Objectives of the event:
educational: update knowledge of the Bible, promote the formation of text analysis skills and systematizing teaching material;
developing: to create conditions for the development of interpersonal communication skills, cognitive activity of students, to promote the formation of socially significant personal qualities and value orientations in children; to promote development of skills to analyze, contrast, compare, generalize cognitive objects, draw conclusions;
educational: to contribute to the education of a spiritual and moral personality, to provide an opportunity for the development of a culture of relationships when working in groups, collectives.
Inventory: pens, small sheets of paper for each student with the word FRIEND printed, the text of Aesop's fable (printed on paper (one on the desk), or projected on the screen), the Bible, cards with printed Bible verses, cards describing conflict situations, rope (length at least 4 meters), twine, scissors, memos (according to the number of children).
The course of the class hour.
1. Introductory remarks by the class teacher.
Robinson Crusoe, finding himself on a desert island, felt the full weight of loneliness. Needing communication, he taught the parrot to speak, talked to himself, read the Bible. Robinson survived. For 28 years he fought the wild and won. But there was not a day that he did not gaze into the sea. Robinson dreamed of seeing a ship sail on the horizon, which would bring him back to society.
We are in a better position with you. But it turns out that it is not always easy to establish the right relationships in the society in which we live. This society is made up of completely different people: different in character, views, upbringing, in their values, temperament, etc. We like some people more, others less. With some we are pleased to communicate, we do not even want to see others. But we need to interact with different members of the human community. How to treat people correctly, build relationships with them - this is our class hour.
2. Associative array.
A) Pupils are given leaflets, on top of which the word FRIEND is written.
Assignment: make a chain of 10-12 words-associations to the word FRIEND (write down all the words that come to mind in connection with this concept).
B) Discussion (after selective reading of individual answers).
- You have perfectly identified the basic principles of friendship and the quality of friends - your words-associations speak about this. We focus on what lies at the heart of relationships (respect, kindness, mutual assistance, communication, the ability to give in, Team work etc.).
- Did you make an effort to have friends, or did it happen by itself?
- What exactly do you have to do to maintain a friendly relationship?
Conclusion: good relationships between people are work.
The main word is written on the boardRELATIONSHIPS... During the class hour, we will compose a cluster, write down elements that help to reveal the concept under study. In each section of the class hour, a conclusion is formulated at the end. The inference keyword will be recorded as a component of the concept being formed.
For reference. A cluster is a graphical form of information organization, when the main semantic units are highlighted, which are fixed in the form of a diagram with the designation of all connections between them. It is an image that helps to organize and generalize educational material.
- Add the word to the cluster work.
3. Work on Aesop's fable "The Sun and Wind".
Distribute sheets with printed text of the fable (or show the text on the screen).
The sun and the wind argued about who was stronger.
I will prove that I am stronger, - exclaimed the wind. - You see the man in the raincoat. I bet I'll be able to get him to take off his cloak sooner than you.
The sun went down behind a cloud, and the wind began to blow like this until it turned into a hurricane.
But the stronger the wind blew, the tighter the old man wrapped his cloak around him. Finally, the wind died down and then stopped altogether. Then the sun peeped out from behind the cloud and smiled good-naturedly at the old man. Soon he began to wipe the sweat from his forehead and took off his cloak. Here the sun told the wind that kindness and friendliness will always overpower rage and compulsion.
Reading a fable and its analysis on the issues:
- What is the meaning of the dispute between sun and wind? (prove the strength).
- What methods does the wind use, what does the sun use?
- Whose methods gave the result and why?
- What is the strength?
- Conclusion: a benevolent and friendly approach and understanding of people are more likely to be beneficial than rudeness, violence, resentment.
- Add the word to the cluster kindness.
4. Work on the meaning of the wordkindness.
Kindness. Such a familiar word. What does it mean in practice? A kind person - what is he like in life? Who is kindness directed to - yourself or someone else? If only for himself, then such a person is called an egoist.
Assignment: compose a syncwine on the topic of KINDNESS.
Example. Kindness.
Unselfish, sincere.
Respects, forgives, helps.
Knows how to understand the feelings of others.
After reading some variants of children's syncwines, discussion, the concept of kindness is formulated.
Kindness - emotional sensitivity, responsiveness of the soul, disposition to people, participation, benevolence.
- Conclusion: you need to show love and respect for people, value them, so that everyone around you feels good and warm next to you.
- Add the words to the cluster: love, respect.
5. My formation.
What can I do, you say, if there is not so much warmth in me to show kind-heartedness, to love people? Where can I get this kindness? You guys are now taking shape, and it is very important to take the right steps in building your inner world, establishing your life principles.
A) Working with the Bible.
“There is a book in which everything is said, everything is decided, after which there is no doubt about anything, the book is immortal, holy, the book of eternal truth, eternal life - the Gospel. All the progress of mankind, all the successes in science, in philosophy consist only in a great penetration into the secret depths of this divine book ... The foundations of the Gospel are the revelation of truth through the medium of love and grace. "
These are not my words. These are the words of V.I. Belinsky. Many classics, scientists, ordinary people have consulted this book. wise advice- Bibles.
A.S. Pushkin: “I think that we will never give the people anything better than Scripture ... in it we find all human life. Religion has created art and literature, everything that has been great since antiquity! ... Without this there would be no philosophy, no poetry, no morality. The British are right that they give the Bible to their children ... My children will read the original Bible with me ... The Bible is worldwide ... This is the only book in the world: everything is in it. "
If A.S. Pushkin, L.N. Tolstoy, F.M. Dostoevsky drew wisdom from the Bible, then it can teach us a lot. We will analyze only two verses from this book (it is advisable to have the Bible in the lesson, find in it and read these verses).
Divide the class into 2 groups and distribute flashcards with Bible verses and questions.
Assignment: Each group discusses, then prepares representatives to answer the questions. Preparation time is 5 minutes.
1st group
2nd group
- Conclusion: By reading the Bible, we learn God's principles of human relationships. This is love, a desire for goodness to one's neighbor. God can put love and kindness towards people in our hearts.
- Add to the cluster: the golden rule of the Bible.
B) We shape ourselves in many ways. Our windows to the world are the senses. What do we fill ourselves with through them? We are what we look at, what we listen to, even what we eat. It has long been proven that the influence of books, television, the Internet, films, music on a person is quite strong. These types of art, like many others, affect emotionality and sensuality, affect the subconscious of a person, stand at the origins of personality development. Therefore, it is important to be selective in this matter. See and listen to what uplifts, spiritually and morally shapes. All of this will affect your relationships with people.
I know the axiom
The most important thing in fate:
Do no harm to another -
There will be no harm to you.
Think with a cold head!
After all, everything in the world is natural:
The evil you radiated
He will certainly come back to you!
- Add the phrase to the cluster: depend on my life principles.
6. Exercise "Box of misunderstandings"
Purpose: developing skills for successful conflict resolution.
Small groups are formed. One participant from each team retrieves a description of a certain situation from the "box of misunderstandings". Each situation is the birth of a kind of conflict.
Assignment: find the right way out of the situation without provoking a conflict. The representative of the group answers.
1st situation. One student says to another: “I will never sit with you at the same desk: you will lie down like an elephant, but it’s uncomfortable for me to write! ". The other answers ... (continue). Please comment on the situation.
2nd situation. There is a lesson, students complete assignments. Suddenly one student begins to knock on the desk with a pen. The teacher makes a remark: "Sergei, don't knock, please, on the desk, do the assignments." Sergei replies: “Why me again? Again, extreme! Have you seen? ".
What could be the teacher's reaction to Sergei's words?
What would you do in this situation if you were Sergei, a teacher?
3rd situation. Mom came home from work and said to her daughter: “How much can you talk? Clean up after you, scattered everything, like a tornado swept through the apartment! Not a girl, but some kind of misfortune! You say, and it is like peas against the wall! "
What could be the girl's reaction?
What would you do if you were mom?
Responses from group representatives. Discussion.
Among the habits that give rise to conflicts between people, especially common are excessive emotionality, aggressiveness, exactingness, inattention to the needs and interests of others, inability to listen to others. The destructive way is to solve their problems and conflicts through violence and aggression. This is work towards self-destruction, not self-improvement.
- Conclusion: if you want to have peace in your heart and in relationships with others, then your path is conscious control. negative thoughts and actions.
- We write to the cluster: control of thoughts and actions.
7. Game task "Lair of the snake".
Those who wish are called (7-8 people), line up shoulder to shoulder facing the class. It is necessary to tie the participants' legs: the left leg of the first is tied to the right leg of the second, the left leg of the second is tied to the right leg of the third, etc. Pull a rope between the chairs in front of the line at a height of 20-30 cm.
Exercise. Imagine you are in the jungle. Your legs are entangled with vines, a snake lies in front of you. You need to step over it without touching it, in such a tied state.
For the teacher. After the first confusion, children should begin to communicate with each other and, offering different variants solving the problem, come to the following: the first and second simultaneously raise their bound legs and step over, then the second (the remaining left leg) simultaneously with the third (right leg), etc.
Discussion.
- What was needed to solve the problem? (start chatting)
- Could everyone complete the task himself? (cooperation, mutual assistance is necessary)
- Conclusion: healthy relationships are formed if a person develops the ability to communicate and negotiate. Wars, conflicts - from the inability of people to conduct a dialogue.
- Add to the cluster: the ability to communicate, mutual assistance.
8. Conclusion.
Our last game- an allegory. Just as you were physically tied to each other by a string, there are invisible threads of interaction in society that "tied" us. And relations between people are governed by certain laws, some of which we have considered today. Try to put your new knowledge into practice today by building a good relationship with classmates, with their parents, brothers and sisters, neighbors, strangers in transport, in public places... Treat them the way you would like to be treated. And you will see how many kind and wonderful people, it turns out, live next to you.
All students receive a reminder “Rules interpersonal relationships».
| Interpersonal rules |
| . show attention to people, try not to offend them by your words and actions; . never laugh at the physical disabilities of people; . always and in everything help the younger and the weak; . do not forget to thank you for the service rendered to you; . do not invent offensive nicknames for anyone; . learn the rules of communication; . if a friend has lent you something, give it back to him on the promised date, without waiting for a reminder; . always keep your promises; . never promise what you cannot fulfill; . control your thoughts and actions; . always be precise: imprecision is, first of all, impoliteness; . never eavesdrop on other people's conversations and do not read other people's letters; . never show disrespect, impudence, rudeness or rudeness to people. . Remember the golden rule of the Bible: “HOWEVER YOU WANT PEOPLE TO GET TO YOU, SO YOU DO WITH THEM». |
Communication with peers is a special area of a teenager's life. It is known that the influence of his comrades, classmates, both positive and negative, can be very great. However, the psychological mechanisms of this influence are often incomprehensible to both teachers and parents. They are determined by the originality of the developmental processes occurring at this age associated with the transition from childhood to adulthood. Communication with peers is a special area of a teenager's life. It is known that the influence of his comrades, classmates, both positive and negative, can be very great. However, the psychological mechanisms of this influence are often incomprehensible to both teachers and parents. They are determined by the originality of the developmental processes occurring at this age associated with the transition from childhood to adulthood. Adolescence is characterized by the emergence of a new level of self-awareness, conventionally called by psychologists the sense of adulthood. It is expressed in the desire to be and be considered an adult. Compared to junior school age this is a completely new position in relation to yourself and the world around you. Adolescence is characterized by the emergence of a new level of self-awareness, conventionally called by psychologists the sense of adulthood. It is expressed in the desire to be and be considered an adult. Compared to primary school age, this is a completely new position in relation to yourself and the world around you.
Friendship Friendship is a disinterested personal relationship between people based on love, trust, sincerity, mutual sympathy, common interests and hobbies. Trust and patience are essential attributes of friendship. People connected by friendship are called friends. A prerequisite for the existence of friendly ties is the absence of interpersonal competition in the circle of friends, a relatively equal position in the social ladder
Shabalina Maria Alexandrovna I think that school friendship is the strongest friendship, because it is for life. It is very important not to lose it. That is, to part with school friends after grade 9 or 11, and then meet with them, communicate, call on the phone, etc.
School is not only a constant flow of new knowledge, but also a real test of strength, including a test of friendship. Everyone is friends in different ways: for someone, a friend is a person with whom to have fun and enjoyable time, for another - someone you can always rely on, who is yours in any trouble right hand, which is sometimes so nice to hold on to, knowing that you are not alone with your experiences and sad thoughts!
Psychological class hour: Relationship and communication in the classroom
Goals:
1. Establishing mutual understanding when communicating with peers;
2. Using role-playing games, teach a tolerant attitude towards opinion
3. To foster a sense of friendship, cordiality, kindness;
Class hour progress:
1. Organizing time.
There is a poster on the chalkboard:
"The wind and the wave are friends,
The stars and the moon are friends
The forest is friends and the meadow is friends,
And the river is their friend too ... "
Students sit in a circle. After all students have taken their places, I conduct an introductory conversation.:
We have gathered with you to talk about our class. Tell me, is it possible to call our class friendly? (Children's answer: mostly friendly). I will now tell you the story of L.N. Tolstoy's "Father and Sons" about unity, the power of unity.
The father ordered his sons to live in harmony, they did not obey. So he ordered to bring a broom and said:
Break it down!
How many sons did not fight, they could not break.
Then the father untied the broom and ordered to break one twig at a time. They easily broke the bars one by one. The father also says:
So - then you too: if you live in harmony, no one will overcome you; and if you quarrel and all are apart, everyone will easily destroy you! "
There are many fairy tales, fables, stories and songs about friendship, joint work, partnership, and helping each other. Give examples: "Teremok", cartoon "Beauty and the Beast".
2... Game "Find out who it is?".
You are already studying together for the second year, and before that you attended Kindergarten and so let's check how you know each other. I gave you an assignment in advance so that you write several sentences about yourself, without pointing out such obvious signs by which you can immediately recognize you (I read, but the guys have to guess who it is?)
3. Role-playing game "Yes - dialogue".
Children are divided into pairs. I distribute task cards. Two students sit in the center of the circle and begin a dialogue. One of them pronounces a phrase on a given topic, the other must immediately respond, expressing his agreement with what the first said, and continue the dialogue. The main thing is to agree in everything, necessarily reflecting the thoughts of the partner.
Other students make sure that the participants in the dialogue do not go beyond the specified mode of operation, i.e. did not argue with each other or did not go away from the set topic. Then the next two sit down in the center and also work in the "Yes - dialogue" mode. I give the following topics for dialogues:
My favorite movie or show
My favorite cartoon
Favorite lessons
My hobby
4. Role-play "Press conference".
The guys sit down one by one in the center of the circle. The class asks him 5 questions about something, and he must answer.
Those who ask questions must follow the rules for holding press conferences: 1) name
2) surname;
3) the question.
5. Exercise "Wish a friend"
A person does not live alone, but in society, and therefore it is necessary to learn to live in love and harmony for the whole world, for everyone around him. We live in the classroom as one common family, work, study, do some kind of work and the result will be the best when we are united in our impulse, we will be all together when there is no enmity, since unity, friendship and love for each other Is a great power.
And now, we will attach a big heart to each of you on your back (they are prepared in advance) and each of you will be able to write your own good wishes each other.
After everyone has finished writing wishes on their hearts, they stand in a circle so that the shoulders touch the neighbor, hold hands and say:
What is the friendliest class in the Lyceum? All in unison - OUR!
Who can handle everything? All in unison - to US!
6. Summing up.
And now, guys, read those wishes, congratulations and compliments that your classmates wrote in their hearts. Look how many kind, gentle words you have heard in your address. Show these hearts to your parents at home and keep them as a keepsake. When you're done primary school, then at the class hour dedicated to this event, we will read your first wishes to each other.
Ministry of Education of the Republic of Sakha (Yakutia)
Department of Education of the Tattinsky Ulus
MBOU Chymnay secondary school
them. G.D.Byastinova- Bas Dyaraahyna
Relationship and communication in the classroom
(Psychological class hour)
Marina Kondakova
2nd grade teacher
Conversation on the topic: Relationships with classmates "
Goals: to give students an idea of what should be the attitude of classmates to each other, how to create a learning team; to form the ability to live in it; to reveal the content of the concepts "collective" and "schoolmates".
Equipment: the topic is written on the board, memo.
Conversation progress Introductory remarks
Let's read the topic of our class hour. Who can explain what a collective is? (Statements of the children.)
A team is a group of people united by a common work or study, common interests or views. The classroom can become a community. The people who are part of the team are comrades.
Schoolmates are classmates who collaborate in their studies and help each other in self-education. Schoolmates show mutual assistance in their studies, in the classroom and at home, in the preparation of homework, jointly carry out changes, and after lessons - free time by interest.
So, everything that is done together, through joint efforts, unites the students in the class.
Reflecting on classroom relationships (conversation-dialogue)
Consider if there is business collaboration in our class.
Analysis of Mutual Aid in Learning:
1. Do you help your classmates learn at school and at home? (Students give their examples.)
2. Are there times in the classroom when there is a need for learning assistance?
3. Did any of you ask for help and help the one to whom you asked? (Statements of the children.)
Analysis of self-help self-help:
1. What good deeds of your classmates have you observed in the lesson, break, after lessons, including interesting answers at the blackboard? (Children remember and give their examples.)
2. Do other students interfere with you in class? What bad things do you see in your classmates during recess or outside of school? (Children give examples.)
3. How do you deal with these situations? (Students are heard.)
4. Do you spend your free time with one of your classmates according to your interests? What do you do? (Answers of children.)
5. Who in the class can be called a friend? How does he show camaraderie? (Children give examples.)
Physical education
Let's all do as I do
Let's all do as I do. (Two claps.)
Come on, all together, all at once. (Two claps.)
They do everything together with us! (Two claps.)
Let's all stamp like me. (Two tributaries.)
Come on, all together, all at once. (Two tributaries.)
They do everything together with us! (Two tributaries.)
Let's all say how I ... ("Hurray!")
Come on, all together, all at once. ("Hooray!")
They do everything together with us! ("Hooray!")
Game "Finish the phrase"
I like it when my friends ...
I don't like it when I ...
I am very pleased to tell my friends ...
To my friends, I always ...
I can be friends with those who ...
You can be friends with me, because ...
Conclusion... Do you think our class can be called a collective? But life in a classy team would be impossible without mutual understanding.
(Write the word on the chalkboard.)
Mutual understanding is consent. It is associated with the ability to think before doing or saying something. I do not agree with something - tell me why you are against, but do not fight.
Practical part
We will learn to defend our opinion and negotiate. Let's work in pairs. Play the situation: one of you wants to
during recess to play "Brooks", and the other - in checkers. How do you agree?
(Pupils work in pairs. Then, at the blackboard, listen to several pairs who were able to agree.)
Memo
♦ Remember the law of our life: one for all and all for one.
♦ C good friend more fun with luck, easier in trouble.
♦ Be polite to your comrades: do not give them nicknames and nicknames, while talking, do not shout, do not forget to say "magic words" ("thank you", "please", etc.), say hello when you meet, say goodbye when parting.
♦ If you know interesting games or know how to do something, teach others. In games, don't be rude, don't shout.
♦ Do not argue with a friend over trifles, do not quarrel, try to work and play together.
♦ Don't sneak. If your friend is wrong about something, tell me right away; stop a friend if he is doing something bad.
♦ Play with kids, do not offend them; if they quarreled, reconcile them, separate the fighters.
♦ Do not be arrogant if you are good at something; do not get angry and do not be discouraged if something does not work out for you. Rules for communicating with classmates
Show attention to your friends and classmates, try not to offend them by your words and actions;
Never laugh at the physical handicap of people;
Always and in everything, help the younger and the weak;
Do not forget to thank you for the service rendered to you;
Do not invent offensive nicknames for anyone;
If you yourself suffer from a nickname attached to you, do not respond to it; maybe then your abuser will remember your name;
If a friend has lent you something, give it to him on the promised time, without waiting for him to remind you of it;
Always keep your promises;
Never promise what you cannot fulfill;
Cherish your word: your friends should know that you can be relied on in everything, that you always keep your word;
Always be precise: imprecision is above all impolite;
Never eavesdrop on other people's conversations and do not read other people's letters;
Never show disrespect, impudence, impudence, rudeness or rudeness to people
Summarizing
What is friendship?
What do you need to do to have many friends?
Classroom hour"Conflicts in our lives".
The class hour is devoted to ways of effective communication. Many children are simply not trained to resolve conflicts peacefully. The reasons for conflicts between adolescents are their nervousness, inability to withstand stress for a long time, the habit of aggression.
Clarification of the concept of "conflict", "conflict situation", understanding the causes of conflicts, mastering the skills of constructive conflict resolution - this is the content of the class hour.
Goals:
to acquaint children with the concept of "conflict" and "conflict situation", with ways of preventing conflicts;
contribute to the formation of a positive attitude towards people, the desire to master the skills of communication and social interaction;
encourage children to cooperate and understand.
Developing - the development of the skills of moral self-knowledge, introspection and self-esteem.
Upbringing - to form friendly relationships between classmates.
RECEPTIONS: word of the teacher, oral communication of students, collective form of cognitive activity, theatricalization, work with the test, processing of test results, comparative analysis, reflection.
Form of carrying out: hour of communication.
Design: Epigraph on the board "Those who cannot cook soup, make porridge", tablets with an unfinished sentence: "The cause of the conflict was that …… ..", "Ways to prevent conflicts: soft opposition, constructive proposal."
Organizing time
Motivation: at the beginning of the lesson, the teacher sets a provocative situation. 2 students go to the board. They are given a game task: quickly and beautifully draw a building. Students begin to paint. The teacher stops the game and asks to start over because the students made a mistake. So he stops the game several times, interrupts the students and puts forward more and more new claims: the building should be voluminous, not flat, the roof should be modern, etc. Then the teacher gives the student the opportunity to complete the drawing. After which he reports that all the same, the artists did the wrong job, for example, they painted a residential building, but a school was needed. Therefore, there are no winners in the game.
Did you like this game?
Students are upset after completing the assignment.
What happened in this situation? (conflict)
Why didn't the drawing work? (student comments: poorly explained, did not understand, etc.)
What was not done before the start of work? (did not discuss the rules for the drawing)
Could the conflict have been avoided? (can)
How? (learning answers)
Today I want to talk with you about the causes of conflicts and ways to resolve them. What does the word "conflict" mean? What associations does it evoke in you?
DISCIPLES - Quarrel, slamming the door, fighting, arguing, crying, screaming, dislike, etc.
K.R. - Let's hear what definition of this word is given in the dictionaries of the Russian language.
· Clash of opposing sides, opinions, forces; serious disagreement, heated debate. Complication in international relations, sometimes leading to an armed conflict.
· Collision, serious disagreement, dispute.
(Ozhegov S.I.)
Conversation on the topic.
Cl. hands. Guys, have you ever had to "make porridge"? What was it?
Approximate answers of children: Confused something, quarreled with everyone; got into a difficult situation, etc.
Kl.ruk. And there is another saying with the word porridge: "You can't cook porridge with you." Who are they talking about?
Children: about stupid, lazy, intractable, about such a person with whom it is impossible to agree.
Kl.ruk. Read the epigraph to the class hour. How would you explain its meaning?
Those who are incapable of communication and understanding find themselves in confusing situations.
Those who cannot get along with people constantly create difficulties for themselves and others.
If in a team they cannot work together, any business there turns into a mess.
Kl.ruk. If the team cannot work together, relations are constantly being sorted out in this team, resentments accumulate, and collisions occur.
How can you avoid them? How to stop "unraveling" the mess that was brewed during such clashes? We will talk about this during the class hour.
Now raise your hands, who has ever had to participate in a conflict situation?
Let's remember why your conflict situation arose. What was the cause of the particular conflict?
To do this, I suggest that you finish the sentence written on the board: "The reason for the conflict was that ... ..."
Children's answers:
My friend and I both wanted to be leaders in the company. We have completely different characters. I didn't like his behavior. We started rooting for different football teams. Etc.
Cl. hands. As we can see, conflicts arise for a variety of reasons, but the reasons for all are similar: mismatch of goals, desires, assessments, disrespect for others, inability to communicate.
K.R. Here's how you can schematically reflect the growth of conflict.
6. GAP.
5. AGGRESSION.
4. Humiliation.
3. COUNTERACTION.
2. DISSATISFACTION.
1. DISAGREE.
What is conflict?
A conflict is a clash, a contradiction that gives rise to hostility, fear, hatred between people.
Group work: discussion
Mom decided to check her daughter's school diary. When she took the diary in her hands, a sheet of folded paper fell out of it. Mom opened the sheet and saw that it was a note. Her daughter, who had returned from a friend, found her reading the note. The girl snatched the note out of her mother's hands. She yelled at her daughter. The girl slammed the door and locked herself in the room.
Answer the questions:
Who is involved in the conflict?
Who is to blame for the conflict?
What are the positions of the parties to the conflict?
Two 9th graders decided to hold a football match between themselves. At the appointed time, the guys gathered at the school stadium. Only the 9 "A" class goalkeeper was missing. No one knew why he was missing. His classmates asked not to start the game and to wait a while. But footballers 9 "B" began to demand to start immediately. It was clear that without a goalkeeper, Team 9 "A" would surely lose. An argument ensued. Passions ran high. One of the guys accidentally stepped on the foot of the captain of the opposing team. He could not restrain himself and, swinging, hit the offender in the face. The blow was so strong that the guy fell. Comrades rushed to his defense. A fight broke out. Draku was stopped by a teacher passing by. As a result, the game did not take place, the mood was ruined. The next day, there was an unpleasant conversation in the director's office.
Answer the questions:
What is conflict?
Why did the conflict arise?
What could be the ways of development of this conflict and its consequences?
A group of teenagers gathered to listen to music. Opinions were divided: some wanted to listen to pop music, while others were fans of "metal". An argument ensued that could escalate into a major quarrel. Suddenly one of the teenagers, remembering the cartoon about the cat Leopold, shouted loudly: "Guys, let's live together!" Everyone felt funny and cheerful. We quickly agreed to listen to our favorite music in turn: first pop music, then “metal”. Everyone was very pleased.
Answer the question:
How did you manage to avoid conflict?
Let's talk about our own behavior in a conflict situation.
I ask the children to answer the test questions.
"How do you usually behave in a conflict situation (when you quarrel)?"
If you have a particular behavior, put a certain number of points after each number of the answer that characterizes your behavior. If you behave like this
often - 3 points
from time to time - 2 points
rarely - 1 point
Question 1. How do you usually behave in an argument or conflict situation?
1 I threaten or fight
2. I try to accept the opponent's point of view, I reckon with it as my own.
3. Looking for compromises.
4. I admit that I am wrong, even if I cannot believe it completely.
5. Avoid the enemy.
6. I wish to achieve my goal at any cost.
7. I'm trying to figure out what I agree with and what I strongly disagree with.
8. I compromise.
10. Changing the subject.
11. Repeat one thought persistently until I get what I want.
12. I'm trying to find the source of the conflict, to understand how it all began.
13. I will give in a little, and thereby push the other side to make concessions.
14. I offer peace.
15. Trying to turn everything into a joke.
On the desk:
Count the number of points under the numbers ...
Find out the number of points by type.
Determine your style (most points by letter)
A. is "a tough type of resolution of conflicts and disputes." You stand your ground to the last, defending your position. At any cost, strive to win. This is the type of person, I am always right.
B. is a "democratic" style. You are of the opinion that you can always agree. During a dispute, you always try to offer an alternative, looking for a solution that would satisfy both parties.
V. - "compromise" style. Right from the start, you agree to a compromise.
G. - "soft" style. You "destroy" your opponent with your kindness. You readily take the opponent's point of view, abandoning yours.
D. - "outgoing" style. Your credo is to leave on time. You try not to aggravate the situation, not to bring the conflict to an open clash.
Drawing conclusions from testing.
Having received the test results, perhaps some of you have discovered something new in yourself. But you shouldn't take it as something permanent. This is a reason to think about and in the future to change your point of view, yourself.
Workshop game.
Exists different ways exit from the conflict.
In the course of this game, we will look at some of the ways out of the conflict.
Let's divide into groups.
Distribute tasks (the most typical conflict situations are selected).
Discuss the conflict situation, suggest finding a way out of this situation.
Situation number 1
The class is conventionally divided into two microgroups (groupings), in which, both there and there, there are strong leaders, activists, excellent students. Throughout the academic year, there is competition between them for grades, for teacher's respect, for authority in front of the class, for superiority. All this is expressed in the lessons in sharp jokes, in mockery of each other. During breaks, there were "clashes", quarrels and even cases of fights. This situation strains the whole class. How can the guys constructively resolve this situation?
Situation number 2
I came to class new girl... Very good-looking, well-dressed, good at school, distinguished by eccentricity and originality. The girl immediately took a leading position in front of her classmates - boys. Naturally, the girls in the class do not like this situation. At first, the “newcomer” was warned that if she imagined so, then she would not study in this class. But nothing has changed. She was met on the street, and a substantive conversation took place. She replied that she was not interested in the opinion of the girls. How do you get understanding?
Situation number 3
At recess, you gave your friend your brand new mobile phone you just bought. He went out with him into the corridor, and you stayed in the classroom. When you went out into the corridor, you saw that a friend was picking up the broken casing of your phone from the floor. It turns out that he was pushed by the guys running by, and he dropped the phone, and he himself is not guilty of anything. You know that your parents will scold you. What to do? How not to ruin your relationship with a friend? How to explain everything to parents?
There are many ways to resolve a conflict situation that has arisen:
Before entering into an argument, calm down, think it over, weigh everything.
Count to ten in your head.
Be wiser.
Find out the reason for the quarrel, try to explain about possible moral trauma.
Rules
DO NOT STRIVE TO DOMINATE IN ANYTHING.
BE PRINCIPAL, BUT DO NOT FIGHT FOR A PRINCIPLE.
REMEMBER THAT STRAIGHTNESS IS GOOD, BUT NOT ALWAYS.
CRITICISM BUT DO NOT CRITICAL.
Smile more often.
TRADITIONS ARE GOOD BUT TO A SECURITY.
IN EVERYTHING YOU SHOULD KNOW THE MEASURE.
YOU MUST BE ABLE TO SAY THE TRUTH.
BE INDEPENDENT, BUT NOT SELF-CONNECTED.
DO NOT TURN PERSISTENCE INTO A NOSE.
BE FAIR AND TOLERANT TO PEOPLE. DO NOT OVERVALUE YOUR ABILITIES AND POSSIBILITIES AND DO NOT DECLINE THE ABILITIES AND POSSIBILITIES OF OTHERS.
DO NOT GIVE AN INITIATIVE WHERE YOU DO NOT NEED IT.
REALIZE YOURSELF IN CREATIVITY, NOT IN CONFLICT.
EXPRESS AGAINST, GET YOUR SELF-REGULATION SKILLS.
K.R. Respect for people, knowledge of the rules of dispute, discussion, communication rules help to prevent unnecessary conflicts. But there are also special rules for preventing conflicts. These are the rules (posted on the board a poster with these rules, the guys get to know them).
DO NOT SPEAK IMMEDIATELY TO AN INCREDIBLE, EXCITED PERSON.
BEFORE YOU SAY ABOUT NON-TALK, TRY TO CREATE A GOOD ATMOSPHERE, MARK THE SERVICES OF A MAN, HIS GOOD DOES.
TRY TO LOOK AT THE PROBLEM WITH THE EYES OF THE OPPONENT, TRY TO STAND IN HIS PLACE.
DO NOT HIDE A GOOD ATTITUDE TO PEOPLE, EXPRESS APPROVAL TO YOUR FRIENDS MORE OFTEN, DO NOT BUY FOR PRAISE.
BE ABLE TO MAKE YOURSELF BE SILENT WHEN YOU ARE INACTED IN A SMALL ARREST, BE ABOVE THE SMALL DISASSEMBLIES.
Reflection:
K.R. Guys, today we talked about the causes of conflicts and ways to resolve them.
Do you find the discussion on this topic useful, and will it change your behavior in conflict situations?
Methodical development of a classroom hour for students in grades 7-11 Topic: "Conflicts in our life"
Methodical development... (loss of family, loss of self). During cool hours « Conflicts v our life»Discusses the importance of this topic for ... you can continue the topic our cool hours? (Slide show №13) Slide №13 " Conflicts v our life or win ...
- Classroom hour
The military is still happening somewhere conflicts, terrorist attacks, crimes are committed, ... rights. Stroke cool hours: - Today we will talk about our society. Remember ... not only with examples from our life... Let's remember a piece of art ...
- Classroom hour
Children are victims of armed and ethnic conflicts, environmental, man-made disasters, natural ... separate. Classy hour on the topic: "The rights of the child" Classy hour on the topic of: " Our rights and ... knew more about laws our life... Books will also help you ...
