The “Snowball” type exercise is also a kind of entertainment. Its principle is borrowed from a famous game. Someone (in our case, the teacher) reads the first line - the student repeats it; the teacher reads the second - the student repeats the first and second; the third is read - all three are repeated, etc. At the end you need to repeat the entire text:
One original official piece,
Two wild porcupines
Three trembling tarantulas,
Four grimy sorcerers scratched the eccentric's skull,
Five plump piglets sang pleasantly, tightlyhaving lunch,
Six nimble jackals were throwing silkwide-brimmed hats,
Seven dark orphans looked at the gray photographs,
Eight hair-eyed sparrows were making cherry jam,
Nine hefty fools teased a wooden treehorse, asking: uncle, give me melons!
With each line the number of words grows and the syntactic structure becomes more complex. An auxiliary means for memorization is, as in poetry, the associative connection of words by sound - in each line all words begin with the same letter/sound (alliterate). The element of absurdity helps to consolidate the skill of non-associative (illogical) memorization. The skill of stepwise lengthening of a structure is combined with the skill of syntactic development (see §10), only in this case it is proposed that the development be linear. By the way, the most convenient options for this are the “snowball” options, constructed on the basis of one structure:
My friend.
My friend went to the cinema.
My friend went to the cinema alone.
My friend went to the cinema alone, but didn’t take the girls.
In short, the possibilities of the “snowball” are very wide, and you can use it to solve various training problems, building an exercise, for example, on the material of the vocabulary you need. It is more difficult to reproduce a “snowball” in a foreign language; then we can offer a simplified version of the task: everyone must repeat only two adjacent lines. Here is one example of the German “snowball”:
Eine eigenartige Eidechse
Zwei zottelige Zollbeamten
Drei doppelseitige Deserteure
Vier vernünftige Veilchen sind voneinander vervollkommnend verziert.
Fünf fromme Frösche fauchen, falls Flöhe fortspringen.
Sechs saumseligen Südafrikanern sagt man: sie solltensich saubermachen.
Sieben selbstvergessen singende Säuglinge suchensorglos süße Suppe.
Acht allwissende Astronomen arbeiten allerlei Artenvon Atommodellen aus.
Neun nutzlose Nichtskönner neigen sich nacheinander, nachdem sie nebeneinander niederfallen.
Exercise 9. Memorizing text
The volume of text that a translator can remember is a benchmark indicator of the mobilization of his memory at the moment. Therefore, it is advisable to carry out control tests of the volume of text memorization and exercises of this kind regularly at all stages of training.
There is nothing fundamentally new in such tasks for any person. Back in school, we retold texts and wrote summaries. But translators require slightly different requirements when reproducing text. Let's consider the possible options:
1. The most accurate reproduction of a text fragment in your native language. Start with a phrase, then increase the volume to several phrases, a paragraph, a page. It is preferable to start with the genre of official speech, texts with the most frequent vocabulary, or with artistic prose close to the conversational style. Later you can move on to texts with more complex functional and stylistic characteristics. Additional tasks related to the content of the text or judgments about its content are not excluded. You read the text out loud or turn on the tape recording.
Carrying out control tests for a long time, you will discover a paradoxical phenomenon: first, an ever-increasing amount of RAM will be noticeable, and then students will replace an increasing number of words with synonyms when reproducing text. This is a normal phenomenon, indicating that the range of options in the active vocabulary and grammar of the native language has begun to expand. This means that the time has come to resume more intensive training in rote memorization, since in his work a translator sometimes needs to remember and repeat word for word, and not variably.
In addition, you can restore the content of the text along the chain.
2. The same objectives are pursued by exercises on memorizing text in a foreign language (the target language).
Selection of information on a specific topic from a listened text. You need to select and accurately reproduce only information on the topic that the teacher named.
Reproduction of text fragments in an unfamiliar foreign language. It is unlikely that a translator will have the opportunity to repeat in his work significant fragments of text in a completely unfamiliar or little-known language. But individual quotes (say, in Latin, French etc.), as well as listing the names of public figures (for example, Chinese, African), rather lengthy names of organizations - you will certainly come across them. Therefore, it would be good to have the skill of reproducing fragments with a fairly high quality of phonetic imitation. To do this, the teacher should stock up on tape recordings of speech samples in different languages. This kind of exercise can be introduced at the very early stage training. A wider range of tasks can be identified if you select a text in a closely related language as memorization material. During classes with translators from German, this language turned out to be Dutch. After completing the exercise on memorizing fragments of the Dutch text (it was a humorous story consisting mainly of the characters’ remarks), it was interesting to discuss the content, plot, and characterize the characters. And as a result of this exercise, future translators acquire the skill of extracting, in case of emergency, information from a text in an unfamiliar language; It will be very useful for translators from German to memorize the text in a dialect (Bavarian, Low German, etc.).
Reproduction of poetic text. This is an easier type of memorization. It mobilizes speech well and is suitable as a “charger” at the beginning of a lesson, as well as as a way to switch from one type of training to another. Experience has shown that the so-called limericks are perfect for this purpose - there are many of them in modern European children's poetry:
Es heulen nicht immer nach Notendie musisch begabten Cojoten,ohne Rücksicht auf Phonund dem Lärmschutz zum Hohn:für unsereins war" das verboten.
Ein Tischler- es war ein Chinese-
der aß so schrecklich gern Käse.
Er hatte Ideen,
Die ließen sich sehen:
Er schnitt den Käs" mit der Fräse.
For memorization, the first two lines are offered first, and then the end. If the task turns out to be too difficult, the material can be given as in the “snowball” exercise.
The touch of absurdity in the plot and modern language make limericks a fruitful material specifically for translation training. In ordinary poetry, the content is too “expected”, which leads to the usual, logical type of memorization.
When conducting text memorization exercises, do not forget to control the tempo of playback; Sometimes it is appropriate to introduce the condition of fierce competition as a training technique: during a prolonged pause, another student continues to complete the task.
Exercise10. Translator's attention
When learning interpreting, students from the very beginning should be focused on active assimilation and reproduction of spoken speech in any situation. It is useful to extend this specific “sucking” attention of the translator to the written text. Invite students, as a break from oral work in the “hearing-voice” mode, to write a dictation consisting of words that they often see in writing, for example:
Dictation 1. VOIMIX, KARL FAZER, BOUNTY, SNICKERS, DOVE, HALLS, UNCLE BEN"S, NESCAFE CLASSIC.
Dictation 2. TOYOTA, MERCEDES-BENZ, NISSAN, CHRYSLER, CHEVROLET, RENAULT, PEUGEOT.
For dictations, you can use, in addition to the names of goods, brands, companies, also the names of famous public figures, geographical names - everything that we often find in writing. Of course, the sound appearance of frequency vocabulary is most significant for an interpreter, but its connection with graphic design should always be supported, especially for frequency vocabulary with non-standard graphic and sound design (in the two dictation samples above you see mostly words with graphics of non-German origin). Otherwise, the translator will unwittingly make a mistake when relying on written text when interpreting - for example, in the case of interpreting a document from a sheet or simultaneous translation relying on written materials.
Exercise 11.
Mnemonics + logical
Age: 5-12 years.
Purpose of the exercise: Uniting a group of children, raising the emotional background.
Performing the exercise: Children stand in a circle and join hands. The presenter quietly says: “We are a big, kind animal. Listen to how it breathes!” Everyone listens to their breathing, and to the breathing of the children next to them.
“Now let’s breathe together!”
Inhale - step forward, exhale - step back.
Inhale - two steps forward, exhale - two steps back.
“Together with the animal’s breathing, its kind heart beats.
Every step is a heartbeat."
TRAINING EXERCISE FOR CHILDREN “TOUCH THE COLOR”
Age: 5-8 years. Goal: Raising the emotional background and developing attention.
Execution of the Exercise: The presenter reads out sentences containing words with the names of colors. Children quickly find objects of that color with their eyes and touch it on command. Example:
A white sparrow sat on a branch. In winter and summer, there was a slender green grasshopper sitting in the grass. There was an orange grasshopper in the sky. The green sun was shining brightly in the sky.
EXERCISE FOR TRAINING WITH CHILDREN “SNAKE”
The exercise is designed for a group of up to 10 children.
Age: 7-10 years.
Purpose of the exercise: to develop the ability to act together according to pre-established rules.
Performing the exercise: Select the head of the snake, you can use a counting rhyme. The selected participant stands behind the leader, the rest of the children line up behind him, holding each other’s waists. The snake begins to move - turning, bending. Then the head changes, in turn all the children must play the role of the snake’s head.
After the exercise, have a discussion about who liked being the tail or the head more.
"Interview"
Goal: the ability to feel another, to be in his place.
Children break into pairs, turn to face each other and learn as much as possible in one minute. Then everyone talks about the other child, on their own behalf. Other children may ask him an additional question. At the end, everyone answers the questions:
When it was easier to speak on behalf of another or listen about yourself.
Do you agree with the other person's presentation of you?
"Bonfire of Problems"
Goal: reducing anxiety, giving confidence in the possibility of self-improvement.
Distribute pieces of paper, on them everyone writes problems that they would like to solve or get rid of. Then they burn these leaves on their own or put them together and set the whole thing on fire.
Exercise “Dropping an Object”
Goal: Training the ability to act decisively and, at the same time, coordinate one’s own activity with the actions of other people.
Progress of the exercise: 6-10 participants are given a gymnastic hoop and asked to hold it horizontally on the index fingers of outstretched arms. Instead of a hoop, you can use other objects of suitable size and weight (for example, a mop or a wall chart made of thick cardboard measuring approximately 1 x 1 m).
The participants’ task is to drop the object at the location indicated by the psychologist. At the same time, it must always lie on the index fingers of all participants; If someone's finger loses contact with the object or it falls, the game starts over.
Exercise "Crossing"
Goal: Unity, “breaking down” spatial barriers between participants, training confident behavior in a situation of forced physical proximity, the need to solve a non-trivial problem in interpersonal interaction.
Description of the exercise: Participants stand shoulder to shoulder on a strip 20-25 cm wide. The game is more interesting if this strip is not just a line on the floor, but a small elevation: for example, a gymnastic bench, a curb on the side of the road or a log in a forest clearing. Each participant takes turns crossing from one end of the line to the other. Neither he nor those standing in the line are allowed to touch anything outside the lane on which the participants stand.
Exercise "Train"
Goal: Unity, increasing mutual trust of participants, training confidence in behavior, if necessary, to act in conditions of lack of information, relying on partners.
Progress of the exercise: 6-8 participants depict a “train”, standing in a column and placing their hands on the shoulders of those standing in front. Everyone except the first one closes their eyes. This “train” needs to pass through obstacles depicted by other participants. With a small number of players, some of the obstacles can be represented using chairs.
The task of the “train” is to proceed from one wall of the room to the other, along the way making sure to go around 3-4 obstacles in a circle (the psychologist indicates which ones) and without colliding with the rest. Obstacles depicted with the help of other players (it is desirable that those that need to be driven around in a circle are one of them), when the “train cars” approach them at a dangerously close distance, can make warning sounds - for example, begin to hiss.
The game is repeated several times to give everyone the opportunity to play both the role of obstacles and part of the “train”.
If there are many participants and the size of the room allows, you can make the game more dynamic by running two “trains” at a time.
Exercise “Line up according to your height!”
Goal: To overcome barriers in communication between participants, to liberate them.
Procedure: Participants become a tight circle and close their eyes. Their task is to line up in a row by height with their eyes closed. When all participants find their place in the ranks, you must give the command to open your eyes and see what happened. After the exercise, you can discuss whether it was difficult to complete this task (how the participants felt) or not.
Note: The game has several options. You can give the task to build by eye color (from the lightest to the darkest, of course, without closing your eyes), by hair color, by the warmth of your hands, etc.
Exercise “Counting to Ten”
Goal: to feel each other, to understand without words or facial expressions.
Progress of the exercise: “Now, at the “start” signal, you will close your eyes, lower your noses down and try to count from one to ten. The trick is that you will count together. Someone will say “one”, another person will say “two”, a third will say “three” and so on +. However, there is one rule in the game: only one person can say the word. If two voices say “four”, the count starts over. Try to understand each other without words.
Exercise-game “Tick-tock”
Purpose: The game is fun and easy, helps relieve the tension of the previous exercise.
Progress of the exercise: 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 transfer.
TRAINING EXERCISE FOR CHILDREN “FRIENDSHIP STARTS WITH A SMILE”
Age: 6-10 years.
The purpose of the training: raising the emotional background.
Performing the exercise: The presenter says, “You all watched the cartoon about Little Raccoon, who, with the help of a smile, made friends with his reflection in the pond.” Children sit in a circle and hold hands, silently look into the eyes and give each other their kindest smile. At the end, the Presenter thanks everyone for their smiles.
Exercise “You and I are similar in that...”
Goal: to get to know each other (if they don’t know each other), to find out about each other, how they are similar, in order to already find friends with similar interests.
Progress of the exercise: Participants line up in two circles - inner and outer, facing each other. The number of participants in both circles is the same. Participants in the outer circle tell their partners opposite a phrase that begins with the words: “You and I are similar in that...” For example: that we live on planet Earth, study in the same class, etc. Participants in the inner circle answer: “You and I differ in that...” For example: that we have different eye colors, different lengths hair, etc. Then, at the command of the leader, the participants in the inner circle move (clockwise), changing partners. The procedure is repeated until each participant in the inner circle meets each participant in the outer circle.
TRAINING EXERCISE FOR CHILDREN “CHIPS ON THE RIVER”
Age: 7-10 years (for primary schoolchildren)/
Purpose of the training: Uniting a group of children, establishing physical interaction.
Performing the exercise: Children stand opposite each other, in two rows, at arm's length. As if creating a “corridor”. This is the river bed. The river can be curved arbitrarily. The first participant closes his eyes and begins his swim, moving along the river bed. Children use their own hands to guide the wood chips, helping them reach the end of the river. The sliver then becomes part of the river, and the next participant begins swimming. So all the children take turns swimming down the river.
1.What has changed?
Several items (ball, jump rope, dumbbells, etc.) of sports equipment are placed in a certain sequence on the table. Children are invited to come up and remember how these objects are worth. Then the children turn and go to the opposite side of the table and turn their backs. At this time, the teacher rearranges the objects and invites them to go back and see what has changed. Whoever identifies the changes faster wins.
2. Damaged phone
Children choose a leader. All other players sit on chairs placed in a row. The presenter very quietly (in his ear) says some word to the one sitting first in the row, and he passes it on to the next one, and so on until the last player. It is not allowed to ask again. The host asks the last player: “What word did you hear?” If the child says the word suggested by the presenter, it means “the phone is working.” If the word is wrong, the presenter asks everyone in turn (starting from the end) what word they heard. This is how they find the one who “ruined the phone.” Whoever conveyed the word incorrectly takes the place of the presenter.
3.In the mood
The presenter, in a whisper in the ear, tells one of the players what facial expression he needs to portray to convey one or another mood: “Make a happy face” or “Make a sad face.” All other players guess the "mood".
4.Ear, throat, nose
The players stand in a line. The presenter stands in front of them and says: “Everyone will close what I will call.” Children should cover only those parts of their faces that the leader names. He begins to take turns calling and covering the ear, throat, and nose, but at the same time deliberately confuses the players. Whoever makes a mistake is out of the game. The last one left wins.
5.Find the ball
Players stand in a circle, close to each other, facing the center of the circle. The leader goes to the middle of the circle. All children keep their hands behind their backs. One of them is given a medium-sized ball. Children begin to pass the ball to each other behind their backs. The host tries to guess who has the ball. Turning to one or another participant, he says: “Hands up!” After these words, the player must immediately raise his hands up. The one who has the ball, or who, having lost it, becomes the leader.
6. The postman brought the parcel
The presenter puts things, toys, candies, fruits in the box. He turns to the players and says: “Today the postman brought a package and you need to guess what’s inside.” Calls one of the players, he must describe some of the things he saw there (without naming them), and the rest guess. The one who guesses the most from what is hidden in the package wins.
7. Girls-Boys
Game description
Girls and boys sit opposite each other. The boys start the game. They take turns calling any girls' names. If there is a girl whose name was spoken, she stands up and says her name again and talks a little about herself. After this, it’s the girls’ turn and they start calling out the boys’ names.
Rules of the game
- Girls and boys sit opposite each other.
- The boys start the game. They take turns calling any girls' names.
- If there is a girl whose name was spoken, she stands up and says her name again and talks a little about herself.
- After this, it’s the girls’ turn and they start calling out the boys’ names.
Note
Children's stories should not be very long or very short. In order for the small car portrait to turn out, the presenter must help the children.
Exercise "Snowball".
Group members sit in a circle.
The presenter introduces himself first. Then the black man sitting to the left says the name of the leader and his name. Each next participant names in turn the names of everyone who introduced themselves before him. Thus, the participant who closes the circle will have to name the names of all members of the group.
Exercise “Neighbor on the right, neighbor on the left”
The participant holding the ball calls the names of the neighbors to his right and left, and then introduces himself. After that, he throws the ball to any of the group members. The person who received the ball must again name the names of his neighbors to the right and left and introduce himself, and so on.
Exercise “How we are alike”
Group members sit in a circle. The host invites one of the participants into the circle based on any real or imagined similarity with himself.
For example: “Sveta, please come out to me, because you and I have the same hair color (or we are similar in that we are inhabitants of the Earth, or we are the same height, etc.).” Sveta comes out into the circle and invites one of the participants to come out in the same way. The game continues until all members of the group are in a circle.
Exercise “Compliments”
The presenter invites the participants to come up with compliments for each other. He throws the ball to one of the participants and gives him a compliment. For example: “Dima, you are a very fair person” or “Katya, you have a wonderful hairstyle.” The person who receives the ball throws it to the person to whom he wants to give his compliment, and so on. It is important to ensure that the compliment is given to each participant.
meeting of the methodological association of educatorsDeputy Director of GPOU "SAT"
__________/V.A. Pilipenko
Lesson with elements of the “Getting Acquainted” training
(adaptation of first-year students to technical school)
Training workis one of the most effective forms working with students. The group form of training makes it quite easy to simulate the process of interpersonal interaction, to work out various situations, taking into account the individual level of development of communicative activity and the level of socio-psychological adaptation.
Social-psychological training (SPT) involves the combination of information preparation and training (“game”) exercises with subsequent analysis of situations that arise during their implementation.
The main or core goal of SPT is the development of communication competence. However, this is not the only goal facing the practice of socio-psychological training. It is accompanied and no less important by two other goals - the development of an active social position of the individual and the improvement of psychological culture.
The objectives of the training involve solving the following problems:
- development of the process of self-knowledge of participants by reducing barriers psychological protection and transition to a personal level of communication;
- awareness of the conditions affecting the functioning of the group;
- mastering the skills of analyzing individual, group and organizational problems;
- mastering the techniques of effective interaction;
- expanding the range of creative abilities.
Contingent: 1st year students (participation is possible class teacher groups).
Purpose of the lesson : optimization of the process of adaptation of first-year students to the learning conditions at a technical school.
Main goals :
- getting to know the group;
- awareness of personal qualities and scenarios manifested in communication;
- practicing effective interaction skills;
- the opportunity to express yourself in a group and receive feedback;
- acquisition of skills for joint activities;
- determination of status and role position in the group;
- creating a positive microclimate;
- orientation towards interaction, mutual assistance and support.
1. Introduction
- Introductory information
- Goals and objectives of the lesson
- Clarifying group member requests
- group rules
2. Warm up
- "Snowball"
- "The Blind and the Guide"
- Exercises on perceiving oneself through the perception of other people (“feedback mechanism”)
- "Interview"
- "Business card"
- "I am responsible for you"
- "Talent Tree"
- "Fax machine"
- Final part
- "Image of the group"
- Reflection (summarizing work)
For the easiest and quick memorization names of group members and the possibility of addressing them by name, I suggest preparing in advance badges or business cards for each group member indicating his name, origin, and a brief description.
Before the start of the training, it is necessary to distribute badges to the group participants, including the class. supervisor and ask them to carefully pin them to their clothes.
Sample:
Introduction
Communication between people is an extremely complex and delicate process. Each of us learns it throughout our lives, gaining experience, which is often built on mistakes and disappointments. Is it possible to learn to communicate effectively without using only your real experience? Yes, and this can be done with the help of game exercises. The game is a model life situation, in particular – communication, during which a person acquires certain experience. In addition, when making mistakes in an artificial communication situation, a person does not feel the responsibility that real life inevitable. This makes it possible to try more, experiment, be creative, look for more effective ways interact with each other and not be afraid of “defeat”.
The positive aspect of game exercises is the opportunity to get an assessment of your behavior from the outside, compare yourself with others and adjust your behavior in subsequent situations. It is important to remember that it is much easier to notice mistakes and inaccuracies in other people’s communication than your own.
group rules
Each group may have its own rules, but those given below can be considered basic. They are discussed by all group members and accepted as the basic rules of the relationship or rejected, and alternative rules are put forward.
- Communication based on the “here and now” principle.Many people try not to talk about how they feel or think, because they are afraid of seeming funny. They are characterized by a desire to go into the realm of reasoning. But the main task of our work is to turn the group into a kind of three-dimensional mirror in which everyone could see themselves during the most diverse manifestations of character and behavior. Therefore, during class, everyone only talks about what worries them right now and discusses what is happening to them in the group.
- Personification of statements.For more frank communication during classes, we refuse impersonal speech, which helps to hide our own position and thereby evade responsibility for our words. Therefore, we replace a statement like: “Most people believe that...” with this: “I believe that...”. We also refuse to make undirected judgments about others. We replace a phrase like: “Many did not understand me...” with a specific remark: “Olya and Sonya did not understand me.”
- Confidentiality of everything that happens in the group.Everything that happens during classes is not disclosed under any pretext. We are sure that no one will talk about a person’s experiences or what he shared. We trust each other and the group as a whole.
- Inadmissibility of direct assessments of a person.When discussing what is happening, we do not evaluate the participant, but only his actions and behavior. We do not use statements like: “I don’t like you,” but say: “I don’t like the way you communicate.”
- As much contact and communication with different people as possible.Each of us has certain likes, we like some people more, others are more pleasant to communicate with. But during class we strive to maintain relationships with all members of the group, and especially with those we know least.
- Respect for the speaker.When one of our comrades speaks out, we listen to him carefully, giving him the opportunity to say what he wants. We help him, showing with all our appearance that we are listening to him, are happy for him, are interested in his opinion, his inner world. We don’t interrupt until he finishes speaking.
- "Stop" rule. During the work of the group, any group member can stop the conversation, question addressed to him or any other action if he considers it psychologically dangerous for his inner world. A person feels empowered to try new ways of behavior only when he is free to make decisions.
Exercise "Snowball".
The purpose of this exercise is to create a friendly atmosphere, emancipation, and get to know the training participants.
Each group member names his name and personal quality for which he can be valued, loved, respected, etc. The first participant names his name and quality, the second participant names the name and quality of the first, then his own, etc. Thus, names and qualities grow like a snowball. The last participant calls everyone.
If you have already gotten to know your classmates well enough, you can indicate the qualities of your comrades on your behalf; if not, use his business card.
Discussion:
- What helped you complete the exercise?
- In what cases did anxiety arise?
- Did the speakers look into the eyes of those they were talking about?
- How did you use memory techniques?
- Were you able to remember the names and characteristics of all group members?
- Have you often used business cards?
Exercise “The Blind Man and the Guide”.
The goal of the game is to build trust in the world around you.
I want to offer you a game in which your eyes will rest, and your hands, ears, and intuition will guide you.
I suggest you split into pairs. One person from the pair closes his eyes (you can blindfold your eyes with a scarf). The second becomes a guide. He must guide his partner throughout the room, avoiding obstacles. The “blind” must trust his “guide” and under no circumstances open his eyes. Having walked around the room, the participants of the pair change roles.
The guys use any techniques to guide their partner around the room, some holding his hand, some on their back, it turns out very interesting.
Discussion:
- Which of the participants liked being a guide more, and which liked being blind?
- How did you feel in these roles?
- When have I felt insecure?
- When did I feel confident?
The next two exercises are interconnected and follow from each other. The purpose of these exercises is self-disclosure, self-expression, more detailed and intimate acquaintance of group members with each other, and bringing the team closer together.
Exercise "Interview"Performed in pairs.
“You have 20 minutes during which you need to interview each other. You should learn as much as possible about your partner: his life, interests, values, important life events, in order to get an idea of this person as accurately as possible.”
Exercises “Business card”, “I am responsible for you”.
To perform the exercise, participants sit in a circle.
Each participant talks about their partner for one minute, introducing them to the group.
The presenter can ask clarifying questions, helping to make the “business card” the most informative.
Exercise “Talent Tree”
Goal: self-disclosure of group members, formation of positive self-perception and perception of other people.
Materials: a “tree of talents” drawn on a sheet of Whatman paper, leaves cut out of colored paper, glue.
In front of you is a tree of talents. But there are no leaves on it, only bare branches. Our task is to decorate this tree with our talents (leaves cut out of colored paper are handed out, on which each participant in the lesson writes one or more of their talents).
Presenter's conclusion: Now go to the tree of your talents, admire how beautiful it is, despite the autumn cold, and when all the trees have already shed their leaves, your tree pleases the eye with the abundance of your best skills.
An example of an already completed talent tree for one group,
as well as a decorated alley of talents for freshmen:
Exercise "Fax"
Recommendations for the presenter. To complete the exercise, you need to prepare a cardboard with the sentence “We the best group!”, pen and paper. You can choose calm music to perform the exercise, because... it must be executed silently.
All participants stand in a column or snake one after another. The last participant receives a message unknown to the group (“We are the best group!”). He conveys the message one letter or symbol at a time (draws with his finger on the back of the person in front). Each participant passes the received letter (symbol) to the next one, writing it on his back. The participant who stands first writes down the letters received. There should be a proposal. If one of the participants did not understand the letter that was given to him, he pats himself on the shoulder, which means it needs to be repeated. It is better to use printed letters.
Discussion:
- Are you satisfied with the result of the work?
- What helped and what hindered you from completing the task effectively?
- What can you say about the coherence of the group?
- Did you perform your functions responsibly enough?
Exercise “Group Image”
“I would like now for each of you to express your personal vision of the group as a whole, coming up with some image, comparison or symbol. For example, you can say: “It looks like a cage with lions, where beautiful and powerful animals, little known to each other, are squeezed into a small space. The bars prevent them from moving, the cramped conditions and anxiety make them aggressive, and, on top of all this, they are also fed food that is unusual for them.” Another group could be described as: “A Mercedes without a motor that passengers must power by pedaling. It looks great, but it lacks the powerful engine to propel it forward.”
Think a little about what metaphor would be appropriate for your group.”
Each participant offers his own metaphor, after which the group can discuss the following questions:
- Is there something common in all these images?
- Did you like all the images?
- Why did certain images arise?
In the second part of the exercise, participants create metaphors that characterize an ideal group, that is, one in which they could learn with joy and passion. After listening to everyone, again try to find commonality in all the metaphors and formulate the goals that the group members strive to achieve.
Reflection . This procedure ends the lesson.
It is necessary to listen to each member of the group, find out about their emotional state, give the opportunity to express their attitude to what is happening. The discussion can be guided by the following questions:
- How do you feel when you finish class?
- What exercise was the most effective for you?
- What helped and what hindered you from completing tasks?
- What new things did you discover during this lesson?
- Are you satisfied with the result of our work?
- What can you say about the coherence of your group?
This procedure (reflection) can also be performed in the form of a questionnaire.
“You need to complete the sentences given in the questionnaire, and thereby express your attitude to what is happening. Be extremely frank, as your opinion will help the facilitator think through the next lesson, making it more useful for you and for the whole group as a whole.”
Questionnaire “Frankly speaking...”
My name
- If you evaluate my internal state on a 10-point scale, then:
well-being -...
activity -...
mood - …
- During the class I realized that...
- The most useful thing for me was...
- I couldn't be more frank because...
- During the lesson I managed...
- I didn't succeed in class...
- For the next lesson I would like...
- In the place of the leader I...
Target: Meeting the participants
Game description:
Time required:10 min
Exercise “Person to Person”
Target:
Game description: The game requires an odd number of players. All players move freely, the driver says: “Hand to hand!” And all participants in the game, including the host, must find a partner and touch their partner with their hands. The one who is left without a partner becomes the driver. Ira continues. The commands can be varied, for example: “Little finger to little finger”, “Heel to heel”, “Ear to ear”, etc.
Time required:5 min
"Chick-chick"
Target: Repetition and memorization of names.
Game description: All participants stand in a circle, the driver is inside the circle. If the driver says “tsap” to someone, then this person must quickly say the name of his neighbor on the right, “chick” - the name of the neighbor on the left, “chick-chick” - all participants change places. If one of the participants was unable to quickly answer the leader’s question (did not answer immediately or incorrectly), then he becomes the driver and the game continues.
Time required:10 min
Exercise "Barrier"
Target: Removing emotional clamps.
Game description: All participants repeat after the leader the words and movements imitating cross-country running:
“Let’s run!” - everyone claps their palms on their knees, pretending to run.
“Barrier!” - everyone pretends to jump with their hands and says “Hop.”
The presenter can name other obstacles (swamp, reeds, large barrier, etc.), which are depicted with specific movements and gestures.
The exercise ends with boys and girls greeting each other.
Time required:5 min
Exercise “Name with emotions”
Target: Remember the names again, tune in to your partners.
Game description: Everyone pronounces their name with the emotion they are experiencing at the moment. Everyone else repeats his name in unison with the same emotion.
Time required:10 min
Exercise "Tram-pam-pam"
Target: Removing emotional clamps.
Game description: All participants repeat specific words and movements after the leader.
“Tram - pam - pam” (2 times) - everyone slams their palms on their knees.
“Salami-salami” - making “lanterns” with your hands.
“Guli-guli-guli-guli” - they tickle their chin with one hand, and the top of their head with the other.
“Tram - pum - pum” - everyone slams their palms on their knees.
Time required:5 min
Exercise “Imagine a neighbor”
Target: Gaining knowledge about those with whom you know little.
Game description: The guys are divided into pairs, everyone is given the following task: within 1-2 minutes they must learn as much as possible about each other. Then everyone in a circle introduces their partner (makes an advertisement for him for 30 seconds). It could be just a story, a drawing, some kind of creative performance.
Time required: 20 min
Exercise “Wound and Unwound”
Target: Removing clamps by establishing physical contact.
Game description: All participants repeat the movements after the leader:
“Wound up” - everyone hugs themselves.
“Wound up” - everyone turns to the right and hugs their neighbor.
“Unwound” - everyone spreads their arms as wide as possible.
The presenter can change the directions of the “Wound up” command.
Time required:5 min
Lesson discussion
Time required:10 min
Lesson No. 2
Goals:Group cohesion. Disclosure creative potential in the interaction of group members. Development of artistic imagination.
Warm-up:
Exercise “How we are alike”
Target: Search for common features between members of the same group.
Game description: Group members sit in a circle. The host invites one of the participants into the circle based on any real or imagined similarity with himself. He goes out into the circle and invites one of the participants to come out in the same way. The game continues until all group members are in a circle.
Time required:5 min
Main content of the lesson:
Exercise “Do you love your neighbor”
Target: Development of attention and reaction speed.
Game description: All participants stand in a circle. The leader is in the center of the circle. He approaches any of the players and asks: “Do you love your neighbors?” If he answers “Yes,” then his right and left neighbors switch places. If he answers “No,” then the host asks: “Who do you love?” The player says: “Those who have a watch on their hand (some in trousers, some long hair, who has earrings in their ears, etc.).” All those who have watches on their hands change places with each other. The task of the presenter is to take any free place. The one who is left without a place becomes the leader. Game continues.
Time required:10 min
Exercise “Molecules”
Target: Developing the ability to group together as a team. Relieving emotional stress.
Game description: The group members move chaotically around the hall. By
the leader's commands are executed:
1. Group by eye color.
2. By hair color.
3. Boys and girls.
4. According to a certain number of people in the group.
The speed of the group’s movement is set by the leader (slowly, quickly, without touching each other, at a walk, etc.).
Time required:10 min
Exercise “Object in a circle”
Target: Development of imaginative thinking, non-verbal communication abilities.
Game description: The participants, standing in a circle, turn 90 degrees and close their eyes, the leader calls out to the person in front and shows him the intended object using pantomime, he, realizing that this passes the “object” to the next one. And so, having reached the end, we compare that original object with the one that returned to the leader.
Time required:10 min
Time required:30 min
Exercise “Group Conscience”
Target: Developing the ability to tune in to each other and feel the group.
Description: The whole group lines up. The presenter calls the number. Without saying a word, exactly as many people from the group as the leader said should take a step forward. The exercise is repeated until the goal is achieved.
Time required:10 min
Exercise “Handshake”
Target: Broadcast positive emotions to all group members.
Description: Each group member takes turns shaking hands with all group members and at the same time saying some kind of good wish.
Time required:10 min
Lesson discussion
All participants in a circle share their emotions and impressions about the lesson.
Time required:10 min
Lesson No. 3
Target:Unlocking creativity through skill development acting and increasing the ability to understand and feel the group. Development of nonverbal communication.
Warm-up:
Exercise “Typewriter”
Target: Creating a general mood of the group and developing focus.
Description: Each participant has their own letter of the alphabet. The presenter asks the word and the participants must silently “type” this word with clapping. Then you can specify entire phrases.
Time required:5 min
Main content of the lesson:
Exercise “Who is wearing what”
Target: Development of attention
Description: The participants carefully study each other. Then one of them turns his back to the group. The presenter asks him about the appearance features of the other participants.
Time required:10 min
Exercise “Confusion”
Target: Developing the ability to show a non-standard train of thought and display leadership qualities.
Description: One leading member leaves the group. The rest take each other's hands in a circle and get entangled. The presenter's task is to untangle his friends by making them into a single circle.
Time required:15 min
Exercise “American Student”
Target:
Description: The group is divided into two parts. The first mini-group asks one of the second mini-group a word, which he must show to his group only with the help of facial expressions and gestures. If the group guesses, then they offer their word.
Time required:30 min
Exercise “Blind kittens”
Target: Developing the ability to interact without eye contact.
Description: All group members close their eyes. The presenter takes them to different parts of the room. The group's task is to find each other without uttering words or making other sounds.
Time required:10 min
Lesson discussion
All participants in a circle share their emotions and impressions about the lesson.
Time required:10 min
Lesson No. 4
Target: Unlocking creative potential by developing acting skills and increasing the ability to understand and feel the group.
Warm-up:
Exercise “Guess the color by gesture”
Target: Unlocking your creative potential.
Description: The participant who wants to start the game goes out the door, and at this time the group chooses a color. The returning participant must guess what color the group chose. To do this, he can contact any of the participants and this person must show the selected color with a movement. The guesser can contact different participants until he guesses.
Time required:5 min
Main content of the lesson:
Exercise “Mirror”
Target: Development of creativity, acting skills and non-verbal communication.
Description: The group is divided into pairs. In each pair, one participant comes up with different movements and depicts them. The other participant is the “mirror”. It must exactly reflect the movements of the first one. Then they change places.
Time required:5 min
Exercise “Phrase with different intonation”
Target : Development of oratory skills.
Description: The presenter asks the participants a certain phrase, which they must pronounce with the intended intonation. The rest must guess this intonation.
Time required:10min
Exercise “Did I understand you correctly?”
Target: developing the ability to listen and hear each other.
Description: The presenter asks the phrase, the next participant says: “If I understood you correctly, then you said...” and repeats everything after him exactly word for word. So until the phrase goes around the entire circle.
Time required:10 min
Exercise “Red and Black”
Target: development of negotiation skills, ability to work in a team.
Description: The group is divided into 2 teams. The task is to score the minimum number of negative and maximum number of positive points. The one who scores the maximum number of positive points wins.
The decision is made by a simple majority of votes. Disputes should be removed. For each abstainer - minus 1 point, for each vote against - minus 2 points, for each person removed - minus 3 points. The other team's decision is only communicated when both teams have made a decision. Any type of contact between teams during the game is prohibited.
The decision of one team affects the points of the other, since points are awarded according to the following system:
| Move | Team 1 | Team 2 | Glasses | Team 1 | Team 2 |
| Red | Red | -3 | -3 | ||
| Red | Black | +5 | -5 | ||
| Black | Red | -5 | +5 | ||
| Black | Black | +3 | +3 |
Time required:50 min
Lesson discussion
All participants in a circle share their emotions and impressions about the lesson.
Time required:10 min
Lesson No. 5
Target: Unlocking creative potential by developing acting skills and increasing the ability to understand and feel the group.
Warm-up:
Exercise “This is great! ”
Goal:Development of self-presentation skills.
Description: Group members stand in a circle.
Instructions: “Now one of us will come out into the circle and talk about our quality, skill, talent. In response to each such statement, all those standing in the circle must respond in unison, “That’s great!” and at the same time raise your thumb up.” All participants come out in turn.
Time required:7 min
Main content of the lesson:
Exercise “Telepath”.
Target: Developing the ability to feel another person, understand him and convey his feelings in words.
Description: Each participant must, within 2-3 minutes, describe the mood of someone in the group, for example, sitting next to the left. The participant must imagine his state, emotions and experiences, and put it all on paper. Then all the descriptions are read aloud by the presenter in order. The group is trying to determine the object of the description. In case of guessing, the “hero of the occasion” compares the description with subjective sensations.
Time required: 20 min
Exercise "Three Roles".
Target: Development of an original creative view of things. Developing effective communication. The ability to feel another person by entering into his role.
Description: Participants play three roles: “blind”, “mute”, “deaf”. The presenter asks the participants to pass a small phrase along the chain: “mute” - “blind” - “deaf”. It could be a phrase like “The painting “The Rooks Have Arrived” is exhibited at the Tretyakov Gallery.”
Time required:10 min
Exercise "Warm Word".
Target: Transferring positive emotions to each other.
Description: Try saying goodbye to your neighbor affectionately. Tell him kind words.
Time required:7 min
Lesson discussion
All participants in a circle share their emotions and impressions about the lesson.
Time required:10 min
Lesson No. 6
Target: Unlocking creative potential in communication.
Time required: 10 min
Lesson discussion
All participants in a circle share their emotions and impressions about the lesson.
Time required: 10 min.
Lesson No. 7
Target: unleashing creative potential in communication.
Exercise: “Understand me.”
Target: Developing the ability to understand a partner by his gestures and movements.
Description: Participants are divided into pairs and given a situation, such as chopping wood. Participants must, without agreeing, lose this situation.
Time required: 15 min
Exercise: “Picture”.
Target: Development of creative interaction in the group.
Description: The presenter shows the participants a famous painting. Participants look at it carefully, discuss it, then line up so as to completely copy the plot of the picture. Afterwards, the emotions that were experienced while in one role or another are discussed.
Time required: 15 min.
Exercise: “Let me out of the circle.”
Target: Identifying the presence of mutual understanding and support in the group, as well as developing a creative approach to solving a non-standard situation.
Description: All participants stand in a circle and hold hands, one person stands inside the circle. His goal is to persuade the participants to let him out of the circle, while everyone else is not given any instructions.
Time required: 15 min.
Lesson discussion
All participants in a circle share their emotions and impressions about the lesson.
Time required: 10 min.
Lesson No. 8
Target: Development of the creative potential of the individual.
The lesson consists of two stages.
At the first stage self-confidence training is carried out, exercises are practiced to develop reflection, remove tensions, and increase creative well-being (2 hours).
Second phase- a game aimed at developing the creative potential of an individual.
The beginning of the lesson is greeting the group members (passing imaginary objects to each other and guessing what was passed on). Then check your homework.
In order to think creatively, at a minimum, you need a certain mood and state of a person. Individual exercises and complex technologies allow you to relieve a bad mood and relax. You know the auto-training system that allows a person to regulate himself, but there are certain techniques that make it possible to liberate yourself and increase your creative potential.
Exercise 3. “Without a mask.”
All members of the group take turns taking cards, which lie in a pile in the center of the circle, and immediately, without preparation, continue the statement that was started on the card. The statement must be sincere, at the limit of frankness, “openness”. The group evaluates the degree of sincerity. If it is recognized that the statement was sincere, then the next member of the group takes his card and, without preparation, continues the sentence he started. If the group admitted that the statement was “cluttered”, “clichéd,” then the participant has one more attempt, but after everyone else.
Unfinished sentences:
1. What I sometimes really want is...
2. I am familiar with the acute feeling of loneliness, I remember...
3. I especially don’t like it when...
4. I really want to forget that...
5. It happened that close people almost caused me hatred. One day when...
6. One day I was scared by...
7. In unfamiliar company, I usually feel...
8. I have many shortcomings. For example...
9. Even close people sometimes do not understand me. One day...
10. I remember an incident when I felt unbearably ashamed, I...
11. I have had occasion to show cowardice. Once upon a time, I remember...
12. What especially irritates me is that...
Exercise 4.
Target: Developing confidence in the availability of abilities (talent) and the ability to achieve set goals.
Time: 5 minutes, daily, for a week.
Psychological (theoretical) basis of the exercise.
Every person is who he mentally imagines himself to be. If you evaluate yourself positively, you will feel good. Moreover, if you think that you have certain qualities and talents, then you will have them. Even if you don't have these traits now, if you think you have them, you will develop them and your self-esteem will skyrocket. The technique suggested below will help you achieve what you are striving for.
Exercise:
1. Write down your statements about who you are or who you can become, and about what you have or want. For example:
I have a fascinating and creative work;
I am sociable and relaxed;
I am successful in everything I do and now I will successfully complete the task, etc.
2. When you finish writing, choose your most important statements and focus on them for about a minute. Then close your eyes and repeat the affirmations to yourself over and over again for 2-3 minutes. While doing this, transform your statements into visual images, that is, imagine the written position in your mind's eye.
Exercise 5.
Target: Developing self-confidence based on ideas about achieved success.
Time: 5 minutes.
The psychological essence of the exercise.
Since success gives you self-esteem, imagining yourself being successful will help you feel more confident. Thanks to the awareness of your success, you feel more strength, more dynamism, more purposefulness, more self-esteem and all these feelings contribute to a feeling of greater self-confidence.
Exercise:
1. Decide what success is most important to you - achieving recognition at new job, build a dacha, buy a car, get married successfully, etc.
2. Relax, close your eyes and imagine that you are achieving this goal. As you visualize your success, experience the satisfaction and sense of empowerment it brings. Feel the lift, excitement, strength, power, absolute confidence in oneself and control of the situation.
3. Then imagine others approaching you or calling you to sincerely congratulate you. You feel warm and excited to receive praise from them. They tell you how lucky you are. And you feel great and are capable of anything you want.
Lesson discussion
All participants in a circle share their emotions and impressions about the lesson.
Time required: 10 min.
Lesson No. 9
Exercise 1. Negotiation skills and conflict resolution."Locomotives".
Game legend: Two cargo transportation campaigns can simultaneously transport cargo along the ring road, earning 150 USD. per day, but one of them can earn 300 USD if she goes along a straight road. But there is only one straight road. And the cargo must be transported within 7 days. The goal of the campaigns is to agree among themselves on who will take the more advantageous road on what day or to reach a consensus.
Exercise “Snowball with associations”
Target: Meeting the participants
Game description: The first participant in the game names his name and association. Next, each participant states his name, association and the names and associations of previous participants.
Time required:10 min
