the number of missed lessons?
If you became a school principal...
What would you like to wish teachers?
Tomorrow will come. You will wake up... what will you do in the very first minute?
What was the main thing in the eleventh grade?
Do you remember what word you wrote first in 1st grade?
What was your favorite subject?
The graduates received a strange congratulatory telegram with spaces. Your help is needed. Give me 16 adjectives, and I will write them in the text. Telegram text.
___________ -GRADUATES! WE WHO FOLLOW YOU ARE VERY GLAD THAT YOU ARE _______________. AND ON THIS __________ DAY YOU WILL RECEIVE YOUR ___________ CONGRATULATIONS. TAKEN USE OF THIS _______________ OCCASION, WE WOULD LIKE TO TELL YOU WHAT THEY ___________
THERE ARE NOT SO MANY PEOPLE LIKE YOU ON THIS _______________ PLANET. WE HOPE YOUR ___________ LIFE WILL BE_____________. AND YOU WILL GET TOGETHER WITH THIS _______________ COMPANY EVERY_____________________YEAR ON THIS_____________________ DAY. TRADITIONALLY WE WISH________ HEALTH,_____________ HAPPINESS, _________ YEARS OF LIFE!____________ GENERATION!
Another school year is coming to an end. For you, eleventh graders, this will be the year of your first serious tests. You have exams coming up. You must show all your knowledge and skills that you have acquired within the walls of the school over 11 years. Don’t let difficulties stop you, don’t let failures disappoint you, and don’t let your true friend’s shoulder be by your side during the exam.
“Everything passes, this too will pass,” says ancient wisdom. So, go for it! After exams prom and...summer!!! I wish you good luck, good luck. Everything will be fine.
Dear parents, fathers and mothers,
Today you are taking an important exam:
Who are you marrying into adulthood?
Who did you raise and how did you raise,
What they were taught and what they were instilled in,
You, even in your soul, are responsible to everyone
For everything our children will do.
Parents, don't forget your children,
Don't erase them from your life.
Love them, remember them, help them,
So that your home is always your family
Was a haven for your children.
You will soon release your grown-up children into adulthood. They will fly away like birds throughout the world. Send them away with a light heart, wishing them a “good flight” throughout their lives.
Left for goodbye
Let us make a wish
To be here again someday
We got together.
In my hands you see an envelope with the words “My dreams are my hopes.” Write your dreams and put the sheets in this envelope, your parents can help you. Let's meet in 10 years and see what has happened in your life.
"Beloved students":
I love you. Love still, perhaps
It won't last a year in my soul.
But don't let it bother you anymore
A great destiny awaits you ahead.
I love you. Today in this feeling
Believe me, I'm not ashamed to admit it.
From Pushkin, having borrowed his art,
I will reveal my love and sadness to you.
I loved you reverently and tenderly,
Sometimes execution is in threes, sometimes in twos,
But you studied your lessons diligently,
And every time you forgave me.
I will forgive you too. Sobs and tears
And our performances are behind us,
And there are bitter frosts in relationships,
And the heat of exams, and the rain of weekdays.
Timur, two Nastya, Nikolai,
Christina, Dasha, and Victoria.
Dima, Yulia and Sergey!
I wish you happiness
And don't forget those who loved you.
I love you. These days have come:
We say goodbye without shedding a few tears.
And God grant you
Let others love you
No less than I loved you.
And now I propose to each of you to continue the phrase “And finally, I will say...”
The graduates, in order, approach the class teacher, put the letters in a large envelope and say a few words, continuing the phrase “And finally, I will say...”, and leave the class.
This ritual exercise is not, strictly speaking, an “exercise.” It should not be used specifically, as something separate, “psychological”, under the supervision of a psychotherapist or training leader, in group trainings and seminars.
This is an “exercise”, this game (and the most precise word that can be chosen for this language game there will be the word “ritual”), so this ritual should crown your long meeting and precede the words “Bye!”, “Goodbye”, “See you tomorrow”... Because if you don’t get yourself such a habit, then once you say “See you tomorrow,” you can have no “tomorrow” you won’t be able to see this person again... By the way, this is exactly what happened once in my own life, and all because neither I nor the person with whom I was communicating gave each other feedback. They considered themselves very smart. And most importantly - cunning.
Yes. That's her. All psychologists and those who visit them are fed up with “feedback.” , which will be discussed now, is strictly aimed at teaching us, learning, training us in one very important matter, without which healthy and LONG-TERM communication seems completely impossible. We must learn to give to each other specifically in in this case - direct feedback, that is, conversation using WORDS.
During communication between us and other participants, misunderstandings often arise about certain “moments”. It's clear.
- we suspected someone had mercenary intent,
- we thought they wanted to insult us,
- we thought we were annoying someone.
But there are other situations that have nothing to do with misunderstanding, with negativity .
It happens that something good happened between you (which happens less often), and for some reason we are carelessly in no hurry to capture this moment, “to stop a beautiful moment,” to express the fast-flowing present - in good, kind and precise words that will be remembered for a long time.
So. Let's get ourselves a sometimes useful and sometimes pleasant habit - to summarize your meeting verbally. (Where it is necessary, possible and appropriate, of course).
Let it first be presented, framed, as some kind of artificial game, as your whim, as a conscious act required from both parties. Before parting, say a few phrases to each other, each of which should begin with the following wording: “I noticed that you...”, “I notice that you...”.
- Let our friends at first shy away from an honest and direct answer (I'm not sad, I'm not angry with you), but over time they will still say what they really felt and feel at the moment,
- Let these phrases be initially perceived as somewhat “artificial” and even sounding “not Russian.”
After all, before we naturally, easily and gracefully dance a new dance, we mechanically master movements that at first seem ridiculous and unnatural to us... We somehow twist our legs...
Don’t forget not only to note all the “difficult” moments, but also be sure to say out loud the really good and joyful things that amazed (or quietly pleased) you today during this meeting!
Learning to be a toastmaster
Unfortunately, in our culture, where there was and is no psychology, there is only one person who is perceived as “normal” when he immediately expresses in words everything that he sees good in other people.
This is our “legalized psychotherapist” - toastmaster. When a hundred people drink and eat, without bothering with the psychological stroking of their neighbors, the toastmaster alone takes on the role of “an expert in psychotherapy” who sees with a keen eye everything that is happening around and knows how to accurately (targetedly) praise those who whom necessary and precisely for this reason What necessary (and also to put down the rioters).
Imagine that you can live in a society where almost every one of us will have such a useful skill as a “toastmaster”...
If it’s hard for you to start with “difficult moments” (that is, speaking out loud our suspicions and having conversations about what “scares” someone, “hurts” or is simply unimaginably “annoying”), then always start with this - with “positive ”, from the speech of the “toastmaster”, who knows how to subtly praise each guest. (I'm talking about a good toastmaster)
By the way, here, as always, a nuance is important: don’t even think about telling people cheap, routine compliments “about nothing” that are hard to believe. Say only precisely calibrated things that can surprise. Praise - sincerely. Express your delight only when you really have a reason to be delighted about something.
(By the way, develop a positive vision of the world - then you will have something to say in the genre of praise and you will not be lying when giving a compliment)
Otherwise, people will not believe you, they will suspect you of some kind of self-interest, of an attempt to weave a cunning intrigue, of humiliating and suspicious ingratiation, finally. The least possible bad thing that people will think about you (if you start “pleasing” them with forced compliments with inept enthusiasm) is the idea that you are in this moment sit on some kind of “positive”, and when this whim will pass is still unknown...
Why is the ritual exercise “I noticed that you...” taught in psychological trainings?
The fact is that, firstly, there is nowhere to get this information except at psychological training. Well, this is the most obvious and banal explanation.
But, secondly... Secondly, a person is designed in such a way that instilling in him the necessary skill, and even bringing this skill to automatism, is possible only by immersing that person in an “intensive learning environment,” which is psychological training .
After all, the exercise-ritual that you have now received has a chance to settle into another layer “ useful information"in your head and will soon be safely covered there with a layer of soft house dust. It turns out that the benefits of attending a training, as well as visiting a gym, are obvious. The trainer forces entire groups of people (breaking them into pairs this way and that) to quickly master the skill of proper communication.
The benefits of this “psychological etiquette lesson” are not immediately clear; this ritual has a long cumulative effect. Just one day you will feel that you have been communicating for a long time (at least with the people most important to you) without omissions, which means without conflicts, and therefore without the risk of ridiculous quarrels that separate people forever.
And finally... Very briefly.
What is “healthy” communication (interaction) from a psychological point of view?
From a psychological point of view, healthy communication can be called such communication, during which you DO NOT MAKE ASSUMPTIONS (one more absurd than the other) ABOUT THE MOTIVES OF THE OTHER PERSON’S BEHAVIOR.
In the course of healthy communication, you must provide a summary at the end of the meeting. (This ritual in in rare cases can be postponed “for later” by discussing on the phone in the evening what happened during the day or in the morning what happened in the evening)
During healthy communication, you talk to your interlocutor about facts that took place. About what happened to you In fact, and not about what each of you came up with for yourself.
Now you know in which cases silence is not always “golden”. Start playing this exciting game: “I notice that you...”.
Results of the exercise:
What did you like and what didn’t you like about the last game?
What tactics did you use during the bargaining: active search, waiting for counter offers, “aggressive marketing”, mutual exchange, attempt to deceive your partner?
Now try to name the names of the comrades that you managed to remember!
Exercise “Metaphor”
Target: express your attitude to the problem in a metaphorical form.
Continue the phrases: “In the morning, getting ready for work, I think...”, “At work, I feel like...”, “Coming home from work, I...” (15 min)
Exercise “I want - I can - I must” [ 16 ]
Target: activation and strengthening of the teacher’s confidence in himself, in his own desires and needs.
Teachers are divided into pairs: one is a listener, the other is a speaker. The latter pronounces three sentences that begin with the words: “I must...”, “I can...”, “I want...”. The listener should notice which of the three proposals was expressed most convincingly and which with doubt. Then the roles in the pair change.
As a rule, it turns out that the majority of participants live by the principle “I must...”. There is neither time nor energy left to realize one’s own desires and capabilities. Every teacher needs to devote some time to “living for themselves” in order to maintain optimism and mental health. Therefore, from this day on, all participants must keep a diary, in which at the end of the day they must indicate what they did for themselves personally, how much time they allocated for this. (20 minutes)
Exercise “Silence”[ 16 ]
Target: developing the ability to concentrate on sounds from outside and on sensations inside the body, relieving tension.
Exercise "Slowdown"
Target: slowing down internal rhythms, creating energy balance, a state of balance and stability.
The psychologist invites group members to take off their watches. For 5 minutes, everyone writes free associations for the word “relax” on a piece of paper. Then everyone sits down in pairs and shares their associations with each other. At the same time, you need to speak slowly, as if weighing each word, not keep track of time, but enjoy the communication. You can spend 10-15 minutes on this. Then group discussion:
Who felt that he was rested?
Who enjoyed the conversation?
How much time do you think has passed since the beginning of our exercise?
Many teachers with families and children are under constant stress because they strive to do as much as possible and be on time everywhere. Some people make a list of things to do and then cross them off. They experience constant fear that “they won’t make it in time”; they speed up the rhythm of their own lives, forgetting about rest. (30 min)
Exercise "I'm at work"
Target: identifying and clarifying the problems of each teacher related to professional activities.
Each participant in the lesson must draw two drawings, on the first - me at work in reality, on the second - me at work ideally. Then everyone demonstrates their drawings, explaining their content.
Often, teachers who are very tired at work see a significant difference between these two drawings, which give Additional information about everyone's problem. (30 min)
Exercise "Pie"
Target: relax, become more active, more attentive to each other.
Participants must remove watches, rings and other sharp objects. The psychologist warns that the person lying down should not be crushed in the liver area. One of the participants is wrapped in a blanket and placed on his stomach. The others knead it like pie dough. First, we “clean the table” - we stroke the shoulders, the back, then sprinkle with flour and begin to slowly knead the dough, sprinkle more - knead more, then sprinkle with poppy seeds and raisins - pat with our fingers, knead and knead some more. Then the pie is “put in the oven” - the one lying on it is unwrapped and pressed down with heated palms, you can sizzle so that the pie is well “baked”. Usually the “pie” itself tells you when it’s “ready.” (15 minutes)
Exercise “And finally, I’ll say...”
Target: identify participants’ attitudes towards the lesson.
Group participants need to continue the sentences in writing: “During the lesson, I realized...”, “I didn’t like...”, “If I were the presenter, I...”, “The most useful thing for me was...”. Each participant can voice their statements if they wish. (10 min)
HomeworkBring photos of your children.
Stage II. Reconstructive
Lesson 2
Target: development of the ability to recognize and describe one’s emotional state.
Progress of the lesson:
1. Exercise “What did you come with?”
Target: understanding your state of mind, stress relief.
Each member of the group must tell in what mood he came, what worries him, what makes him happy. (10 min)
2. Game “Piano Tuning”
Target:
Progress of the game: Participants sit in a circle, each placing their hands on the hips of their neighbors to the right and left. The one with whom the game begins slaps his neighbor on the right on the thigh. The neighbor must react instantly, quickly slap the first player on the thigh and immediately slap the next one on the right, as if passing the baton to him. And so on in a circle, gradually speeding up the pace. If anyone makes a mistake, the game starts with the first player. (5 minutes)
3. Exercise “Emotion”[ 8 ]
Target: development of the teacher’s technique of lively and imaginative communication with students, plasticity, and emotionality.
The group members sit in a semicircle, and the psychologist invites everyone to make their own psychological riddle: using facial expressions, gestures, posture and some neutral phrases, play out the intended emotional state, which must be guessed by the group. Then a discussion is organized about how accurately each participant managed to guess his riddle and what means of external expression of his state are the most expressive, and what needs to be changed. (25 min)
4. Exercise “My good mood”
Target: improving mood, developing the ability to psychologically prepare for work.
You need to take two blank sheets of paper. On the first, write down events, types of actions and activities that worsen your mood, make you weak, and not ready for work. On the second sheet, write at least 10 positions that indicate the most pleasant human contacts for you, as well as 10 types of activities in which you find relaxation. The following is a group discussion:
Do you often do things that bring you inner satisfaction and improve your mood?
If not, why not?
Are there any entries in the diary that need to be kept? (35 min)
5. Exercise “Podium”
Target: expanding the boundaries of self-expression, developing bodily and emotional self-awareness.
Group members are asked to imagine themselves as a model. They are given the following tasks: walk along an impromptu podium with a natural gait; demonstrate the beauty and grace of your body; show the way the models move. Then it is discussed how the participants felt while performing this task, how their body felt. (10 min)
6. Exercise “Unconditional love”[ 16 ]
Target: Discuss with teachers the importance of loving your children unconditionally.
Many teachers transfer the actions of assessment and control, which are important for pedagogical activity, into relationships with their own children. In their families, women teachers remain teachers, continuing to internally evaluate their child: this is good, and this is bad. The child begins to feel that he is loved only when he behaves well, and not loved if he commits an act. Such a child either always tries to please a strict mother, or rebels, behaves defiantly aggressively, trying to show that he does not need maternal love.
The psychologist organizes a group discussion of the difficulties in raising their own children. Which of these difficulties were overcome and which were not? What changes in her child's behavior might the teacher notice? How has she changed? During the discussion, teachers show photographs of their children.
The group talks about the idea of unconditional love. You can read a quote from R. Campbell: “Loving a child unconditionally means loving him no matter what. Regardless of his appearance, abilities, advantages and disadvantages, pros and cons, beauty and ugliness. No matter what we expect from him in the future and, most importantly, no matter how he behaves now...Unconditional love means that we love the child, even if his behavior disgusts us.”
It is important that the discussion highlights the benefits of unconditional love over judgmental attitudes. A child who is loved only because he exists, feels protected, is confident in himself, has a feeling self-esteem, stable, he has a developed sense of internal balance and positive self-esteem. (40 min)
9. Exercise “Candle”
Target: learning to relax, establishing a calm state to complete the lesson.
Psychologist: “Close your eyes, imagine that there is a candle in front of you. Try to mentally fan the flame and then reduce it. When you expand it, it becomes lighter, when you reduce it, it becomes darker. Alternate darkness with light. Imagine that the light becomes brighter, more radiant. Try to make it so bright that it becomes as bright as day around. Now dim the light of the flame very slowly.” (5 minutes)
10. Exercise “And finally, I’ll say...”(10 min)
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Lesson 3
Target: developing the skills of effective verbal communication and conveying experienced emotions
Progress of the lesson:
1. Exercise "Crossing"[ 7 ]
Target: creating positive emotional unity of the group.
Psychologist: “Take each a chair and put them in a tight circle with the seats facing inward. You are a group of travelers who have set out together on an exciting but dangerous route. You will pass it successfully only if you help each other and take care of your comrades.
During the crossing, it is forbidden to push, be selfish, or disregard the interests of the group. Giving your comrades a helping hand, giving up your seat, supporting with advice and action - all this is not only allowed, but desirable...
You will have to climb onto the chairs and start moving clockwise. From time to time I will remove chairs from the circle, which will greatly complicate your task. The group is considered to have completed the transition when all participants are seated in groups of three on the chairs remaining in the circle. When all threes are ready, I will start counting down from the number 10 and, having reached 0, I will be glad to congratulate you on your victory. Those who fell or touched the floor with their feet are considered out of the game. Try to reach the finish line in full force.”
At the end, a discussion of the difficulties of the crossing is held, the participants express their feelings and experiences. (15 minutes)
2. Exercise “Speak correctly”
Target: draw patterns that increase the likelihood that you will be heard and understood correctly.
A) Each participant is asked to say one phrase common to all: the first - like a turtle, the second - like Small child, to the third - like a robot, to the fourth - like a machine gun burst, etc.
Discussion: What is the most beneficial conversational pace in communication? What feelings arise when the pace of speech changes?
B) Say the phrase: “People find themselves lonely because they themselves do not show interest in others” - with different intonations (edification, complaints, ingratiation, neglect and anger).
Discussion: The role of intonation in achieving the goal (accepting a point of view, the desire to understand and continue the conversation). 10 min.
3. Exercise “Let’s talk”[ 3 ]
Target: practice ways to help maintain communication; find out your own capabilities in increasing the duration of contact.
A) The group is divided into pairs. Partners need to tell each other about mutual acquaintances, avoiding judgments. Statements should be in a descriptive style.
Discussion: What were the difficulties? What helped you avoid judgmental statements? What new qualities have you discovered in yourself?
B) Participants are divided into groups of three. Of these, 2 will play the role of interlocutors, and the third will be an observer of the communication process. The interlocutors need to exchange opinions: about the weather, about a friend, about returning home in the evening.
Discussion: What really happened here? Was it a process of exchanging opinions or drawing conclusions about...What new experience was gained through training in non-judgmental exchange of opinions?
C) Participants are divided into groups of three. Of these, 2 will play the role of interlocutors, and the third will be an observer of the communication process. The first interlocutor talks about his problem, the second listens carefully, shows his participation and desire to help.
Discussion: What helped or hindered understanding the problem? In what forms was participation and assistance most often shown? What helped prolong the contact? What irritated the narrator most? What personal communication opportunities did all participants note?
4. Exercise “Muscle armor”
Target: developing the ability to cope with muscle mechanisms that block a person’s emotional activity.
Psychologist: “After the lesson ends, you need to change your position: from the position “above” to the position “equal”, this position is softer and emotionally rich. Therefore, you need to “free” your own emotions. How to do it?"
It is known that at the physical level there are muscle mechanisms that block human emotional activity. Seven circles are described " muscle armor", crossing the body and suppressing the manifestation of immediate emotions: at the level of the eyes, mouth, neck, chest, diaphragm, abdomen and pelvis. With a dominant “above” position, energy is usually concentrated in the upper part of the body: the eyes tense (gaze), the mouth contracts, and the neck and chest are covered in armor. In order to change position, you first need to relieve tension in the eyes, mouth, neck and chest.
Psychologist: “I suggest a few simple exercises for this.
Breath. Take a deep breath. As you exhale, with a sharp movement in your imagination, it’s as if you “tear off” the tense mask from your face: “extinguish” your eyes, relax your lips, free your neck and chest. Imagine that through exhalation you remove the muscle “rings” enveloping your body and throw them away - from your eyes, lips, neck and chest.
Massaging. Before starting a conversation with a student, touch your eyes with your fingertips, run your palms over your face from forehead to chin, as if removing an old mask. This gesture, which will take you 1-1.5 seconds, will become for you the limit to which you were in the “above” position. Having crossed the border, you found yourself in a position of “equal” and began to fulfill a different role. A role transformation has occurred: during the lesson you were the teacher, and now you become an interlocutor.” (10 min)
5. Game "Aquarium"
Target: strengthening the group's goodwill and mutual assistance towards each other.
The circle is divided in half, creating two circles. Participants in the inner circle pass a plate of water to each other, while group members in the outer circle watch without any comments or emotional reactions. It is forbidden to help or comment. Then an analysis of the received impressions, well-being, and states is carried out.
6. Exercise “Neutralization”
Target: development of effective verbal communication skills.
The exercise is aimed at preventing the teacher from falling under the influence of parents. Psychologist: “Let’s play out several situations from your experience in which you had a difficult conversation. In the first “phase” of communication, you resist its emotional impact. Do not get emotionally involved in the situation of your conversation, be psychologically detached from it, maintain a calm and cool neutrality within yourself. As practice shows, this phase lasts approximately 10-15 minutes, during which the parent will either express his complaints about the school and you personally, or complain about his helplessness. In the first case, try to listen silently and remain calm, confident, without losing polite goodwill. In the second case, calmly nod to your interlocutor, insert some neutral phrases, for example, “Calm down,” “I’m listening to you,” “I understand you.” Sensing your neutral position and emotional detachment, the parent will gradually “speak out.” Eventually it will calm down and begin to form psychological readiness to a constructive conversation."
The psychologist suggests role-playing a situation of difficult interaction with a parent (the situations are taken from the experience of the training participants). (40 min)
7. Exercise “Pasta”
Target:
Instructions: Stand together, close to each other, and lower your arms down. Imagine you are a bunch of pasta being served for lunch. You are in a pot of water. Now I'll turn on the stove and the pasta will start cooking. The pasta is cooked and becomes softer and softer. They slowly, very slowly sink to the bottom of the pan in a light, beautiful ball...And when I shout: “Ketchup!”, you can get up again, look at your palms, arms and legs and feel how wonderful you are. (5 minutes)
Lesson 4
Target:
Progress of the lesson:
1. Game "Me too..."
Target: raising the mood in the group, creating a working environment.
The teachers sit in a circle, each in turn continuing the phrase “I love...” Everyone who shares his affections sits on his lap. Then the next participant, and so on in a circle. Everyone tries to name something individual so that less people sit on their laps. (15 minutes)
2. Exercise “How to understand yourself”
Target: activation of knowledge of how a state of tension arises in the audience when you have to speak.
Imagine this situation: the atmosphere of the assembly hall or office and the faces of the listeners. You are heading to your performance venue. As you walk, what do you begin to feel? Move slowly through your inner images, without missing any of the subtleties of your sensations.
What images come to your mind?
Who among those present is your concern?
With listeners? (“They're looking at me...”, “They won't listen...”)
With myself? (“I’m afraid of criticism”, “I’m afraid of saying something wrong”)
So, have you determined where your anxiety and tension “live”?
Specific tips:
When giving a lecture, choose a friendly listener and speak as if only for him;
As soon as you feel that contact has arisen between you and your listener, turn your eyes to his neighbor, establish eye contact with him.
If your anxiety is about yourself:
- “gain experience in lecturing”;
Before giving a lecture, “warm up” - talk to someone from the audience, walk slowly around the audience;
About a day before the lecture, give yourself a “dress rehearsal” without witnesses;
In the evening before going to bed, set yourself the intention of seeing the whole situation in a dream: how the listeners gather, how you get to the place, how you start. The main thing is to feel that the performance will be successful. (25 min)
3. Exercise "Wanted"[ 8 ]
Target: developing the ability to highlight in oneself and notice bright individual traits in others.
Many have seen American films, where in every town you can see portraits posted with the inscription “Wanted Criminal”. What would our faces look like in these portraits?
Participants sit opposite each other in pairs and draw a portrait of their partner, without talking to each other. They try to indicate the internal qualities of the partner that they noticed. Then the portraits are presented to the group; they need to guess who is drawn. (30 min)
Target:
5. Exercise “Magic Shop”
Target: expansion of self-image, installation for self-improvement.
The psychologist suggests imagining that teachers are in a store, but not a simple one, but a magical one, in which they can buy everything they want, but not buy it, but exchange it for their one negative quality. It is necessary to discuss why this particular quality was changed and why it interferes. What will the new acquisition give? (25 min)
6. Exercise “Vampire People”
Target: relieving emotional stress.
One person is selected from the group to be a vampire, the rest are people. People close their eyes and slowly, chaotically move around the hall, the vampire walks among them, also closing his eyes. A vampire, having encountered one of the people, “bites” him (lightly touches his neck with one hand from behind). The vampire's victim should scream loudly in horror, now she is also a vampire. Now there are two vampires among people. Game continues. If a vampire is “bitten” by another vampire, he becomes human again and must scream loudly with joy. Etc.
During the discussion, the feelings of “vampires” and “people” are analyzed. How do the group members feel now? (10 min)
7. Exercise “Counterarguments”
Target: draw the attention of teachers not only to shortcomings, but also to positive traits of your character.
It is necessary to divide the sheet of paper into two halves: on the left - “dissatisfaction with oneself”, on the right - “counterarguments”. Next, you should write down on the left everything that you don’t like about yourself, and on the right - everything that can be opposed to this, with which you and those around you are happy.
All participants are divided into micro groups of three people. In the general final discussion, teachers should come to the conclusion that good can always be found in bad things. (20 min)
8. Exercise “Look at yourself through the eyes of someone who loves you”
Target: activating teachers' self-confidence, a positive attitude towards their personality, and achieving internal harmony.
The exercise is carried out in accordance with meditation technology. The psychologist addresses the group: “Identify for yourself the person who loves you or once loved you. In your inner imagination, imagine it as clearly as possible: appearance, character. Now try to change your observation position. It’s as if you enter into this person and become him for a while. By entering into him, you acquire the ability to see yourself from the outside through his loving eyes. You discover qualities in yourself that you didn’t even know you had or even thought were flaws. You find yourself lovable and admired. While maintaining such a positive vision of yourself, return to your starting position, become yourself, remember only about the person who loves you, and try to maintain a positive attitude towards yourself.” (10 min)
9. Exercise “And finally, I’ll say...”( 10 min)
(See lesson 1)
Lesson 5
Target: awareness of your personal characteristics and optimization of your attitude towards yourself.
Progress of the lesson:
1. Game "Glass"
Target: raising the mood in the group, development creative thinking participants.
Participants sit in a circle. The coach gives the first player a plastic cup. Task: pass the cup around in a circle in such a way that the method of passing it from player to player is never repeated. For those who can’t come up with an original way to pass a cup that has not yet been used in the game, the team comes up with funny penalties. All penalties are processed at the end of the game. The game ends when a full circle has been completed, or continues as long as new original ideas exist.
Completion: discussion of the exercise and performance of the “penalties”. (15 minutes)
2. Exercise “Looking for a secret”
Target: knowledge of one's hidden characteristics.
Try to find hidden features in yourself as follows. Imagine that a mad scientist created a robot that is an exact copy of you. Your double is identical to you in every detail. But since he is an instrument of evil, you would not want people to mistake him for you.
What is it about you that cannot be duplicated? How might people who know you well detect the substitution?
You discovered all the secrets, but the robot managed to reproduce everything exactly. What is the last most important secret you will reveal in order to at least make sure that you are you and not your copy? (20 min.)
3. Exercise “Conversation of subpersonalities”
Target: awareness of the contradictory tendencies of your inner “I”.
The main idea of the exercise and the technology for its implementation were proposed by the famous psychotherapist D. Rainwater. In fact, this technique was created at the intersection of three directions: Gestalt therapy by F. Perls, psychosynthesis by R. Assagioli and psychodrama by J. Moreno. The presented modification is proposed.
Psychologist: “Every day a person finds himself in situations where it is necessary to make a choice, sometimes difficult. For example, a high school student is thinking about whether to go to a disco or study for a test; The teacher, coming home from work, is wondering whether to read a book, or cook dinner, or check his notebooks. And these are only the simplest situations of everyday choice, but sometimes our conflicting motives literally tear us apart. It seems that in inner world voices are heard different people. The creator of psychosynthesis, R. Assagioli, called such “inner people” subpersonalities. It is they who disrupt the harmony within us. You and I can try to understand those subpersonalities that live within us and help them find contact with each other. Maybe we will be able to give each subpersonality its due place in our inner world.”
Stage 1. Psychologist: “On a piece of paper, write down all your desires that come to your mind today, now, at this moment. Absolutely everything, any! Give any of your desires the opportunity to spill out onto paper, do not limit yourself. If you don’t want to, you don’t have to show your recordings to anyone; no one will demand this from you. Number each wish, starting to write each on a new line. Leave small margins of 2 - 3 cm on the left. Work continues for 10 - 15 minutes. If it seems to you that all your desires have dried up, don’t stop, let your hand continue moving, simply drawing a wavy line, for sure another thought will come.”
Stage 2. Psychologist: “Name the number of desires you have recorded. Re-read the desires you wrote, they turned out to be diverse: some are related to material needs, others to romantic dreams, and others to a focus on personal development. Each one is special. Choose criteria by which you can divide them into groups. Indicate desires belonging to one group with some symbol (for this, leave the fields on the left). Do not strive for fractional classification. It’s not bad if you get from one to three groups.”
Stage 3. Psychologist: “Psychologist: Each of the groups of desires you have obtained is connected with some aspect of your personality, with some main motives operating in your life. Each of these groups reflects a subpersonality that has manifested itself here and now. How can you name each one? Try giving them names. For example, a group of material desires could be called “Raking Hands,” and romantic desires could be called “Sinbad the Sailor.” Write down the names under the wish list, providing them with the appropriate icons. Then everyone makes a “diagram of subpersonalities”, distributing the names into sectors.” (Annex 1). After this, the psychologist invites those who wish to tell the group the names of their subpersonalities and the number of desires that fall into the corresponding group. As a rule, the one who volunteered can become the protagonist in the next stage.
Stage 4. Climax. The tasks completed up to this point are in themselves useful and significant. At the previous stages, the work took Active participation all group members. Here the protagonist becomes the most important character, and a psychodramatic procedure unfolds with the involvement of auxiliary persons.
Psychologist: “So, we managed to isolate some subpersonalities that appeared here and now. How many of you would like to get to know them better and try to find out which one is most meaningful to you? I warn you that this person will have to reveal his wish list to others.”
The psychologist says to the protagonist: “Now you need to choose from among the group members those who, in your opinion, could play the roles of subpersonalities.” The protagonist selects the “actors” and names the roles that are offered to them. After this, the psychologist continues: “The protagonist stands in the middle of the circle, subpersonalities take places around him at the same distance. The protagonist’s task is simply to listen, and the task of each subpersonality is to convince the protagonist that it is the most important, the most important in his personality. To know what to say and how to convince, you must understand well what each subpersonality is and what desires are concentrated in it. Therefore, I ask the protagonist to explain to the subpersonalities the essence of their roles and desires.
All subpersonalities must speak at the same time. The protagonist will have the opportunity to regulate this process as follows: raising his hand - asking to speak louder; lowering your hand - speak more quietly; clap - request to shut up; pulling away movement of the hand - move away a little; movement of the hand towards oneself - approach; hands crossed above the head - asking everyone to be silent.”
Despite the apparent simplicity of this procedure, the power of its emotional impact is unusually great. Immediately after the protagonist gives the signal to stop speaking, the psychologist asks him to arrange the subpersonalities around him so that he feels comfortable. Then you need to find out what feelings the protagonist and the people playing the roles of subpersonalities are experiencing now. Sometimes it is necessary to carry out traditional psychodramatic procedures - deroling (taking off a role), sharing (verbal and non-verbal empathy for the protagonist).
It is possible to carry out a procedure for conversation of subpersonalities with two or three protagonists. Comparing their feelings and experiences provides an interesting experience for the group. (90 min.)
4. Exercise “Fantasy on the topic: I...”
Target: development of imagination, the ability to talk about oneself through painting.
Each participant receives a sketchbook sheet and paints. You need to fantasize on the topic: “I”. The flight of fancy is not limited. Then an exhibition of drawings is organized. The presenter points to each drawing in turn, and the group suggests what the author wanted to say about himself. (30 min.)
5. Exercise “Forgive yourself”
Target: activation of childhood memories among teachers.
Participants need to write down on a piece of paper actions or incidents from childhood that they are still ashamed of and have never told anyone about. The slips must be handed in without signing. The psychologist reads these notes out loud and it turns out that these actions do not cause negative emotions at all, and they are not worth being ashamed of. (25 min)
6. Exercise “And finally, I’ll say...”(5 minutes.)
(See lesson 1)
Lesson 6
Target: awareness of your personal characteristics and optimization of your attitude towards yourself.
Progress of the lesson:
1. Exercise “Kind animal”
Target: raising the mood in the group, strengthening friendly relationships.
Psychologist: “All group members stand in a circle. Imagine that you are one kind animal that is sleeping, now it stretches, yawns, stands on its feet and jumps high, then runs, hides, flies high into the sky, sits on a branch, and cheerfully looks around.” (5 minutes.)
2. Exercise “I would like to meet you”
Target: learn to separate professional activities from personal life, highlight the best in yourself.
Participants need to compose the text of the advertisement in the “I would like to meet you” column, indicating what your character, habits, hobbies, and communication characteristics are. Be sure to describe your ideal by indicating how you imagine it to be.
Then everyone reads out their announcement and shares the feelings they experienced while completing this task. (30 min.)
3. Exercise “What am I?”
Target: to update teachers’ knowledge that the same person can be perceived by people differently.
If desired, one person is asked to write 10-12 answers to the question “What am I?” on a white sheet of paper. Everyone else writes the same thing about this person on their pieces of paper. Then the one who was guessed reads out statements about himself, the rest complement what he did not name.
During the discussion, pay attention to what sensations the participants experienced during the exercise. (20 minutes.)
4. Exercise “Melt patterns on glass”
Target: learning to relax through breathing.
Inhale deeply, without raising your shoulders, direct the air into your stomach, while exhaling, keep your lips slightly parted. Your breath flows as if you were about to melt patterns on glass or scatter plant seeds with your lips. You feel your warm breath flowing through your lips. Repeat several times. (5 min)
5. Game “Fair of Virtues”
Target: improving the ability to accept yourself with all your strengths and weaknesses.
Participants receive two sheets with the inscriptions “Sell” and “Buy”. The psychologist suggests that on one sheet of paper, under the inscription “Selling,” write all his shortcomings that he would like to get rid of, and on the other, under the inscription “Buying,” write down the advantages that he lacks.
Then both sheets are attached to the chest of each participant, and they become visitors to the “fair”. Visitors start walking around and offering to buy (or sell) what they need. The game continues until everyone has gone around and read all the possible options for buying and selling the qualities required for him.
Fill every moment with meaning
Hours and days are an inexorable rush, --
Then you will take possession of the whole world,
Then, my son, you will be a Man!
(R. Kipling)
June. The most exciting and amazing time that children love so much. Holidays. But this is not for all residents of such a wonderful school country. The last one sounded like a cheerful ringing school bell, which marked farewell to childhood, to school, teachers and classmates, the important time of final exams has ended and a new independent life is already on the horizon.
So happy or sad? Trying to answer this question, which is not only trivial for me, I peer into the faces of my grown-up boys and girls. Whatever you say, children are the cutest part of humanity! So what am I thinking about?
Maybe about how in 2006 I made a responsible decision to become their cool mom. Parents trust the teaching staff of the school with their children, but they trust the class teacher even more. It’s amazing and wonderful to realize that somewhere you and your help, your experience, your word are needed.
In pedagogy there are always eternal debates about continuity. After all, the transition from primary school basically difficult and responsible. We are talking, first of all, about age, and age is not only a biological concept, but also a psychological one. And at every stage a person goes through, an age-related crisis awaits, which is associated with mental breakdowns, overestimation life path and opening up new opportunities. Adults must understand that boys and girls find themselves at these crossroads of fate regardless of their will and desire.
A properly developing team is of no small importance, because it creates all the conditions for the formation of a personality, improving its qualities, developing abilities and talents. And I was doubly lucky. I accepted from the experienced hands of the teacher primary classes Natalya Gennadievna Nagibina not only provides purposeful and enthusiastic children, but most importantly, a well-formed children's team. And, mind you, this is already at the elementary school level. And this, believe me, is worth a lot. It was only necessary to choose a new trajectory for the development of the individual and the team. After all, a Child is a human sprout. It initially contains an indefatigable desire for development. The goal of the developing personality is to affirm his unique “I”, to reveal his unique purpose. And the goal of the teacher is to help him with this.
My fifth graders did not come defenseless and scared, they crossed the threshold of the fifth grade with burning and curious eyes. But they had one drawback: they were too small to solve complex issues of their development. And there were always reliable adults next to them - the teaching staff and parents.
We continued our joint movement along the difficult route “School Life”. All this time we studied together, learned from each other. We learned not only school science, but also how to be friends, understand, trust, help, empathize, and support each other in difficult times. Every year was different and brought its own sorrows and joys. But the fact that in the process of our communication we learned a lot and learned to be wise is very important.
Gradually, the team formed its own excellent students and activists, athletes and musicians, artists of various genres and simply ordinary children. Everything happened: victories at school, district, regional and All-Russian Olympiads and competitions in sports competitions of various levels, participation in shows, concerts, exhibitions, scientific conferences. Active school life filled my children's world with colors. They were never bored, because there were so many interesting things to do around them! Clubs, sports sections, competitions, competitions, hikes, evenings, holidays. And the most interesting things happened during the lessons! What the subject teachers could then so emotionally tell me, the class teacher. This is a truly talented class.
And, of course, it was very nice to see always fit, in shape, and with their heads held high, and silently standing at Eternal Flame, and when presenting them with passports, and during the review of the song and formation. I remember all the holidays cool watch, competitions. We have something to remember, something to be proud of. Over the years we have become a close-knit family. I have warm feelings and memories associated with trips to the theater and our tourist routes. It was here, in a relaxed atmosphere, that I got to know my students even better. Their friendliness, independence, mutual respect and support always made me happy.
I also remember how, before the next school year, three teenagers from other schools in the village crossed the threshold of our school, making their choice together with their parents to continue their studies at our educational institution. The moments were exciting when the classes were being united into high school and another addition of newcomers. And now in front of me are fourteen girls and seven boys, who have suddenly become adults at once. Well, that's how it should be, that's life.
There have been many people in my life who have had a strong influence on me. My graduating class is a special case. Next to them, my life was amazing and multifaceted. All these years they have never ceased to amaze me with more and more surprises... and leave a tender, reverent trace in my memory. I was very lucky with my parents. Communication, cooperation, mutual understanding in raising our children is the result of our common efforts.
“School is your second home!” - Isn’t that what I always tirelessly repeated to my children? They were teenagers, with all the difficulties of this period of growing up, clearly aware of the meaning of the words once spoken by the class teacher, but sometimes doing things in their own way. Now they are boys and girls, and this is the age of transition to independence, a period of self-determination, acquisition of mental, ideological and civic maturity, formation of a worldview, moral consciousness and self-awareness.
School ball. I'm excitedly rushing to the next meeting with my graduation. I see their festive mood, smiles and wide-open eyes, full of joyful, mischievous lights. Your soul becomes warm and calm. No one suspected that in seven years we would become one big family, that we wouldn’t want to leave.
My class is a sea of talent, enthusiasm, and creativity. My class is a friendly team of children and parents. My class is a part of my life. I cultivated humanity, kindness, sincerity, confidence, and tolerance in my students. I wanted them to become cultural, spiritual and moral, worthy citizens of Russia. At the same time, I myself learned from the guys every day creativity, optimism, and the ability to find positive moments in any situation.
So why is it so sad? How else! Isn’t it sad sometimes, remembering all the wonderful things that fate has given me - to be a class teacher in this particular class, to realize that the next seven years are in the past? It came and went. Gone forever? But no... I am sure that my children will be very attentive in their life lessons. They will, as before, think, reflect and analyze... Unique, inimitable human personalities emerge from the walls of the educational institution. The school can rightfully be proud of its anniversary, truly golden, fifteenth graduation.
…I look carefully at each of my graduates, analyze their successes and calmly release them into adulthood. I believe that they will be able to achieve their goal, find answers to difficult questions, overcome difficulties, help a friend, and be able to take responsibility.
My grown-up boys and girls will have to remember that they came into this world to increase goodness, to fill it with truth and beauty. Live consciously, always think. To know that their actions and thoughts today are their personal destiny tomorrow. Do not forget the people who helped them become adults and always lent a helping hand and support. I say thank you to my parents for their unique cooperation and advice on our common upbringing.
Years will pass, I am sure of this, my children’s dreams will come true. They are young, beautiful, energetic and educated. And they understand well that they themselves have everything to make their life useful, amazing and valuable. And let it be so!
My children! I have, I think, the right to say just that. I love you all, and each of you is dear to me in their own way. You are best. Over these years, you have become a part of my life and my heart. I will never forget you. Thank you for the love you gave me, understanding, sincerity and kindness. Thank you for being here! I will miss you very much! Good luck! Happy travels to you!
Galina Mikhailovna Remennikova, mathematics teacher highest category MBOU "Lyubinskaya Secondary School No. 3", r. Lyubinsky village, Omsk region. Winner of PNPO "Education" Best teacher Russian Federation", Honorary Worker general education Russian Federation, Laureate All-Russian competition“Modern class teacher”, Laureate of the National educational program"Intellectual and creative potential of Russia."
Marina REPOLOVSKAYA, mathematics teacher at special (correctional) general education boarding school of type II No. 52:
- It so happened that I got into this competition at a fairly mature age. But you can’t imagine what an incentive he gave me for further work and even life! Communication with wonderful, brave young people, sincere, open, greedy for everything new, interesting, advanced, infused me with new strength and a desire to work and live MORE INTERESTINGLY. And finally, I will tell them: dare, search, overcome, make mistakes, fall, rise, love... The main thing is that the vector of your movement is visible - forward and upward. And then we can safely hand over to you the most precious thing we have - our children!
Yana IVANTSOVA, absolute winner of the Moscow Teacher of the Year 2013 competition, chemistry teacher at school No. 1360:
- “Teacher of the Year in Moscow”... Winning a professional competition of this magnitude seemed like a pipe dream to me! They say that a dream is given along with the strength to realize it, and you need to make the effort yourself. Don't be afraid to dream! Go towards your dream along the roads of diligence, determination and hard work!
Elena SEVRYUKOVA, music director of kindergarten No. 2195:
- A competition is the beginning of a new stage, testing and overcoming oneself. For me, the results of the competition are not diplomas and awards, but a living experience of communicating with talented people and an incentive for self-development. I overestimated a lot, looked at myself from the outside - I want to change, develop, strive for the better. Michael Korda wrote: “Success is easy to measure. It's the distance between where you started and your most recent achievement." Each of us is successful in our own way, I wish everyone not to stop there!
Irina VLASOVA, teacher of kindergarten No. 2526:
- The competition “Moscow Teacher of the Year 2013” has ended, fanfare sounded in honor of the finalists... And yet this is not the final... So many words remained hidden and unsaid! We, the competition participants, seemed to have just met on a personal trip to Povedniki, and already we have to talk about it in the past tense. Firstly, I am very grateful to the organizers of the competition for holding seminars on business card design and a master class, for introducing me to such interesting people and professionals in their field, like Vitold Yasvin and Yuri Bobrinev. They were able to put us in a positive mood for work and created an atmosphere of creativity rather than competition. Secondly, I am grateful to the members of the competent jury for creating such a friendly climate in Povedniki, especially in the first stages of the third stage trials. Igor Agapov captivated us with his erudition and openness, Andrei Lukutin empathized with us as with his students. I am glad that such an unforgettable event took place in my life - a competition with the participation of teachers from various fields of education. Working first at school and then at preschool institution, it was here that I had the opportunity to trace the relationship and unity of “kindergarten - school - university”. And, of course, I am proud of our participants. Everyone is so cute open people- Teachers with a capital T, empathizing and helping each other. I hope that the impulse of the competition will continue to live in me and help me in my future work. This is joy and a kind of push not to stand still, to move forward and develop! Good luck to all of us!
Alexandra STRUNINA, senior lecturer at the Department of Preschool Pedagogy, Moscow Pedagogical State University:
- Teachers measure time in school years. The competition began for me back in August and lasted almost an academic year. I was allowed to participate in the “Moscow Teacher of the Year” competition by winning the “Best Young Teacher at Moscow State Pedagogical University” competition, which began at the end of August 2012. Now we can reflect and state with confidence that the competition is the brightest event of this academic year. How many were creative works written, portfolio collected, classes prepared, nerve cells spent, experience gained, joys and doubts experienced, friends and like-minded people found, outfits bought, in the end! The competition is an amazing experience, unforgettable! Days in Povedniki are days of life in the mode of co-creation, cooperation, intellectual tension, mobilization. The atmosphere of mutual support, reverent attitude towards each other, the feeling of support from like-minded people, kindred spirits made the competition an amazing experience in my life. I had the feeling that a window or a whole window on the world had been opened, and a whirlwind of ideas, new acquaintances and interesting projects rushed in! Many thanks to the organizers of the competition for this unique chance!
Nadezhda VOROBYEVA, laureate of the Moscow Teacher of the Year 2013 competition, educational psychologist at the Lomonosov School:
- The competition is over, but the feeling of incompleteness does not go away. So many wonderful, talented teachers were nearby, if only we could join forces, set a goal, agree on a route, accept the conditions and start moving, overcoming all obstacles together, moving towards cherished goal... Trite? Agree. But without all this it’s somehow empty. The guys and I made a snowman in December. The balls were rolled and the walking time was over. We wanted to finish the next day - it started to rain. They never made a snowman...
Irina ZHILYAEVA, laureate of the Moscow Teacher of the Year 2013 competition, educational psychologist at gymnasium No. 1518:
- And finally, I will say that I have never received such impressions and emotions as during a week in Povedniki. It was not only an invaluable professional, but also a personal experience. I am extremely pleased to remember that time and all the wonderful new friends I made there! Of course, the competition is new round my self-development, a new step. Many thanks to the organizers for such a holiday! It was unforgettable! And finally, I’ll say to those who are already inspired and ready to take part next year: dare, create, participate, it’s worth it!
Lyudmila IVANOVA, master industrial training College of Automation and Radioelectronics No. 27 named after. P.M. Vostrukhina:
- Now, even after the applause for the laureates has ended, it seems to me that only yesterday I was anxiously awaiting my turn to be presented business card, nervously, pronounced the text of the master class to herself. And how much painstaking work preceded this daily work! These five days in Povedniki are part of the brightest, most memorable and productive in my life. Thanks everyone!!!
Alina RYBINA, 1st year master of the faculty visual arts Moscow City Pedagogical University:
- I really don’t want to say “finally.” After all, it means talking about the end of something. And talking about the end of something good is always sad. On the first day at Povedniki, during an informal acquaintance, we were asked to complete the sentence “The competition is...”. For me, a competition is a start. If they ever ask me where my pedagogical activity, then I will answer that it began with the competition “Moscow Teacher of the Year 2013”. In this first school year for me, a competition entered my life, and, frankly speaking, when I posted my video on the site in November, I could not even imagine that it would end for me only in April. It is a great success that at the very beginning of my teaching career I was lucky enough to be at this festival of ideas. The competition opened new horizons for me, and the knowledge gained will undoubtedly help me in my work.
And finally, I will say to my novice colleagues: take part in the “Moscow Teacher of the Year” competition! The competition is not only a worthy start, it is unforgettable feelings and experiences, new strength to do what you love, new acquaintances and new ideas. Good luck!
Nina VASILYEVA, teacher-speech therapist of special (correctional) primary school-kindergarten of III-IV types No. 1697:
- Self-confidence is an essential quality modern teacher! And the competition became a qualitative test of the professional and personal capabilities of the teacher. You must participate in the competition, although it is not easy, it is possible and even very interesting! You just need to boldly implement your creative pedagogical ideas, and everything will definitely work out! Striving to be a professional in your field is the driving force behind a teacher’s self-development and self-improvement! Good luck to all future competitors! You are on the right track!
Laysan MIKHIYANOVA, teacher of Russian language and literature, school No. 1415:
- When I filmed my video in November 2012 (it seems like a very long time ago), I couldn’t even imagine that now I would be sharing my impressions as a finalist of the competition. During these months there was a lot of things: experiences, sorrows, joys, new ideas, doubts, discoveries. Acquaintance! I am very glad that “Teacher of the Year” happened to me right now, because this is a great push, this is a very high bar, below which I can no longer afford to fall. I didn't become a better teacher, but I definitely became a better teacher.
Alexander PASHKOV, Associate Professor of the Department of Russian and foreign literature and methods, Deputy Director for educational work Institute humanities Moscow City Pedagogical University:
- To paraphrase the classic, I will finally say that Povedniki is “a place where birds do not stop talking, neither day nor night, where jasmine does not bloom in winter or summer.” Here we have experienced four days of a brilliant reality show in which there are no winners and losers, but there are thirty-two relatives who are now like thirty-two teeth of a rare lucky person - all their own! In addition, now there are organizers, jury members, and everyone, everyone, who is related to this amazing competition. Going into social media, now you are looking for your own, constantly thinking about them, experiencing feelings of joy and gratitude for having become one of those for so many beautiful, smart and talented people. Years will pass, but every time, tired of everyday life and measured everyday work, we will remember this amazing holiday, imagine multi-colored tulips on the warm Povedniki snow and hear, like the hero of the famous poem, the calling voice of the heart and mind: “Go, go to Povedniki! In the Guides is your salvation and your joy, go!”
Advice to future contestants from the 2013 contestants
If you decide to participate in the competition on your own, then compound word“self-nominated” you will be called. If an organization promotes you, then it assumes the status “from the professional community”.
It is not easy for a self-nominated person to get to the second stage of the competition, but it is possible! The results of the first stage are directly proportional to your active policy of educating and campaigning not only your colleagues, parents, friends, but also all those who have email and are directly or indirectly related to you.
In your free time, we strongly recommend taking professional photography and video courses. You will need this to create an original three-minute video about yourself and film an activity or lesson with at least two professional video cameras at the same time.
The most important factor in the competition is time. Therefore, night time is the best time to prepare, implement and implement your creative ideas. Firstly, no one distracts, secondly, the site does not freeze, thirdly, thoughts on the topic of the essay do not leave you even during sleep!
It is possible to imagine yourself as a Moscow teacher at the third stage of the competition only after an image seminar, having learned to divide all people into four seasons: winter - summer, spring - autumn. Moreover, you constantly encounter summer and winter, but it is difficult to see spring and autumn.
In a master class, it is important not to demonstrate your professional qualities and skills, but to teach the audience in 15 minutes something that will be useful not only in work, but also in life.
To stay in shape, look 100 percent, and replenish energy while jogging through the apple orchard many times a day, we recommend using reusable high-calorie meals organized at Povedniki.
If you don’t yet consider yourself an optimist, be sure to take part in the competition, and “the smile, without a doubt, will never leave you again”!