Development of communicative competence (communication training)
Training program
Explanatory note.
The main goal of the program is to increase the level of communicative competence in adolescents.
Development of the ability to establish and maintain psychological contact in communication.
Knowing your capabilities and limitations in interacting with other people.
Awareness and removal of internal barriers and clamps that interfere with effective communication.
Developing the ability to predict another person's behavior.
The program is designed for teenagers aged 12 - 14 years, taking into account the characteristics of their age and major neoplasms.
The program contains 9 lessons. Each lesson consists of 6-8 exercises. Classes begin with participants greeting each other, followed by the main part of the lesson, corresponding to the topic, and at the end - summing up.
Basic forms and methods of work:
warm-up exercises;
modeling situations in role-playing games;
exercises in pairs, groups;
group discussions.
When working on this program, I was also guided by the following principles:
The principle of environmental friendliness. Everything that happens during the training should not harm or interfere with the free development of group members and presenters.
The principle of expediency. All exercises, games, tasks serve a single goal.
The principle of consistency. Each subsequent task is based on the experience and experiences gained during the previous ones, new resources are introduced into the learning process.
The principle of openness. Be sincere in front of the group, declare the goals and objectives of the training, answer questions posed as honestly as possible, create conditions for unlocking the potential of each participant.
The principle of reliability. The exercises are adapted to the reality in which the participants live and interact.
Lesson 1
Purpose: To introduce participants to each other.
Progress of the lesson:
Introducing the group participants to the purpose of the training and principles of work.
Getting the group members to know each other.
Introduction Welcome, introduction of presenters, goals and objectives of the training.
Time: 10 min.
Principles of the group:
Activity;
Division of responsibility, the result depends on you, we organize the situation;
Confidentiality;
Non-disclosure of information about participants;
Here and now, we talk about feelings in the present tense, we discuss the situation in a specific situation during the training;
Constructive Feedback(with positive intention);
Discipline (cell phones, tardiness, etc.);
1 exercise.
Exercise "My ears are locators"
Purpose: The exercise helps participants remember names, relieves tension through the comedy of the situation.
Time: 15 min.
Presenter: “I am a source of energy and I recharge the person sitting with me on the right and left. I raise my hand to my ears, and the neighbors raise their hand to their ear. My ears are locators, I call Tanya! Now Tanya raises her hands to her ears and calls someone else.”
Exercise 2.
Game "Associations"
Goal: getting to know each other, finding out more information about each other, helping to reconsider the usual stereotypes.
Time: 45 min.
A presenter is selected and goes out the door. One of the participants comes up with associations for himself. What animal, bird, tree, flower, or any object do I resemble?
The leading participant returns to the group. The training leader voices the associations. The task is to guess the person. 3 attempts. Each participant must play the role of leader and guesser.
At the end we discuss: what was the most difficult, what new things did you learn about each other, about yourself. 5-7 min.
Exercise 3.
Exercise "Four corners - four choices"
Goal: Increasing the level of cohesion among participants.
Time: 30 minutes.
Game stages:
Informing. Set chairs and tables aside so that participants can move around the room freely. During the game, for each round you will need four large sheets of paper (A3 size) and tape. Attach sheets of paper in the four corners of the room and write the names of colors on them (red, blue, green, yellow). Sheets are attached in visible places.
Group members stand in the middle of the room.
Tell the participants that during the game they will get to know each other better. First, everyone walks around the room, then everyone stops at the piece of paper that seems most suitable to them.
All participants gathered in one corner tell each other why they chose this particular color. Everyone must remember everyone who is in the same corner (3 minutes).
In the second round, you can write the four seasons on new sheets of paper.
In the third round you can use the names of four musical instruments, for example: violin, saxophone, harp, drum.
In the fourth, draw geometric shapes on paper (one on each sheet), such as a triangle, square, circle and irregular shape.
After each round, players gather in the middle of the room. The order of the game is strictly observed: participants must stop near the piece of paper whose inscription they like the most. At the same time, they remember everyone who stopped nearby.
Game discussion:
Which participants were most likely to end up in the same group?
Which players were rarely or never in the same group?
What interesting things did each of you learn about the other members of the group?
Notes:
Possible entry options:
tools: hammer, saw, pliers, needle;
cities: Paris, Rome, Moscow, Shanghai;
drinks: coffee, tea, Coca-Cola, milk;
animals: lion, antelope, snake, eagle;
buildings: villa, bungalow, castle, temple;
famous people: A. Einstein, G. Puccini, W. Shakespeare, Bill Gates.
Exercise 4
Purpose: The exercise provides group members with an opportunity to become more familiar with and experiment with verbal and nonverbal communication.
Time required: 30 minutes Procedure: Choose your partner. Do one of the communication exercises below together. After about five minutes, move to another partner and do the second exercise. Repeat the same for the last two exercises.
Back to back. Sit on the floor back to back. Try to lead
talk. After a few minutes, turn around and share your feelings.
Sitting and standing. One of the partners is sitting, the other is standing. Try to have a conversation in this position. After a few minutes, switch positions so that each of you experiences the feeling of being “on top” and “from below.” After a few more minutes, share your feelings.
Only eyes. Look into each other's eyes. Make eye contact without using words. After a few minutes, verbally share your feelings.
Facial examination. Sit face to face and explore your partner's face with your hands. Then let your partner explore your face.
Exercise 5
Summing up the day.
Come up with a greeting ritual together (homework)
Exercise 6
Exercise "Gifts"
Participants form two concentric circles. And they give each other “gifts”. During the discussion, it becomes clear what was most pleasant. Why?
Lesson 2.
Goal: Show your individuality and learn to appreciate the individuality of others.
Progress of the lesson:
Relieving tension.
Presentation of your individuality.
Summing up, discussing the lesson.
1 exercise.
Welcome ritual.
Discuss the options invented by the participants and choose one.
Exercise 2.
Game "Molecules"
Goal: relieving tension, creating a friendly atmosphere.
Time: 5 min.
The members of the group - "atoms" - move freely around the room to the music. At the leader’s signal (clap), the atoms are combined into molecules in groups of 2, then in groups of 3, etc. At the end of the exercise the whole group unites.
Exercise 3.
Fantasy game "The magic of our name"
Goal: To introduce training participants to each other, to be able to present themselves and other training participants.
Time: 20-30 minutes.
Participants are divided into pairs. Partners introduce themselves by name and discuss:
Where did I get my name from?
Which of my friends (relatives) has the same name?
Are there any namesakes of mine among famous people?
Do I know any literary or film characters with the same name?
How does my name affect my behavior in life?
Do I like my name?
Do I know what my name means?
Would I like to be called by another name (if so, what)?
The task for the group is that everyone must invent a story and tell it to their partner. The hero of the story bears the name of the narrator.
The partner should silently listen to the story with interest and at the same time try to understand what kind of person the storyteller is.
At the end of the game, all members gather together. Each participant introduces his partner and tries to characterize his personality. The purpose of the presentation is to present the partner’s personality from different, sometimes unexpected sides. Exercise 4.
Exercise "Self-portrait"
Goal: to draw the attention of participants to the uniqueness of each individual.
Materials: Paper, crayons (markers, pens, pencils), tape or Velcro.
Rules: Each player draws a self-portrait. At the same time, the most striking facial features (long eyelashes, snub nose, plump lips) are deliberately exaggerated. You have 5 minutes to complete this part of the task.
Players should not spy on each other. The paintings are not signed. At the end of the work, the sheets of paper are folded in half. Many participants will have difficulty completing the task. Explain to them that the drawing does not have to be photographically accurate. There is also no need to create a pictorial masterpiece.
The presenter can take part in the game himself.
Collect all the drawings in a large box. Invite the players to take out one sheet without looking. Each player must guess whose self-portrait he took out.
Everyone takes turns showing the drawings and making assumptions about who their author is, sharing their personal impressions.
Interpretation of the results: The discussion is almost always lively. Greater sympathy is usually evoked by those “artists” who depicted themselves without embellishment.
Exercise 5
Exercise "Learning to appreciate individuality"
Goal: learn to appreciate the individuality of others.
Time: 40 min.
Game stages:
If we knew how to value our own individuality, it would be easier for us to accept our partner’s otherness.
Group members sit in a circle, each with paper and a pencil.
At the beginning of the game, say something like this: “We often want to be exactly the same as everyone else, and we suffer from feeling that we are different from others. Sometimes it is really good when we are like everyone else, but our individuality is no less important. needs to be appreciated."
Invite each player to write about three characteristics that distinguish him from all other members of the group. This may be recognition of one’s obvious merits or talents, life principles, etc. In any case, the information should be positive.
Give three examples from your own life so that participants can fully understand what is required of them. Use your imagination and sense of humor to create a gaming atmosphere.
Participants write down their names and complete the task (3 minutes). Warn that you will collect the notes and read them out, and group members will guess who is the author of certain statements.
Collect the pieces of paper and once again note the positive aspects of the fact that people are different from each other: we become interesting to each other, we can find a non-standard solution to a problem, give each other impulses to change and learn, etc. Then read each text and have the players guess who wrote it. If the author cannot be “calculated”, he must name himself Exercise 6.
Exercise "Catch the pan"
Goal: relieve tension.
Time: 5-10 min.
Progress of the game: Participants, sitting or standing in a large circle, throw imaginary objects. When throwing, the participant announces the name of the partner and the object that he will throw. The one to whom it is thrown must immediately “attach” to the object - after all, a kitten must be caught differently than a snake.
Exercise 7
Summing up the day.
What was interesting or useful?
Exercise 8
Exercise "Thank you..."
Time: 5 min.
Each participant says to his neighbor on the left, “Name,” Thank you for…”
Lesson 3
Goal: Developing trust and sensitivity.
Progress of the lesson:
Greeting participants and relieving tension Developing trust among group members in each other.
Summarizing.
1 exercise.
Welcome ritual.
Exercise 2.
Game "Transplanting by characteristics"
Purpose: awakening Time: 5 min.
Everyone sits in a circle. First, the leader, and then each participant names a sign, and those who have this sign must stand up and change places.
Exercise 3.
Exercise "Rock"
Goal: Unity, diagnostics of interpersonal relationships (for presenters).
Time: 10-15 min.
One participant is a climber, the group lines up, imitating a rock. The climber's task is to walk along the rock, overcoming obstacles. Having completed the path, the climber stands at the end of the line and joins the rock; the next participant begins the path.
Exercise 4
Exercise "Confidence Fall"
Goal: Trust, awareness of your fears in relationships with others Time: 15 min.
Work in pairs, taking turns with each participant. The task is to stand with your back to your partner and fall into his arms. Conducted in turn with each group member.
After the game, the participants sit in a circle.
The presenter's questions: what was easier for you to do, fall or catch, what feelings did you experience at the same time, are there any situations in real life where you experience similar feelings.
Exercise 5
Exercise "Blind Man and Guide"
Goal: Trust, awareness of your fears in relationships with others Time: 20 min.
Exercise in pairs. Participants agree on who plays what role. The “blind man” blindfolds his eyes with a handkerchief.
The leader’s task: the guide introduces his charge to the world around him, conveys his attitude. 5-7 minutes, we change roles.
At the end there is a discussion. Which was easier, more comfortable. What thoughts and feelings arose during the game.
Exercise 6
"Truth or lie"
Purpose: The game strengthens group cohesion and creates an atmosphere of openness Time: 45 min.
Group members sit in a circle; Everyone should have paper and pencil ready.
The facilitator instructs the participants to write three sentences that relate to them personally. Of these three phrases, two must be true, and one must not.
One by one, each participant reads out their phrases, everyone else tries to understand what is said is true and what is not. At the same time, all opinions must be substantiated.
Exercise 7
Summing up the day.
What was interesting or useful?
Exercise 8
Pinwheel.
Time: 10 min.
Each participant says to his neighbor on the right:
"I found out about you..."
"I learned about myself..."
"I respect you..."
Lesson 4
Goal: Create an atmosphere of cooperation.
Progress of the lesson:
Welcoming participants and warming up Basic exercises aimed at creating an atmosphere of cooperation.
Summing up, discussing the lesson.
1 exercise.
Welcome ritual.
Exercise 2.
Game: "Collective score"
Purpose: Warm-up, increasing mutual sensitivity of group members Time: 15 min.
Participants close their eyes. The task of the group is to name numbers from 1 to 20 in order. Conditions of the game: each next number cannot be named by a participant sitting next to you, two numbers in a row cannot be named by the same participant, and a number cannot be named by two or more participants at the same time. After each mistake, the leader resumes counting.
Exercise 3.
Building a bridge Goal: Understanding your roles in group interaction Time: 25 min.
Necessary materials: A lot of A4 paper, a glass of water The group is divided into 2 subgroups.
Exercise. Build a bridge from a stack of paper across a 50 cm wide river. The bridge must support a glass of water. Execution time 15 min.
At the end of the game we check the results.
Discussion.
What roles did you see? Leader, performer, idea generator, etc.
What role did you play?
Exercise 4
Game "Car with character"
Goal: group unity.
Time: 20 minutes.
Game stages:
Tell us about the goals of the game. The whole group must build an imaginary car. Its details are only the coordinated and varied movements and exclamations of the players. In this case, each participant will have to carefully monitor the actions of other team members. You cannot talk during the game.
Ask one volunteer (player #1) to go to the middle of the circle and tell him: “Now I want you to start doing some repetitive movements. Maybe you want to alternately stretch your arms up, or rub your stomach with your right hand, or jump on one leg. Any action is suitable, but you must repeat it continuously. If you want, you can accompany your movements with exclamations."
When player #1 decides on his actions, he becomes the first part of the machine. Now the next volunteer can become the second piece.
Player No. 2, for his part, performs movements that complement the action of the first player. If, for example, player No. 1 looks up, strokes his stomach and at the same time alternately says “Ah” and “Oh” in between, then player No. 2 can stand behind and each time player No. 1 says “Ah”, draw hands, and with the final “Oh” jump once. He can also stand sideways to player No. 1, put his right hand on his head and at the same time say “Ay”, and for his “Ay” choose a moment between “Ah” and “Oh”.
When the movements of the first volunteers become sufficiently coordinated, a third player can join them. Each player must become a new part of the growing machine and try to make it more interesting and multifaceted. Everyone can choose a place where they could sit, and also come up with their own actions and exclamations.
When all players are involved. You can let the fantasy machine run for half a minute at the group's chosen pace. Then suggest that the speed of work increase slightly, then slow down slightly, then begin to stop. Eventually the car must fall apart.
Game discussion:
Was the group able to create an interesting car?
Has the machine operated without interruption for some time?
At what point did you become a part of a machine?
How did you come up with your actions?
Was it difficult to maintain a consistent rhythm and pace of work?
What happened when the car accelerated or slowed down?
Was it difficult to disassemble the car?
How did it affect your work that you weren't allowed to talk to each other?
Options:
Participants, divided into four or five, can depict real-life mechanisms, units, machines: an alarm clock, a coffee grinder, a motor, a glider. Players can build a machine that allegorizes a conceptual concept, such as a machine of love, war, peace, etc.
5 exercise.
Summing up the day.
What was interesting or useful?
6 exercise.
Exercise "Any number"
Purpose: a way to test the skills of training participants to understand each other without words.
Rules: The host calls any of the players by name. He must immediately name some number from one to a number equal to the number of group members. The leader commands: “Three-four!” At the same time, as many players as the number is named must stand up. In this case, the player who named this random number can either stand up or remain seated.
In a classic group of twelve to fifteen people, the error usually does not exceed one person. One of the participants quickly realizes that there are win-win options: you need to call either “one” and jump up yourself, or call the number of group members, and then everyone will stand up. It is better for the leader to stop the game after one or two successful attempts: the participants are left with a feeling of increased group cohesion.
Lesson 5
Progress of the lesson:
1 exercise.
Welcome ritual.
Exercise 2.
Target. Expressing your mood using a color palette at the beginning of the lesson.
Exercise. Express your mood by holding up a colored card and explain why this particular color was chosen.
Exercise 3 A short lecture on the importance of the ability to understand other people’s emotions and control your own.
4 exercise.
Game "Broken Phone"
Goal: learn to understand and convey emotions.
Participants stand in a column one at a time. The leader stands at the end of the column. Thus, all participants have their backs turned to him. With a tap on the shoulder, he invites the participant in front to turn to face him. Then he uses gestures to show some emotion (joy, sadness, delight, surprise, admiration, etc.). The first participant turns to face the second and also with a clap on the shoulder asks him to turn around and shows the emotion that the first conveyed to him, the second conveys to the third, the third to the fourth, and so on. The last participant names the emotion that was conveyed to him. Conditions: everything is done silently, only with gestures, you can only ask to repeat, participants should not turn around until the previous participant taps him on the shoulder.
Exercise 5
Summing up the day.
What was interesting or useful?
Exercise 6
Exercise "My mood today"
Target. Using a color palette to express the mood from the exercises proposed in the lesson.
Required materials: multi-colored cards.
Exercise. Express your mood at the end of the lesson by holding up a colored card and explain why this particular color was chosen.
Instructions. Express your mood, associate it with the color that most clearly reflects your emotional condition"here" and "now".
Lesson 6
Goal: Learn to identify another person’s emotions and control your own.
Progress of the lesson:
Participants greet each other and get involved in the work.
The main part of the lesson aimed at understanding emotions. Summing up, discussing the lesson.
1 exercise.
Welcome ritual.
Exercise 2.
Exercise "Tangled Chains"
Target: psychological exercise to warm up the training participants.
Participants stand in a circle, close their eyes and extend their right hand in front of them. When they collide, their hands clasp. Then the participants extend their left arms and again look for a partner. The leader helps the hands connect and makes sure that everyone is holding the hands of two people, not just one. Participants open their eyes. They should unravel without unclenching their hands. To prevent dislocation of the arms in the joints, “rotating the hinges” is allowed - changing the position of the hands without releasing the arms. As a result, the following options are possible: either a circle is formed, or several linked rings of people, or several independent circles or pairs.
Exercise 3.
Game "Emotions"
Goal: a technique aimed at increasing the accuracy of perception of a communication partner.
Time: 40 min.
Necessary materials: sets of game cards of 6 pieces with pictures that depict manifestations of emotions in facial expressions, and game tables at which the players are located.
Plot of the game: depends on the option chosen by the presenter. The main idea of the game plot is to identify and name a) an emotion that will be experienced by the majority/minority of participants in a certain (given) situation; b) a playing partner who experiences the same/different emotion as the player himself in a certain (given) situation. Depending on the accuracy of perception (guessing), the player receives/loses points. Based on the results of the game, the most “empathetic” player is named.
During the game, participants are given sets of cards. Players receive explanations as to what emotion is graphically depicted on each card.
Then a trial run is carried out. The presenter announces a situation in which each of the participants conditionally finds himself, for example: “For the exam paper you receive a grade of “5” with two pluses.” Participants must place on the gaming table reverse side a card depicting the emotional state that the participant will experience in this situation. After this, the players draw lots: “coordination” or “disagreement.” At the same time, players must name the name of one of the participants. If they got the “coordination” lot, they must name the name of the person who laid out the same card as him. In the case of a “mismatch” lot, you need to name the person who put the other card. In this case, the lot is kept secret until all the cards are revealed. Then the cards are revealed. If the player correctly named the partner's name, he receives 1 point; if he made a mistake, he receives minus one point. Next, a new situation is read out, etc.
During the game the following rules must be observed:
It is forbidden to intentionally reveal your cards and demonstrate your choice before the leader's signal.
If a player declares that all his partners made the same move as him, or no one made a similar move, and this is confirmed when the cards are revealed, he receives plus five points, if not confirmed, then he receives minus five points.
Each new phase of the game begins after the previous one. The sequence of game phases is as follows:
a) reading out the situation by the presenter;
b) laying out game cards;
c) distribution of lots;
d) selection of a participant for a task;
e) revealing cards;
f) evaluation of results.
At the beginning of the game, it is necessary to provide an information part, when the presenter explains the concept of emotion and communicates it psychological content. The presenter's message must be tailored to the audience and the context of the situation.
Before starting the game, it is necessary to explain that the proposed game is not a card game, although it uses cards and counts points. The most important acquisition in this game will be a deeper understanding of other people, their characteristics, and motivations.
The facilitator should take part in the discussion and encourage participants to analyze their experiences. Special attention should be paid to those participants who often make the “everyone” or “nobody” move. As a rule, such behavior indicates a lack of involvement in the game or a switch from its meaningful aspect (comprehension of another person’s experiences) to the formal one (earn more points).
It is very important for the facilitator to facilitate a discussion of emotional reactions. As a rule, the discussion is about the reasons for the occurrence of this particular emotion. Often, however, reactions that seem implausible at first glance are put forward. For example, for the situation “You get an A with two pluses on a math test,” one of the schoolgirls posted the “anger, rage” card, explaining that the teacher was simply mocking her for giving her such a grade for such work.
Despite the fact that psychological defense is often implemented in this way, sometimes it is worth inviting the audience to think about what could be behind this emotion in a given situation, what could cause this emotion: individual characteristics, features of the experience (the student thought about a specific teacher who caused her aggression), etc.
It is very important not to impose your opinion on the players or talk about the inadequacy of the choice. As a rule, the players themselves raise this question. Moreover, the opinion about the adequacy or inadequacy of a particular emotion can be used to organize a discussion of certain concepts (if this is a training lesson in psychology), for example, frustration, anxiety, psychological defense, empathy. At almost every game the problem of experiencing so-called “wrong feelings” arises.
The game requires some preliminary preparation (“warm-up”). If possible, you should start the game with comic situations. And only in the case of high involvement and absence of resistance, suggest situations that cause anxiety. The leader should be especially careful if the group members are completely unfamiliar with each other or have known each other for a long time (study group). In this case, resistance is also possible. As experience shows, in each group there was a participant who played for results and did not accept the content side of the game. In this case, the rules do not provide for penalties in principle. It is very important for the presenter to react correctly to the situation. Under no circumstances should you evaluate such a player or encourage any evaluation of other participants. We usually say that a game has two plans - quantitative (score more points) and meaningful (learn to understand another person). It is also advisable for the presenter to pay attention to the fact that the strategy of “scoring points” is immediately monitored by the other players. In addition, it is simply unprofitable to play dishonestly (especially in a large audience). As a methodical technique for overcoming such resistance, we can recommend starting the game with a “soft” version.
When carried out in this way, the value of the drawn lot is converted into “largest quantity” - “smallest quantity”. Participants in the game do not name the name of the person, but the card that is most (less) represented on the gaming table. The change compared to the main option is in the feeling not of one partner, but of the mood (attitudes) of the group. This option, compared to the main one, usually causes less resistance. In addition, in this version of the game, participants make fewer mistakes. Its difficulty lies in ensuring the dynamics of the game and conducting a meaningful discussion, as well as recording the results.
Exercise 4
Discussion of the lesson.
What is interesting or useful?
Exercise 5
Each participant names their emotion and thanks everyone for the activity.
Lesson 7
Greeting participants, warming up, relieving tension.
Basic exercises aimed at uniting the group.
Summing up, discussing the lesson.
1 exercise.
Welcome ritual.
Exercise 2.
Exercise "Rain"
Purpose: the game unwinds, relaxes, helps relieve tension, activates attention, stimulates observation.
Time: 5 min.
The leader is in a circle, he makes certain movements, and everyone repeats these movements in a circle. Since he turns to face everyone, and only after that the player begins to perform the movement, and performs it until the leader turns in a circle and gives a new movement, then one movement is performed in an increasing manner, and the second in a decreasing manner.
Types of movements:
1 circle - rubbing palms;
2 circle - snapping fingers;
3rd circle - patting on the thighs;
4th circle - patting on the thighs, supplemented by trampling.
Exercise 3.
Exercise "Good animal"
Goal: to promote the unity of the children's team, teach children to understand the feelings of others, provide support and empathy.
The presenter says in a quiet, mysterious voice: Please stand in a circle and hold hands. We are one big, kind animal. Let's listen to how it breathes! Now let's breathe together! When you inhale, take a step forward, when you exhale, take a step back. Now, when you inhale, take 2 steps forward, and when you exhale, take 2 steps back. Inhale - 2 steps forward. Exhale - 2 steps back.
This is how the animal not only breathes, its big, kind heart beats just as clearly and evenly. Knock - step forward, knock - step back, etc. We all take the breath and heartbeat of this animal for ourselves.
Exercise 4
Exercise "I'll tell you about my master"
Goal: inclusion of training participants in group work.
Participants are invited to choose a personal item (comb, handbag, pen...) and on his behalf introduce their owner and tell something interesting or remarkable about him (how this person differs from others). The leader introduces himself first, then the assistant, then the rest of the group members as they are ready. Then those interested can ask questions (each presentation is two or three minutes).
Approximate presentation diagram:
Who is he (name, what he does, main interests);
The goals with which I came to this training;
What to expect from upcoming classes;
What he can and is ready to do in a group to achieve the goals.
Exercise 5
Goal: To practice high levels of interaction between each other and increase the sense of belonging to the group.
Time: 30 minutes.
Stages of the game:
Invite participants to walk around the room and do two or three simple exercises. Explain that physical activity promotes mental performance.
First round: “Find all the participants who were born in the same part of the country or world as you. This needs to be done as soon as possible...” (If your group involves people from the same city, residents of the same area can search for each other , districts, etc.) Make sure that participants complete the task really quickly! Once the appropriate teams are formed, invite each team member to briefly talk about where they live. In this case, you will be sure that the task was completed correctly.
Second round: “Quickly find players who were born under the same constellation as you...” The resulting teams can be asked to show their constellation.
Third round: “Find as quickly as possible all the participants who have the same number of brothers and sisters as you. The only children are going to their team...”
Options:
Other signs by which teams can be composed:
a similar life situation or a similar occupation (to make the task easier, you can offer several options yourself);
same eye color;
same mood;
everyone's favorite color.
Exercise 6
Summing up the day.
What was interesting or useful?
Exercise 7
Web Purpose: Creates a sense of group integrity.
Time: 10-15 minutes.
Materials needed: a ball of thread All participants sit in a circle. The leader has a ball of thread. He keeps the end of the thread for himself and, handing the ball to the participant, says to him “Name, I like you because...”. And so does every participant. You can pass the ball to any member of the group. You need to keep the threads and pass on the ball.
After all participants are tangled in one web, you need to pay attention to the integrity of the group. Next, you need to wind the ball back, giving it to the person who handed it to you with the words “Thank you, Name, for considering me...”
Lesson 8
Purpose: Group cohesion Progress of the lesson:
Summing up, discussing the lesson.
1 exercise.
Welcome ritual.
Exercise 2.
Exercise "Inflatable doll"
Purpose: The exercise is aimed at overcoming stiffness and tension among group members and at training muscle relaxation.
The presenter plays the role of a “pump”: he makes movements with his hands that imitate working with a pump, and makes characteristic sounds. The group members first sit relaxed in chairs, their heads are lowered, their arms hang limply along their bodies. With each movement of the “pump”, the “rubber dolls” begin to “inflate”: the participants straighten up, raise their heads, tense their arms and eventually stand up in full height with arms outstretched and legs apart. After a few seconds, the presenter “pulls out the plug” from the “doll”, and the players, hissing (“sh-sh-sh!”) relax and gradually squat down. The game can be repeated two or three times. The game does not require discussion.
Exercise 3 Exercise "Crane"
Purpose: team building exercise.
One of the participants in the game lies down on the floor (chairs, bench), and the other participants lift him up, each supporting him with one hand. Under friendly, cooperative conditions, the group can easily lift any participant, even the heaviest. Those who are raised come up with a role for themselves and communicate it to everyone. The roles may be as follows:
coach of the winning team;
the colonel who won the battle;
a ballerina soaring into the air;
a swimmer rising to the crest of a wave;
a cloud flying across the sky on a hot day;
a log at a cleanup event;
a jumper hovering over the bar;
lotus flower on the surface of the lake, etc.
Exercise 4 Game "Killer"
Participants are given cards with the name of the role; one of the players takes on the role of a killer. He has to “shoot” all the inhabitants of a peaceful city, he does this with a wink. Whoever he winks with one eye (unnoticed by the others) is considered killed, after which the “corpse” folds its arms in a “cross” on its chest. The "civilians" players will have to find the killer. In this case, the following conditions must be met:
Having discovered the “killer”, the witness raises his hand, declaring: “I am a witness,” and then waits for the next witness.
Accusation is possible with two or more witnesses
After the count of the presenter, on the count of three, the witnesses, without saying a word, must point to one person
both players name the same human killer, i.e. versions turned out to be correct. In this case, the killer “dies” and the residents win.
both players point to different people. In this case, the truth-seekers themselves die (folding their arms), even if one of those named was really a killer (which the presenter himself knows about).
any influence on the game by the “dead” must be strictly suppressed.
Information for discussion:
What feelings does a person experience when he makes a confession and is not completely sure that he is right?
What does the exposed person experience?
How does an innocent person feel when he is accused of murder?
What does he feel when he sees that he has become an unwitting cause of the death of other people? etc.
After the exposure, the city “falls asleep,” and the former “killer” chooses his successor by touching him on the shoulder twice. He himself becomes the host for the next game.
Exercise 5 Exercise "Let's say hello"
Purpose: relieving muscle tension, switching attention.
Children, at the leader’s signal, begin to move chaotically around the room and say hello to everyone who meets on their way (and it is possible that one of the children will specifically try to say hello to someone who usually does not pay attention to him). You have to greet yourself in a certain way:
1 clap - shake hands;
2 claps - greet with hangers;
3 claps - we greet with our backs.
Changing playing partners will help get rid of the feeling of alienation. To ensure complete tactile sensations, it is advisable to introduce a ban on talking during this game.
6 exercise.
Summing up the day.
What was interesting or useful?
7 exercise.
My mood.
Each participant speaks in turn about his mood and whether it has changed after the lesson.
Lesson 9
Purpose: Group cohesion Progress of the lesson:
Greeting group members, exercises to get involved in the work.
The main part of the lesson is aimed at uniting the group.
Summing up, discussing the lesson.
1 exercise.
Welcome ritual.
Exercise 2.
Exercise-game "Tick-tock"
Goal: relieve tension, activate attention.
Time: 5-7 minutes.
Participants transmit a sound transmission to each other: “tick” - to the right, “tak” - to the left in a circle. "Boom" means a change in the direction of sound transmission. Any participant in the game has the right to change the direction of the pass.
Exercise 3.
Exercise "Funny drawing"
Goal: team unity, liberation of emotions, development of imagination.
Attach a piece of paper to the door or wall. The players line up in one line. The teacher blindfolds the first person, takes him to the “easel”, gives him a felt-tip pen and says that now everyone will draw one cow, elephant, hare, princess, etc.
Everyone takes turns coming up blindfolded and completing the missing details. Well, what a funny picture it turns out!
Exercise 4
Exercise "Tower of Babel"
Purpose: used in team building trainings.
Materials: colored markers, flipchart, individual assignments prepared in advance.
Individual tasks: written briefly on separate sheets, each sheet is strictly confidential for one participant. For example, “The tower must have 10 floors” - a piece of paper with such an inscription is given to one participant, he has no right to show it to anyone, he is obliged to make sure that the tower drawn together has exactly 10 floors! The second task: “The whole tower has a brown outline” is a task for the next participant. “A blue flag is flying above the tower”, “There are only 6 windows in the tower”, etc.
Conditions: participants are prohibited from talking or using their voice in any way. It is necessary to draw the Tower of Babel together. For excitement, use a stopwatch, exercise 5.
...........Purpose of the training: Increasing the efficiency of interaction with business partners. Tasks:
1) Mastering the concept of communicative competence;
2) Practicing active listening skills:
- asking the right questions
- "small conversation"
- clarification and encouragement to expand the response
- paraphrasing
- interpretations
3) Practicing one of the reduction techniques emotional stress– verbalization of emotional states;
4) Practicing the skills of making contact using non-verbal signals conducive to contact.
Number of participants: 10 – 12 people
Training duration: 2 days (16 hours)
10.00 – 11.10 Introduction, rules
The goal for the participants is to learn each other's names and get a first idea of each other's personal qualities.
Additional goal of the trainer: to make a first rough diagnosis of the participants’ communication skills and their personal qualities.
The coach takes the place in the circle that is convenient for him.
The coach says: “So, let's get started. Our training is called “communicative competence training.” Each person present must say his name. And after that he will say what in him or his personality helps him in business communication with other people, and what gets in the way. At the same time, it is important to talk not about external circumstances, but about one’s own qualities. So, everyone names two of their qualities, and before each of them speaks about himself, he must repeat the words of his neighbor on the right.” During the performance, participants also reveal qualities that they do not name out loud.
After this, the expectations of each participant from this training are clarified (what do you expect from the training, what should change after it).
break 10 min
11.20 – 13.00 Practicing repetition techniques
The trainer suggests familiarizing yourself with the definitions of business interaction, business conversation, communicative competence, communication skills and communication techniques. After this, it is proposed to concentrate on the first group of skills - active listening. On the board, the trainer sketches a diagram of active listening techniques (Appendix 1). And he moves on to practicing the first technique of active listening – the repetition technique.
Goal: to develop the ability to repeat verbatim what a partner says.
Exercise "Detective"
Participants are invited to play a detective game, in which everyone will be the author of this detective story. The coach comes up with the first phrase, for example: “Early in the morning, Miss Marple heard the phone ringing,” and then passes the ball to one of the participants, who will have to continue composing this detective story. But before uttering the next phrase, he must repeat exactly what the coach said. The next participant will have to repeat what the previous one said, and then say his phrase.
After the exercise is completed, the trainer proceeds to discuss the exercise:
- What was more difficult: composing your own phrase or repeating someone else’s?
- Why?
Exercise: participants are divided into pairs. One of the partners pronounces certain theses (on any topic), and the other’s task is to insert quotes from the partner’s statements into his own phrases. Then they change roles.
break 15 min
13.15 – 15.00 Practicing paraphrasing techniques
Goal: to develop the ability to convey the essence of what was said in your own words.
The coach groups the participants into teams. Each team will remember some quatrain from a famous poem. It is necessary to paraphrase the stanza in such a way that each word in it is conveyed by a different word or phrase. For example, “I” can be turned into “author”, “road” into “way”, etc. It is important that others can guess what kind of poem was paraphrased.
Discussion of the exercise:
What should the paraphrase be like so that it most accurately reflects the essence of the original text?
After the discussion, it is suggested that we turn to the handouts (Appendix 3) and talk about what gives us the ability to paraphrase what a partner said.
Role-playing game “What’s the matter?” »
Participants are asked to divide into three groups, each of which must come up with a problem situation. The group must inform a participant from another group of certain unpleasant news for him. For example, inform that not he, but another candidate will be included in the project team. The partner’s task: to achieve the most complete understanding of the position of his interlocutor. He should try to do this through the techniques of paraphrasing and repetition.
Afterwards, a discussion of the results, difficulties and feelings from the game is expected.
break 15.00 – 16.00
16.00 – 17.40 Practicing interpretation techniques
Goal: to develop the ability to formulate your assumptions about the reasons or purposes of your partner’s statements.
Participants are encouraged to practice their ability to formulate test hypotheses. One of the participants must talk about some of his actions, perhaps something that he himself does not fully understand. Then each of the participants can ask him a test question, which will begin with the words: “Could it be that you...” When the participant feels that he was correctly understood, the interpretation session will end.
Discussion of the exercise:
What questions have been most successful in clarifying the reasons or purpose of another person's statement?
Participants refer to handouts (Appendix 4). Next, it is proposed to divide into threes, where one of the participants will be a supervisor, the other will be an operator, and the third will be a “complainer”. The participants' task is to use the interpretation technique. After that, everyone sits in a circle again and discusses what worked and what didn’t.
17.40 – 18.00 Summing up the day
- What do you remember most?
- What was the most important thing for everyone?
- What did you like and what did you not like?
- Who would like to add anything else?
10.00 – 11.30 Developing the ability to ask open questions
Exercise “Pum-pum-pum”
Purpose: To provide an opportunity to see the value open questions to understand your partner.
The essence of the game is that the participants, by asking open-ended questions, must guess a certain objective sign (pum-pum-pum) that some members of the group have, guessed by the leader. You can’t ask just one question: “What is pum-pum-pum?”
After finishing the exercise, the trainer asks a question about the advantages and disadvantages of open-ended questions. The results of the discussion can be presented in the form of a diagram on the board.
Next, participants are invited Handout, which describes all the nuances of asking questions (Appendix 5). Perhaps, for greater structure, the trainer should classify questions (closed, open and alternative).
Role-playing game "Challenger"
An applicant for a job in an agency is selected from among the participants, and the rest of the group members are, as it were, employers for the job. The task of the participants playing the role of personnel managers is to establish the true motives for the applicant’s admission to this organization by asking open-ended questions.
After the game ends, the participants discuss the results of the game. As a rule, it turns out that open-ended and neutral questions are the most informative.
Break 15 min
11.45 – 13.15 Practicing small conversation techniques
The trainer selects several participants and starts a small conversation with each of them, using small conversation techniques (quoting a partner, positive statements, informing, an interesting story).
After this, he invites the group to analyze these examples of small talk and highlight techniques that help to get the partner to talk and win over (records the results on a flip chart).
Next, the trainer tells what elements a small conversation is divided into, what mistakes can arise in this regard and how to avoid them. Distributes materials that can be used when completing the next task (Appendix 6).
The following exercise is suggested:
Participants should divide into groups (positive statements group, information group, interesting story group and quotation group). Each group must choose a target person from the opposite group and prepare a script for a small conversation with her using their own technique. In about 15 minutes the presentations begin.
After the conversation ends, the trainer asks the target person questions:
“Was this conversation pleasant and interesting for you?”
“Would you like to continue the conversation?”
“What exactly was interesting and enjoyable?”
Then he suggests summing up: “What helps to win over your partner for a conversation?”
lunch break
14.15 – 15.45 Practicing the technique of verbalizing feelings
Exercise “Respectful Verbalization”
Goal: developing the ability to use more respectful language to verbalize emotional states.
Participants pair up in a circle. Those in a pair sitting on the right will be the attackers. Those on the left are tension regulators (their task is to reduce tension through respectful verbalization of feelings). Each pair is given a few minutes to prepare, after which each pair must take turns demonstrating their skits. After the skit ends, the coach asks the group if it was done respectfully and effectively.
After finishing the exercise, the trainer discusses with the group which formulations were most effective and writes them on the board.
Exercise “Lamination by poles”
To complete the exercise, you will need two presenters, who will have to determine the personal characteristics of other people based on observable signs. The presenters will leave the room for a few minutes, and when they return, two groups of people will be formed, representing two poles (two polar qualities), for example: overly cautious - reckless / aggressive - pliable, etc. The task of the facilitators is to give both groups some tasks. We need to come up with tasks that can be completed by the whole team, and by how the teams complete the tasks, the presenters will be able to understand what the difference is between them.
After completing the exercise, the group discusses what happened.
break 15 min
16.00 – 17.30 Nonverbal components of communication
The trainer should then say something reasonable and practical about what nonverbal cues are important in active listening. The trainer invites participants to consider the phases of a business conversation: making contact, problem orientation, discussion and solution. During the contact phase, non-verbal components of communication are very important. Participants are given materials (Appendix 8).
To use the preview, create an account ( account) Google and log in: https://accounts.google.com
Preview:
To use presentation previews, create a Google account and log in to it: https://accounts.google.com
Slide captions:
MASTER CLASS Communicative competence of teachers Municipal budget preschool educational institution « Kindergarten“Sun” p. Savinsky senior teacher Bondarenko Tatyana Sergeevna
“Let's say hello” Relieving muscle tension, switching attention
Eastern parable
“Son, you behaved well, but look how many holes are left on the gate. They will never be the same again. When you quarrel with someone and say unpleasant things to him, you leave him wounds like those on the gate.” .
Analysis of the level of sociability of teachers Results of the analysis of the test-questionnaire by V.F. Ryakhovsky
Game-acquaintance “Dancing in a circle” The game helps to increase activity and unite the team of parents, children and teachers
Exercise “The Elephant Welcomes” Kinesiological games and exercises to activate the cerebral cortex, develop human abilities, correct problems in various areas of the psyche, develop communication abilities (Kinesio - game)
Greeting game “Friend to Friend” I will tell you which parts of the body you will need to very quickly “greet” each other. When I say: “Friend to friend! ", you must change your partner. Builds social interaction skills
The “Caterpillar” exercise serves to overcome interpersonal barriers in communication and helps to develop social interaction skills
“Hello, my dear” Guessing the emotional state by intonation
Game “Magic Chair” Who is the most beautiful today, Who is the happiest today, Hurry up and sit on the Magic Chair! Helps increase self-esteem and improve team relationships
Signs of people with high communicative competence: - quick, timely and accurate orientation in the situation; - the desire to understand another person in the context of the situation; - self-confidence, adequate involvement in the situation; - mastery of the situation, flexibility, willingness to take initiative in communication or transfer it to a partner; - greater satisfaction with communication; - the ability to communicate effectively in different status and role positions, establishing and maintaining the required working contacts independently, and sometimes contrary to existing relationships; - high status and popularity in the team; - ability to organize friendly teamwork; - ability to create a favorable climate in the team.
THANK YOU FOR YOUR ATTENTION!
Preview:
Sample code of communication with parents:
Sample code of communication with parents:
- Always strive to be in good mood and be pleasant to talk to.
- Try to feel the emotional state of your interlocutor.
- Finding an opportunity to tell parents something positive about their child every time is The best way win them over.
- Give parents the opportunity to speak without interrupting them.
- Be emotionally balanced when communicating with parents, set an example of good manners and tact.
- In a difficult situation, try to set an example of compliance - this cannot damage your dignity, but you can strengthen it.
Sample code of communication with parents:
1. Always strive to be in a good mood and be pleasant in communication.
2. Try to feel the emotional state of the interlocutor.
3. Finding an opportunity to tell parents something positive about the child every time is the best way to win them over.
4. Give parents the opportunity to speak without interrupting them.
5. Be emotionally balanced when communicating with parents, set an example of good manners and tact.
6. In a difficult situation, try to set an example of compliance - this cannot damage your dignity, but you can strengthen it.
Preview:
ASSESSING THE LEVEL OF SOCIABILITY
(Test by V.F. Ryakhovsky)
Instructions:
judgments | points |
|
Total |
Answer rating:
ASSESSING THE LEVEL OF SOCIABILITY
(Test by V.F. Ryakhovsky)
The test contains the ability to determine a person’s level of communication skills. You should answer the questions using three answer options - “yes”, “sometimes”, “no”.
Instructions: Here are a few simple questions for your consideration. Answer quickly, unambiguously: “yes”, “sometimes”, “no”.
judgments | points |
|
You are about to have an ordinary or business meeting. Does her anticipation unsettle you? | ||
Does the assignment to give a report, message, information at any meeting, meeting or other event cause you confusion and displeasure? | ||
Do you put off visiting the doctor until the last moment? | ||
You are offered to go on a business trip to a city where you have never been. Will you make every effort to avoid this business trip? | ||
Do you like to share your experiences with anyone? | ||
Do you get annoyed if a stranger on the street asks you (to show the way, tell the time, answer some question)? | ||
Do you believe that there is a problem of “fathers and sons” and that it is difficult for people of different generations to understand each other? | ||
Would you be embarrassed to remind a friend that he forgot to return the money he borrowed several months ago? | ||
In a restaurant or canteen you were served an obviously poor quality dish. Will you remain silent, only angrily pushing your plate away? | ||
If you find yourself alone with a stranger, you will not enter into a conversation with him and will be burdened if he speaks first. Is it so? | ||
You are horrified by any long line, no matter where it is (in a store, library, box office, cinema). Would you rather give up on your intention or stand in the back and languish in anticipation? | ||
Are you afraid to participate in any commission for considering conflict situations? | ||
You have your own purely individual criteria for evaluating works of literature, art, culture, and you do not accept any other people’s opinions on this matter. This is true? | ||
Having heard somewhere on the sidelines expressing a clearly erroneous point of view on an issue well known to you, do you prefer to remain silent and not engage in conversation? | ||
Do you feel annoyed when someone asks you to help them understand a particular work issue or educational topic? | ||
Are you more willing to express your point of view (opinion, assessment) in writing than orally? | ||
Total |
Answer rating:
“yes” - 2 points, “sometimes” - 1 point, “no” - 0 points.
The points received are summed up, and the classifier determines which category they belong to.
Test classifier.
30-31 points . You are clearly uncommunicative, and this is your misfortune, since you yourself suffer the most from this. It is difficult to rely on you in a matter that requires group effort. Try to be more sociable, control yourself.
25-29 points . You are reserved, taciturn, prefer loneliness, so you have few friends. New job and the need for new contacts keep you out of balance for a long time. You know this feature and are dissatisfied with yourself.
19-24 points. You are to a certain extent sociable and feel quite confident in unfamiliar surroundings. New problems don't scare you. And yet, approach new people with caution; you are reluctant to participate in disputes and disputes. There is sometimes too much sarcasm in your statements.
14-18 points . Your communication skills are normal. You are inquisitive, willingly listen to an interesting interlocutor, patient enough in communication, defend your point of view without temper. You go to meet new people without any unpleasant experiences.
9-13 points. You are very sociable. They are curious, talkative, and like to speak out on various issues. Be willing to meet new people. You love to be the center of attention and do not refuse anyone's requests. Sometimes they are quick-tempered, but quickly move away.
4-8 points. Sociability flows out of you. You are always aware of everything. You love to take part in all discussions. You willingly take the floor on any issue, even if you have a superficial understanding of it. Everywhere you feel at ease. You take on any task, although you cannot always complete it.
3 points or less. Your communication skills are painful. You are talkative, verbose, and interfere in matters that have nothing to do with you. You undertake to judge a problem in which you are completely incompetent. Knowingly or not, you are often the cause of conflicts. You are quick-tempered, touchy, and often biased.
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Posted on http://www.allbest.ru/
Communication competence training
Goals
1. Improving communication skills, increasing self-confidence, developing self-regulation skills.
2. Removing barriers and fears in the process of interpersonal interaction.
3.Increasing group cohesion.
1. correction of the emotional-volitional sphere of students; 2.harmonization of interpersonal relationships, strengthening the team spirit of athletes; 3.strengthening self-confidence, the will to win in the pursuit of personal and team achievements.
Audience:
Teenagers 11-14 studying at Children's Sports School No. 1, total number - 11 people training communication teenager
Total duration (in astro hours) - 9.
Forms and methods of work:
1.warm-up exercises;
2.simulation of situations in role-playing games;
3. exercises in pairs, groups;
4.mini-lectures;
5.group discussions.
Thematic lesson plan
|
Blocks of work |
Topics and Forms of Work |
Notes |
||
|
The first day. Let's get to know each other. |
||||
|
Introduction |
Greetings, introduction of presenters, goals and objectives of the training. Principles of the group: · Activity. Sharing of responsibility, the result depends on you, we will organize the situation · Confidentiality. Non-disclosure of information about participants · Here and now, we talk about feelings in the present tense, we discuss the situation in a specific situation during the training; Constructive feedback (with positive intent) · Discipline (cell phones, tardiness, etc.) |
|||
|
Game "Molecules" The members of the group - the “atoms” - move freely around the room to the music. At the leader’s signal (clap), the atoms are combined into molecules in groups of 2, then in groups of 3, etc. At the end of the exercise the whole group unites. |
relieving tension, creating a friendly environment |
|||
|
Acquaintance |
The magic of our name Fantasy game. Participants are divided into pairs. Partners introduce themselves by name and discuss: · From whom did I get my name? · Which of my friends (relatives) has the same name? · Are there any famous people with my namesakes? · Do I know literary or film characters with the same name? · How does my name affect my behavior in life? The task for the group is that everyone must invent a story and tell it to their partner. The hero of the story bears the name of the narrator. The partner should silently listen to the story with interest and at the same time try to understand what kind of person the storyteller is. At the end of the game, all members gather together. Each participant introduces his partner and tries to characterize his personality. The purpose of the presentation is to present the partner’s personality from different, sometimes unexpected, sides. |
|||
|
Acquaintance Game "Associations" A presenter is selected and goes out the door. One of the participants comes up with associations for himself. What animal, bird, tree, flower, or any object do I resemble? The leading participant returns to the group. The training leader voices the associations. The task is to guess the person. 3 attempts. Each participant must play the role of leader and guesser. At the end we discuss: what was the most difficult, what new things did you learn about each other, about yourself. 5-7 min. |
The exercise helps you get to know each other better, find out the hidden, personal information about each other, engages the intuition of the participants, helps to reconsider the usual stereotypes |
|||
|
Summing up the day. Shereng: What was interesting and useful? |
||||
|
End of Day 1 (total time 1 hour 40 minutes) |
||||
|
Second day. We develop trust and sensitivity. |
||||
|
Awakening |
Game “Transplanting by characteristics” |
|||
|
Exercise “Confidence Fall” Work in pairs, taking turns with each participant. The task is to stand with your back to your partner and fall into his arms. Conducted in turn with each group member. After the game, the participants sit in a circle. The presenter's questions: what was easier for you to do, fall or catch, what feelings did you experience at the same time, are there any situations in real life where you experience similar feelings. |
Trust, awareness of your fears in relationships with others |
|||
|
The blind man and the guide Exercise in pairs. Participants agree on who plays what role. The “blind man” blindfolds his eyes with a handkerchief. The task of the leader: the guide introduces his charge to the world around him, conveys his attitude. 5-7 minutes, change roles. At the end there is a discussion. Which was easier, more comfortable. What thoughts and feelings arose during the game. |
||||
|
Truth or lie Group members sit in a circle; Everyone should have paper and pencil ready. 1. The presenter gives the task to the participants to write three sentences that relate to them personally. Of these three phrases, two must be true, and one must not. 2. One by one, each participant reads out their phrases, everyone else tries to understand what is said is true and what is not. At the same time, all opinions must be substantiated. |
The game enhances group cohesion and creates an atmosphere of openness |
|||
|
Pinwheel: "I found out about you..." "I learned about myself..." "I respect you..." |
||||
|
Day three. We create an atmosphere of cooperation. |
||||
|
Warm-up |
Game "Collective Score" Participants close their eyes. The task of the group is to name numbers from 1 to 20 in order. Conditions of the game: each next number cannot be named by a participant sitting next to you, two numbers in a row cannot be named by the same participant, and a number cannot be named by two or more participants at the same time. After each mistake, the leader resumes counting. |
Increasing mutual sensitivity of group members |
||
|
We are building a bridge The group is divided into 2 subgroups. Exercise. Build a bridge from a stack of paper across a 50 cm wide river. The bridge must support a glass of water. Execution time 15 min. At the end of the game we check the results. Discussion. What roles did you see? Leader, performer, idea generator, etc. What role did you play? |
Awareness of one's roles in group interaction |
|||
|
Game "Car" The task is to design a car. Spare parts are members of the group. After 15 minutes, you must present your car in action and explain what it consists of and what function each member performs. Discussion and analysis of results. How were the roles chosen? Are you satisfied with your role? Does this role match the one you usually play in life? Why were you chosen for this role? |
||||
|
Collective drawing of a group Assignment: Draw a collage drawing that symbolically characterizes your team. At the end, present a mini-presentation based on the created drawing. Necessary materials - whatman paper, paints, pre-prepared items |
Promotes the creation of an atmosphere of cooperation. |
|||
|
Rhythm transmission The participants easily hold each other's hands. Each one squeezes the hand of his neighbor on the right once. Presenter’s instructions: “Clenched hands are the signal that we will use in the game. The game begins when I shake hands with my neighbor on the right. When he feels the squeeze, he must pass it to his neighbor to the right. So the handshake goes from left to right in a circle until it comes back to me for the first time, we can work very slowly and calmly. you can take your time to pass on the handshake" We carry out several rounds. We speed up the pace from round to round. |
Symbolic game, helps to complete group work |
|||
|
End of the meeting, farewell. "Rocking chair" |
||||
|
Day four. Emotions at work. Let's learn to feel each other. |
||||
|
Warm up. |
Find and touch game |
|||
|
Mini-lecture. "Emotions in life." How we react when interacting. The importance of self-regulation for increasing self-worth and self-confidence. Exercise “Sculptor and Clay” Work in pairs. |
||||
|
Exercise “Cat-Dog” (+ discussion) |
||||
|
Exercise. Four people sit in a square. Behind them, four more participants are holding signs. The signs indicate the attitude or behavior that must be demonstrated towards the person behind the sign. The facilitator’s task is to conduct the conversation in such a way as to guess what kind of behavior the participants demonstrate towards each other. |
An exercise to develop sensitivity and determine the true attitude of others |
|||
|
Open and closed questions. Participants are offered a game to test their ability to ask open-ended questions. Two teams. A couple is selected in each, the rest are observers. One of the participants receives a card with a task. The second participant must, using open-ended questions, find out the hidden motive of the interlocutor. |
||||
|
Group discussion “What helps us better help each other?” |
||||
|
Day five. Team formation. (Training in natural conditions) |
||||
|
During the day, the children were given unity exercises, dynamic games and exercises to help consolidate the material covered. Exercises: “Hunter and Hunted”, “Wave”, “Find and Touch”, “Rope”, “Group Dance” The day ended with the game "Mafia" At the end of the training there is a final line. Parting words from the presenters. Taking photographs. |
Analysis of results
During the five days of training, the group passed all the main stages of development. It began with the stage of dependent and exploratory behavior. From a state of suspicion and closeness, through research interest, trust arose and a desire to establish relationships with other participants. At the formation stage, rivalry and desire for power emerged, and participants fought for leadership. Finally, during the group's maturity stage, the need for attachment came to the fore: participants established close emotional connections with each other.
The dynamics in the group also changed. The process ran into resistance from the participants, expressed in violation of discipline and laughter. The facilitators had to track their feelings and work with states in order to further effectively achieve constructive work. Patience, openness, trust, sincerity and the principles that we initially decided to guide our work helped.
In general, the goal of the program can be considered achieved. The general emotional state at the end of the training is elated, and the participants have an attitude of gratitude. According to the guys, all the training tasks were useful and helped them get to know themselves and their comrades better; the experience gained helped them realize their fears, increase their self-confidence, and become aware of behavioral stereotypes. All this, according to the children, will help improve relationships not only with peers, but also with adults.
One of the indirect objectives of the program was to work with fears and anxiety, which can also be considered successfully achieved. Part of the fears is associated with the fear of being judged by others and the desire to maintain one’s status in the eyes of peers. Often it is fear that fetters and hinders the development of sporting achievements. The exercises and games in the presented training helped the children to open up, relax, accept themselves and others, and respect the feelings of others, which in turn also helped reduce the level of anxiety.
Bibliography
1. Bityanova N.P. Psychology of personal growth. M.: Inter. ped. Academy, 1995. 2. Emelyanov Yu.N., Kuzmin E.S. Theoretical and methodological foundations of social psychological training. L.: Leningrad State University, 1983.
3. Zhukov Yu.M., Petrovskaya L.A., Rastyannikov P.V. Diagnosis and development of communication competence. M.: MSU, 1990.
4. Zakharov V.P., Khryashcheva N.Yu. Social-psychological training. L., 1990.
5. Melibruda E. I - You - We. Psychological possibilities for improving communication. M.: Progress, 1986.
6. Organization and conduct of training: Tutorial/ Ed. A.V. Fedotova. L.: Leningrad State Technical University, 1991.
7. Petrovskaya L.A. Competence in communication. Social-psychological training. M.: MSU, 1989.
8. Petrovskaya L.A. Theoretical and methodological foundations of socio-psychological training. M., 1982.
9. Workshop on socio-psychological training / Ed. B.D. Parygina. St. Petersburg, 1994.
10. Rogers K. A look at psychotherapy. The Becoming of Man. M.: Progress, 1994.
11. Rogers K. About group psychotherapy. M., 1993.
12. Romanenko O.K. Practical gestalt therapy. M.: Folium, 1995.
13. Rudestam K. Group psychotherapy. M.: Progress, 1990.
14. Sartan G.N. Psychotraining on communication for teachers and high school students. M.: Smysl, 1993.
Posted on Allbest.ru
...Similar documents
Features and types of interpersonal conflicts in the educational team. Interpersonal styles of conflict resolution. Non-conflict training and its methodological justification. Ascertaining experiment and analysis of results. Development of effective communication skills.
course work, added 02/24/2015
Features of communicative competence as a professional required quality psychologist and the need for its development during university studies. Experimental study of the influence of training on the level of communication skills of psychology students.
thesis, added 12/16/2010
Communication training to develop communicative competence. The purpose of this training: Developing the ability to establish and maintain psychological contact in communication. Knowing your capabilities and limitations in interacting with other people.
creative work, added 01/20/2009
Psychological nuances and subtleties of communication. Social and psychological training aimed at developing communication skills, developing the ability to establish contact with others, and removing internal barriers that interfere with effective interaction.
practical work, added 03/11/2011
Analysis of the characteristics of group forms psychological work. History of the training. Humanistic concept of K. Rogers. Factors influencing effective work groups. Goals of group therapy. Rules for conducting training. Intragroup ethics.
course work, added 04/17/2013
The process of a person experiencing a crisis. The history of the emergence of training as a method, its specific features and principles. Structure and stages of socio-psychological training. The role of communication training in stabilizing the emotional sphere of an officer’s personality.
course work, added 03/17/2010
Essence, classification, specific features and paradigms of training as a type of practical psychological work. Consideration of the concept and methods of forming confident behavior of an individual. Development of a program for the development of assertiveness in adolescents.
course work, added 06/07/2011
Organization and methods of research, its stages. Analysis of the results of a study of the level of communication of management students. The effectiveness of training that ensures the development of communicative competence, the role of training and the means of transmitting information.
practical work, added 07/11/2009
The essence and principles of socio-psychological communication training. Characteristics of approaches to the development of group psychological training: gestalt model, psychodrama, transactional model. Principles of organization, methodological methods and training techniques.
course work, added 10/09/2009
General concept and organizational features of conducting socio-psychological training in interpersonal communication. Psychotechnical (psychogymnastic) exercises and group discussions as the main methods of conducting partner communication training.
“Communicative competence training for teachers”
The ability to communicate effectively is a unique ability that makes a person a successful and interesting person and allows you to achieve your goals and dreams in life.
Target: mastery of the elements of feeling security, self, competence, belonging, goal-setting.
Tasks:
- increase the level of professional motivation, relieve fatigue, create conditions for self-expression, develop and increase self-esteem, self-organization and self-development of the individual, establish relationships of trust, openness, goodwill, and unity in the team.
Material and equipment for classes: badges for all participants (blank) for personal completion; tape recorder with medium tempo music; 4 lists for exercise. “Shipwreck” (for each group); 2 sheets of whatman paper (for 2 teams), felt-tip pens, markers, A4 sheets.
Organizing time
A long time ago, in an ancient city there lived a Master, surrounded by disciples. The most capable of them once thought: “Is there a question that our Master could not answer?” He went to a flowering meadow, caught the most beautiful butterfly and hid it between his palms. The butterfly clung to his hands with its paws, and the student was ticklish. Smiling, he approached the Master and asked:
Tell me, what kind of butterfly is in my hands: alive or dead?
He held the butterfly tightly in his closed palms and was ready at any moment to squeeze them for the sake of his truth. Without looking at the student’s hands, the Master answered: - All in your hands.
The ability to communicate is the art of listening and hearing, the art of seeing and feeling, the ability to understand the interlocutor and convey your thoughts to him.
Dear Colleagues! Our training today is dedicated to improving communication skills. In order for our communication to be effective, I propose to adhere to the following RULES during the communication process:
1. Listen carefully to each other.
2. Do not interrupt the speaker.
3. Respect each other's opinions.
4. I am a statement.
5. Non-judgmental judgments.
6. Activity.
7. Stop rule.
8. Confidentiality.
II. Introduction 1. Exercise “My name”
In the training, we are given a great opportunity, usually unavailable in real life, to choose a name for ourselves. You have thirty seconds to think and choose a game name for yourself (this can be an object, a natural phenomenon, etc.) All other members of the group - and the presenters too - will address you only by this name.
Participants sign badges.
Now let's introduce ourselves to each other. Let's do this in such a way as to immediately and firmly remember all the game names.
III. Warm-up
Exercise “Trajectory Selection”
This warm-up game can also be classified as in unusual ways behavioral psychodiagnostics. It can serve as a prologue to psychotechnics focused on developing the ability to be aware of one’s own preferences and inclinations.
The presenter turns on background music (medium tempo) and gives the following instructions:
Many people have the habit of moving along a closed trajectory when thinking about solving a complex problem. Someone is moving in a circle... ( shows), someone prefers to walk, making sharper turns, i.e., describing a square or rectangle... ( shows), someone seems to be walking along the sides of a triangle... ( shows). And finally, there are people who, thinking, move along a trajectory that we call a zigzag... ( shows). You have a few minutes to move around the room, trying out all these trajectories. You can reduce or increase the size of the described figures as you wish.
Participants begin to move around the room to the music (of course, this exercise is only applicable if the size of the room allows it). The presenter gently stops conversations: it is necessary for everyone to be able to tune in to their inner feelings. Five to seven minutes is usually enough for everyone to make their choice. The facilitator invites the group members to split up: “circles”, “squares”, “triangles” and “zigzags” occupy different corners of the room.
Now look who else is in the same group with you? Who, like you, prefers this particular figure? Apparently, something unites you, apparently, there is something similar in you, since your tastes in relation to this geometric figure coincide. Discuss in groups what are the similarities between you - people who chose a circle, square, triangle or figure eight. Why did this particular figure turn out to be the most attractive to you?
After a five-minute discussion, each group presents its rationale for its choice. Participants explain why the chosen figure is preferable to others and how people who choose this figure can be characterized. After listening to each group, the facilitator may suggest comparing the group’s points of view with the opinions of psychologists working in such a field as psychogeometry*.
* See: Gromov for managers. L.: Knowledge. 1992.
Brief psychological characteristics
basic forms of personality
based on preference for geometric shapes
SQUARE. A square is, first of all, a tireless worker. Hard work, diligence, the need to bring the job started to the end, perseverance to achieve the completion of the work - this is what true Squares are primarily famous for. Endurance, patience and methodicality usually make Kvadrat a highly qualified specialist in his field. This is also facilitated by the insatiable need for information. Squares are collectors of all kinds of data. All information is systematized, organized... Squares are deservedly known as erudites, at least in their field.
Mental analysis – strong point Squares... Squares are extremely attentive to details, to details. Squares love established order once and for all...
Neatness, order, observance of rules and decorum can develop to a paralyzing extreme. And when the time comes to make a decision, especially one associated with risk, with a possible loss of the status quo, Squares, wittingly or unwittingly, delay its adoption. In addition, rationality, emotional dryness and coldness prevent Squares from quickly establishing contacts with different people. The square does not work effectively in an amorphous situation.
TRIANGLE. This shape symbolizes leadership, and many Triangles feel their purpose in this. The most characteristic feature of a true Triangle is the ability to concentrate on main goal. Triangles are energetic, unstoppable, strong personalities who set clear goals and, as a rule, achieve them!
Triangle is a very confident person who wants to be right in everything! The strong need to be right and control the state of affairs, to decide not only for oneself, but also, if possible, for others, makes the Triangle a person who is constantly competing with others. The dominant attitude in any business is the attitude towards winning, winning, success! He often takes risks, is impatient and intolerant of those who hesitate in making a decision.
Triangles really don’t like to be wrong and have great difficulty admitting their mistakes...
Triangles are ambitious. If it is a matter of honor for Square to achieve highest quality work performed, then the Triangle strives to achieve a high position, acquire a high status, in other words, make a career...
The main negative quality of the “triangular” shape: strong egocentrism, focus on oneself. Triangles on the way to the heights of power do not show particular scrupulousness regarding moral standards and can go over the heads of others to their goal. This is typical for “presumptuous” Triangles, which no one stopped in time. Triangles make everything and everyone revolve around them; without them, life would lose its edge.
CIRCLE. This is a mythological symbol of harmony. Anyone who confidently chooses it is sincerely interested above all in good interpersonal relationships. The highest value for the Circle is people and their well-being. The circle... most often serves as the “glue” that holds both the work team and the family together, that is, it stabilizes the group...
They have high sensitivity, developed empathy - the ability to empathize, sympathize, respond emotionally to the experiences of another person... Naturally, people are drawn to Circles. Circles perfectly “read” people and in one minute are able to recognize a pretender, a deceiver...
They try to maintain peace and for this reason they sometimes avoid taking a “firm” position and making unpopular decisions. For the Circle, there is nothing more difficult than entering into an interpersonal conflict. A circle is happy when everyone gets along with each other. Therefore, when the Circle has a conflict with someone, it is most likely that the Circle will be the first to give in.
The circles are not decisive, are weak in “political games” and often cannot present themselves and their “team” properly. All this leads to the fact that Circles are often taken over! Stronger personalities, such as Triangles. Circles don't seem to be too concerned about who holds the power. If only everyone was happy and peace reigned all around. However, in one thing the Circles show enviable firmness. If the matter concerns issues of morality or violation of justice.
The main features of their thinking style are their focus on the subjective factors of the problem (values, assessments, feelings, etc.) and the desire to find commonality even in opposing points of view. We can say that Krug is a born psychologist.
ZIGZAG. This figure symbolizes creativity, creativity, if only because it is the most unique of all the figures and the only open figure...
The dominant style of Zigzag thinking is most often the synthetic style. Combining completely different, dissimilar ideas and creating something new and original on this basis is what Zigzags like. Unlike Circles, Zigzags are not at all interested in consensus and achieve synthesis not through concessions, but on the contrary - by sharpening the conflict of ideas and building a new concept in which this conflict is resolved and “removed.” Moreover, using their natural wit, they can be very sarcastic, “opening the eyes of others” to the possibility of a new solution...
Zigzags simply cannot work productively in well-structured situations. They are irritated by clear vertical and horizontal connections, strictly fixed responsibilities and constant ways of working. They need a lot of variety and a high level of stimulation in the workplace. They also want to be independent from others in their work. Then the Zigzag comes to life and begins to fulfill its main purpose - to generate new ideas and methods of work... Zigzags are focused on the future and are more interested in possibility than in reality. The world of ideas is as real for them as the world of things is for others...
Zigzags are tireless preachers of their ideas and are able to motivate everyone around them. However, they lack politics: they are unrestrained, very expressive ("cut the truth in the face"), which, along with their eccentricity, often prevents them from putting their ideas into practice. In addition, they are not strong in working out specific details (without which the materialization of an idea is impossible) and are not too persistent in bringing things to an end (since with the loss of novelty, interest in the idea is also lost).
IV. Main part
1.Verbal communication. Exercise "Shipwreck"
The exercise has a wide range of tasks: to practice skills in behavior in a discussion, the ability to conduct a debate, to be persuasive, to study the dynamics of a group dispute using specific material, to discover the traditional mistakes people make in polemics, to train the ability to highlight the main thing and sift out the “husk”, to see the essential features of objects, to learn to realize strategic goals and it is to them that tactical steps are to be subordinated.
You are drifting on a yacht in the South Pacific Ocean. As a result of the fire, most of the yacht and its cargo were destroyed. The yacht is slowly sinking. Your location is unknown due to the breakdown of the main navigation devices. But you are approximately 1000 km from the nearest shore. You have a durable inflatable raft with oars, as well as a pack of cigarettes and several boxes of matches. In addition, there are still 15 items left that you need to classify according to their importance. These are the items:
1. shaving mirror;
2. canister with water;
3. mosquito net;
4.one box of army rations;
5. map of the Pacific Ocean;
6. Lifebag associated with the coast guard;
7. canister with 8 liters of gasoline;
8. small transistor radio;
9. repellents (shark repellent);
10.bottle of rum;
11.two boxes of chocolate;
12.2m. nylon rope (to hold other objects);
13.fishing tackle;
14.compass;
Discussion: When was it easier to work: alone, in a small group, all together? Were your interests taken into account during the general discussion?
2. Non-verbal communication: According to research, only 7% During communication, we draw information from the content of the statement (“Language is given to man to better hide his thoughts”); 38% - intonation, 55% reliable information – through posture, facial expressions and expressive movements. Words, even tone, can deceive and mislead, but not gestures, which are for the most part involuntary and not amenable to conscious control. But here too, caution is needed. Everything is not as obvious as it seems, sometimes one can easily be mistaken for another.
The language of our body expresses a unique context in which the same content can receive different semantic connotations. Nonverbal communication helps us understand the interlocutor and informs us about how the interlocutor listens to us.
Negative gestures.
Arms crossed on chest- defensive reaction.
Resting the chin on the palm, the index finger extended along the cheek, the remaining fingers below the mouth- Critical Assessment.
The hand covers the lower part of the face, the thumb supports the chin– also a critical assessment.
Looking to the side– suspicion and doubt, lack of interest
Turn your head to the side 45°- polite refusal to communicate.
When shaking a hand, turns it so that it is on top of the palm of the interlocutor- superiority, self-satisfaction.
Looks at his watch- in a hurry, in a hurry to finish the meeting.
Fingers intertwined in a lock - closedness for communication.
Positive gestures.
Open hands, palm up– friendliness, openness, desire to cooperate.
Hand on cheeks- thinking, indecision.
Head tilted to one side– interest.
Chin scratching– decision-making process.
Squinting eyes- searching for a solution.
Manipulations with glasses. Slowly remove and wipe the glass, even if not required.– pause for conversation.
Pinching the bridge of your nose with your eyes closed- deep concentration, intense thought.
Repeatedly touching the nose, lightly rubbing, while fidgeting in the chair, turning sideways- doubt.
When shaking hands, extending your hand with your palm up - openness, desire to reach an agreement.
Sustained visual contact with the interlocutor – openness, but here it is important not to go too far, since a person with too strong visual contact can interpret this in his own way: suspicious, watching me, etc.
Posture and appearance features.
*Unbuttoned jacket- openness, free behavior.
*pacing- thinking, assessing the situation. In this case, you should not speak, so as not to interrupt the flow of thoughts.
*Move your shoulders and head forward- a sign of readiness to “explode”.
*Hands in pockets, thumb facing out- superiority.
*Throwing objects on the table, sudden gestures- demonstration of irritation, aggressiveness.
*Hands on sides- readiness.
*Fingers tap against fingers- belief in the absolute correctness of one’s ideas, trusting contact, superiority
Exercise"Silent movie”
Purpose:
· formation of sensitivity to non-verbal means communication;
· fixing the attention of participants on their psychological characteristics;
· identifying reactions of participants to each other;
· development of the ability to creatively relate to each other.
The group is divided in half. The presenter gives instructions to one of the participants: “You are the director. You need to deliver the last frame of your film. These are your heroes. You choose the theme of the film yourself. Place your actors as you see fit, let them give their faces the expression you want; think about the situation your hero is in.” At the end, each group presents their work. The other group’s task was to guess what the plan was and what traits the heroes were endowed with, which seemed unexpected.
1. Discussion of issues:
· What most characterizes this person?
· Do the characters' views of themselves coincide with the way the director sees them?
· What differences did the group members have?
· What theme has been chosen for the film and what might it mean?
2. It is advisable to make a stage and auditorium for the performance.
3. When analyzing impressions, first those who observed, then those who participated in the performance speak out. The presenter takes the floor last. It is advisable to use a VCR. This will allow you to get feedback.
3.Exercise “Good and bad deeds”
Description of the exercise Participants are randomly divided into two teams. Each team is given a sheet of Whatman paper, felt-tip pens or markers and A4 paper. The task of one team is to write as many actions as possible that allow a person to respect himself more. Accordingly, another task is to write down as many actions as possible, because of which a person’s self-respect is lost. If desired, each team can support the words with pictures of corresponding actions.
Discussion Each team presents its own topics. Then there is a general discussion, at the end the presenter summarizes everything that has been said. It is very important to pay attention to the fact that everyone has a choice between certain actions, but every time we choose one or another behavior, we gain or lose self-respect.
Psychological meaning of the exercise Teachers’ awareness of the connection between actions and self-esteem. Isolating the very concept of self-respect and discovering its connection with mutual respect. And this necessary condition full communication, without which the development of cohesion is impossible.
VI. "Feedback" Wishes, moods, etc. are written on whatman paper with stickers.
VII. Conclusion Description of the exercise
The participants stand in a circle, and the leader invites everyone to mentally put on their left hand everything they came with today, their baggage of mood, thoughts, knowledge, experience, and on their right hand - what they learned new in this lesson. Then, everyone clapping their hands hard at the same time and shouting - YES! or THANK YOU!
Psychological meaning of the exercise Final ritual. Allows you to reflect on the content and result of the last lesson, as well as end it beautifully on a positive emotional note.
Thank you all for your participation and your sincerity. I wish you to always understand yourself and others. Good luck everyone!
Loading...