Gestalt therapy technique: empty chair. Using educational technologies to improve the quality of education

Master class “Using critical thinking techniques in the classroom primary school»

11.01.2015 10091 932

Makukhina Yulia Vasilievna

primary school teacher

KSU "Korneevskaya Secondary School"

Yesilsky district, North Kazakhstan region

Those who know how to think know how to ask questions.

Alison King

Goals:

Expand the concept of critical thinking and techniques for developing critical thinking;

Show techniques for using techniques in your practical work

Equipment: interactive whiteboard, presentation

Success criteria:

Know the techniques of critical thinking;

Be able to select the most appropriate methods for developing critical thinking skills in students in the subject.

Target Audience: school teachers

Progress of the master class

1. Psychological attitude (creation of a collaborative environment).

Video "Positive Attitude"
Hello, those who are ready to work creatively!
Hello those who love to dream!
Hello those who dream of flying!
Hello those who love sweets!

Speaking of sweets, I suggest you take one dessert you like from the table. Bolder, bolder. Study its shape, taste, color, texture, size. Let's open it and study it.

Division into groups “Candy”

Defining rules for working in groups

Respectful attitude towards all group members; - ability to listen and hear all group members; - helping each other; - active participation of all group members in the work;

2. Familiarization of teachers with the modules of the Program.

Brief description of the module “Teaching Critical Thinking”

3. Using critical thinking techniques in primary school lessons . Watch a video about critical thinking.

"CHALLENGE" stage

Update and analyze existing knowledge and ideas on the topic being studied;

Arouse interest, activate the learner;

Structure the subsequent process of studying the material

Call stage functions

Ø Motivational;

Ø Informational;

Ø Communication;

Reception "Basket of Ideas"

Technique “Do you agree with this statement?”

Technique “How would you comment on the epigraph”

Reception "Do you believe that..."

Technique “Z-H-U” (“I know, I want to know, I found out”)

Practical part. Work in groups.

Reception “Do you believe that...”

Do you believe that at the end of the seminar, you will take something for your pedagogical piggy bank?

Do you believe that you will be tired at the seminar today?

Do you believe that children can be taught to learn?

Reception “Basket of Ideas”

What is critical thinking in your understanding? (teachers write their opinions on stickers this issue and attach them to the “idea basket”

Stage “REFLECTION”

Obtaining new information;

Understanding it

Correlating new information with one’s own knowledge;

Maintaining activity and interest.

Functions of the comprehension stage

Ø Systematization;

Ø Informational;

- Reception "Insert"

Stages of work:

1. Each student is given a text and a table

2. Reading and understanding the text followed by notes in the margins of the text

“+” - if they think that they know it;

“-” - if they believe that this contradicts the knowledge that they have;

« v " - if what you read is new;

"?" - if what you read turns out to be incomprehensible and requires clarification.)

4. Systematization of the text

5. Filling out the table in the form of compressed information (this could be a word, phrase, concept, etc.)

6. Discussion in groups on given topic.

7. Then there is an intergroup discussion of each column

- “Reading with notes” technique

Practical part. Group work

- Reception "Table of Arguments"

Argument	Why yes	Why "no"
Emelya in the fairy tale “At the Pike’s Command” was lazy

Reception "Interrogation". Group work

Technique “Thin and thick questions”

Tricky questions:	Thick questions
Who…. What… When.. Maybe… Will.. Could... What was the name... Do you agree Right…	Give an explanation why... Why do you think...... Why do you think so..... What's the difference... Guess what will happen... What if...

Stage "REFLECTION"

Expressing new ideas and information in your own words;

Holistic comprehension and generalization of the information received based on the exchange of opinions between students with each other and the teacher;

Functions of the reflection stage

Ø Communication;

Ø Informational;

Ø Motivational;

Ø Evaluation;

Technique “Confused logical chains”

Writing a syncwine

- Technique “Writing an ESSAY”

Reception "Cluster"

"Hot chair" technique

Practical part. Group work

Reception "Cluster"

Used as a means of summing up,

as a stimulus for the emergence of new associations

and graphic representations of new knowledge.

Stages of work:

1. The keyword is written down;

2. Words and sentences on the topic are written down;

3. The material is divided into separate blocks;

4. Logical connections between blocks are established and expressed graphically.

Making a cluster with the word teacher. Protection of clusters by groups.

Technique “Confused logical chains”

Stages of work:

1. Terms (sequence of terms) are written on the board or cards, some of them with errors;

2. Groups are asked to correct errors or restore the order of recording.

Reception "Sinquain"

A cinquain is a poem that requires a synthesis of information and material in concise terms. Translated from French, the word “cinquain” means a poem consisting of five lines, which is written according to certain rules.

Rules for writing syncwine:

1. The first line is the name of the topic in one word (noun)
2. The second line is a description of the topic in two words (adjectives or participles)
3. The third line is a description of the action in three words (verbs or gerunds)
4. The fourth line is a phrase of four words, showing the attitude to the topic
5. A one-word synonym that repeats the essence of the topic

Work in groups. Compiling syncwine for the words thinking, learning. Protection of syncwines.

"Hot chair" technique

You can invite a certified teacher to demonstrate this technique. Each group thinks through questions and asks them to the teacher who is currently sitting in the “hot seat”

How has the quality of teaching in your subject changed since you took the three-level courses?

What changes have you seen in your students? Describe them.

What do you think is needed in order to achieve the best possible results in the quality of education at school?

Using critical thinking techniques in the classroom gives the student:

Increasing the efficiency of information perception;
- increasing interest both in the material being studied and in the learning process itself;
- ability to think critically;
- the ability to take responsibility for one’s own education;
- ability to work in collaboration with others;
- improving the quality of education for students;
- desire and ability to become a lifelong learner.

Using critical thinking techniques in the classroom gives the teacher:

Ability to create an atmosphere of openness and responsible cooperation in the classroom;
- the ability to use a learning model and a system of effective methods that promote the development of critical thinking and independence in the learning process;
- become practitioners who can competently analyze their activities;
- become a source of valuable professional information for other teachers.

Video "You Have a Choice"

Reflection of the master class. Assessment on stickers.

Reflection “Wish”

Let's hold hands and wish each other in a circle:

Get rid of...

Always be...

Remember...

I wish you to bloom, grow,

Save money, improve your health.

It is for a long journey -

The most important condition.

Let every day and every hour

He'll get you a new one,

May your mind be good.

And the heart will be smart.

I wish you from the bottom of my heart,

Friends, all the best.

And all is good, friends,

It doesn't come cheap to us.

S. Marshak

Did you like the lesson? Then let's thank each other for good job loud applause. Thank you! Goodbye!

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Training seminar on the topic:
“What should a modern lesson be? Active methods teaching and learning"
“If we teach today the way we taught yesterday, we will rob children of tomorrow.” John Dewey

Purpose of the lesson:
 Teachers understand that the lesson cannot but change. This is an objective process that is influenced a whole series factors
 Teachers can answer the question: “A modern lesson - what is it like?” (will create a poster)
 Teachers continue to be introduced to and practice active teaching and learning methods

1. Positive attitude to class:
 Watch Yeralash “Little Imp No. 13” (think about the idea for the video)
 Method of dividing into groups “Terms”
Everyone is given cards with terms; participants must understand on what basis these key concepts can be combined into groups.
 So, why did you unite and what theme unites you? (teachers are seated in groups of 6 people)
 Group names:

1 group
Lesson (according to V.I. Dahl) - learning at the appointed hour, urgent task, edification, science.
2nd group
The teacher will always be the captain in the educational voyage.

3 group
The lesson cannot but change. This is an objective process that is influenced by a number of factors
4 group
The lesson should be modern, in the broadest sense of the word.

5 group

“Tell me and I will forget;
show me and I will remember;
Let me do it and I’ll understand.”

6 group

The groups are given paper models of the SCHOOL, the foundation of which will be the collected cards with terms.
Leading: So, you have received the bricks for the foundation of your school - knowledge on this topic.
We invite you to complete the house: supplement the information with key concepts on the topic. This way you will receive a map - a hint from the main ones, key concepts for each given topic. Time 5 min.
Additional information on the questions posed can be found in different ways. You can refer to a textbook, encyclopedia, explanatory dictionaries, to any Internet search engine.
Or teachers study the material according to the proposed preparations - texts on the topic.

2. Poster protection : “What should a modern lesson be?”:
1 group
Many books, articles, and dissertations have been written about the lesson. The goals and content of education change, new means and technologies of teaching appear, but no matter what reforms are carried out, the lesson remains an eternal and main form of education. The traditional one rested on it and stands modern school.
Where did the word lesson come from? One can hear in it something from fate (rock), and from a dense forest (tract), and from the rumbling of an animal. The associations are not pleasant. But in reality?
The most understandable and familiar meaning (according to V.I. Dahl) is learning at the appointed hour, an urgent task, edification, science.
Each student attends almost 10,000 lessons over the years of his apprenticeship. The lesson remains not only the main, but also the only form modern education. He is allocated at least 98% of teaching time.
No matter what innovations are introduced, only in the classroom, as hundreds of years ago, do participants meet educational process: teacher and student. Between them (always) there is an ocean of knowledge and reefs of contradictions.
2nd group
No matter what they say about computerization and distance education, the teacher will always be the captain on this voyage. No matter how hard they try to equate teachers with students, he was and remains the main actor in any lesson. Because he is always older, behind him is knowledge, experience in understanding and applying this knowledge. Children, like a “sponge,” absorb all information, but this is not enough in our rapidly developing world. The main task of the teacher is to teach children self-regulation and independent learning skills. Therefore, new approaches to teaching are necessary. They put students' activities first and teach them how to learn - "Learning through dialogue" and "Teaching how to learn."
3 group
At the same time, we all understand that the lesson cannot but change. This is an objective process that is influenced by a number of factors. In particular:
1. New ones have appeared educational standards and based on them - updated programs and textbooks. Of course, they require improved forms of training.
2. Transition to pre-profile and specialized training. This vector of development poses new challenges for the modern lesson.
3. Implemented information Technology. Informatization of education has a significant impact on the modern lesson.
4. The organization of the Unified National Testing sets its own requirements for the content of the lesson and the assessment of the educational achievements of schoolchildren.
4 group
Therefore, no one will deny that the lesson should be modern, in the broadest sense of the word.
What does modern mean? In my opinion, this is both completely new and not losing touch with the past, in a word – a relevant lesson.
Relevant means important, essential for the present time. And also effective, directly related to the interests of the child, his parents, society, and the state. In addition, if the lesson is modern, then it certainly lays the foundation for the future and prepares the child for life in a changing society. Man in modern world must not so much have a set of theoretical knowledge as be able to apply it in practice, be ready to make decisions, take initiative, work independently, setting new goals for oneself.

5 group
“Tell me and I will forget; show me and I will remember; Let me do it and I’ll understand.”
Teachers, psychologists and methodologists have always paid great attention to the problem of intensifying the activities of students in the learning process, since the conscious and lasting assimilation of knowledge and the conscious formation of methods of action occurs, first of all, in the process of active mental activity trainees. It should be noted that the basis for the widespread classification of teaching methods into active and passive (V. A. Belovolov) is the level cognitive activity trainees. Passive learning is organized, as a rule, according to the “teacher ® student” scheme. Active learning corresponds to the “teacher-student” scheme, which allows you to organize a dialogue between schoolchildren and the teacher. Recently, teachers and psychologists have been paying attention to interactive teaching methods, which make it possible to create situations for the active interaction of all students with each other (work in pairs, triplets, groups), that is, to build learning according to the “teacher-student-student” scheme. The main methodological innovations today are associated with the use of interactive teaching methods. One Chinese parable says: “Tell me and I will forget; show me and I will remember; Let me do it and I’ll understand.” These words reflect the essence of interactive learning.
Interactive training partly solves another significant problem. We are talking about relaxation, relieving nervous stress, switching attention, changing forms of activity, etc.

3. Active teaching and learning methods:
 The "Six Hats" technique "Six Thinking Hats" or "Six Smart Hats" developed by Edward de Bono, reflects the process of parallel thinking, which accelerates focused thinking from among various solutions. The essence of the method: The method is used to activate various aspects of thinking to carry out a more detailed discussion and improve the overall mental activity.
Assignment: You need to answer the question:
“Are “Active Teaching and Learning Methods” Necessary?
Algorithm for implementing the method: Six hats symbolize various aspects of thinking. Students are given a hat (real or fictitious), the color of which corresponds to a certain semantic load. Students need to carry out all mental operations (think, analyze, etc.) in the given context of the color of the hat.

White Hat: Neutral, factual and objective
Information. The white hat is used to direct attention to information that we already know or need.
Red hat: emotional position based on guesswork
intuition, feelings. The red hat signifies feelings, guesses and intuition.
Black hat: a critical, analytical position based on "negative" argumentation. Black hat is an assessment - "devil's advocate", or why something may not work.
Yellow Hat: Optimistic stance based on "positivity"
argumentation. The yellow hat symbolizes brightness and optimism. Under this hat, you examine the positive aspects of the idea, and turn your attention to looking for merit and benefit.
Green hat: creative position, identifying perspectives, opportunities, new ideas. The green hat focuses on creativity; opportunities, alternatives and new ideas.
Blue hat: a cool-headed position that recognizes the priority of planned actions, clear organization, control and commitment to decision-making. The blue hat controls the thought process. This is a control mechanism that ensures that the directions of all Six Hats are observed.

Here's what teachers write:
“A modern lesson - what is it? Democratic. Where children are not afraid to express their opinions, are not afraid of innovations, a lesson in which the teacher and student feel comfortable.”
“In my opinion, a modern lesson should, first of all, be relevant and interesting. The teacher must use new technologies and have good computer skills. We must also not forget about health-saving technologies. The success of the lesson largely depends on the professional and personal qualities of the teacher. The teacher and the student are a single whole, we learn together, help each other, the role of the teacher is to guide and control.”
“The lesson should be creative, contribute to the self-realization of schoolchildren, their creative potential. During the lesson, children must act meaningfully in a situation of choice and make decisions in a non-standard situation. All these points should be in a modern lesson. A modern lesson should educate the Creator and the Doer!”
A modern lesson should be associated not only with the assimilation by schoolchildren of a certain amount of knowledge, but also with the holistic development of the individual, his cognitive and creative abilities.
A modern lesson should ensure the development of qualities that meet the requirements modern society, allow the child to actively enter adulthood.
Today, the most significant impact on the lesson is exerted by the new content of education: variable educational programs, new generation of textbooks, workbooks, various didactic materials allow you to make the lesson more interesting, bright, rich.
Another important trend is the emergence of various models of didactic systems with their own culture of design and implementation of lessons.
One of the models of a modern lesson can be called traditional - classroom-lesson, and it has been effectively operating in our country for many decades. This model has developed its own conceptual apparatus, a culture of relations among teachers who use terms such as:
- triune goal of the lesson;
- outline plan;
- forms of training;
- teaching methods and techniques;
- types of lessons and others.

 An example of using this technique in a literature lesson:

Learning new things
5
min Task 2. Mini-fight “Who is bigger?” Provide evidence that these heroes are romantic images.

Learning new material
15 min
Exercise 3. Using the “6 hats” method, imagine your view of fate romantic heroes Lermontov and Marlinsky.
The white hat is pure reason, sober thinking. It operates only with available facts and figures. We look only at what we have and try to extract only what can be extracted.
The red hat is about emotions, sudden insights and intuition. The red hat is an ardent speaker and politician, always taking into account the momentary mood of the crowd.
Black hat- is a pessimist. However, he must be a reasoned pessimist.
The yellow hat is the “positive” Sun. The yellow hat is the exponent of the most optimistic view of the future, the One Who Notices All the Best, the Most Successful. The most important thing: the yellow hat must be able to find the “positive” in the “negative”.
The green hat is a jester's cap with bells. The green hat is a flight of fancy and a fountain of the most daring and craziest creative ideas.
The blue hat is simply the organizer of the whole process. The role of the blue hat is to be a coordinator, a speaker - giving (or not giving) the floor to all previous hats, summing up and summarizing.

15 min Task 4. Presentation of “Hats”

 Rotating stations method
 The essence of the method: The method is aimed at developing the skill of holistic perception of the problem, based on many ideas.
Classroom layout and student interaction: The classroom is divided into several “stations”. Students in the class are distributed into small groups. Resources needed: colored paper, writing pens(it is recommended to give each group pens different colors, which will help track the contributions made by each group).
Algorithm for implementing the method: Each group is located near its “station”. Participants are given time (no more than 10 minutes) to discuss the controversial issue and record their ideas on paper or the board. Once the time is up, groups move to other stations in the classroom where they continue their discussion based on the ideas of the previous group that was previously located near that station. Rotation continues every 10 minutes until all groups have visited all positions and reviewed the comments of other groups.

Assignment: Write down “Criteria for the effectiveness of a modern lesson”

The traditional lesson is the reality of today: more than 60% of teachers still prefer to give lessons in the traditional form.
And the reality is that most teachers are not going to change anything in their activities: they don’t have the time and energy to learn anything new on their own, and they don’t see the point in it. Traditional lesson - how dear person, everything in it is close and understandable: even if they are mortally tired, even if the students are not always satisfied, in the lesson everything is familiar, familiar, understandable, it is traditional.
So maybe it’s not worth changing anything?
So that this question does not remain rhetorical, let's think about the lines of the poem:
Even if you don't go out white light,
And in the field outside the outskirts, -
While you are following someone,
The road will not be remembered.
But wherever you go
And what a muddy road
The road is the one I was looking for,
Will never be forgotten.
Those teachers who manage to change the course of the lesson in such a way that not only they but also the students like it, strive to improve their activities further, making it creative and exciting, involving their students in this process.
The position of the teacher itself is changing. From the “one-man show” of traditional education, where the teacher takes on 90% of the workload, he gradually begins to share it with students, who actually move from “objects” to “subjects.” The teacher, therefore, is not freed from his main function - to teach. He begins to teach in a new way. But the lesson remains.
But time does not stand still, and today it is necessary to talk about the third model for implementing a modern lesson - a competency-based approach, which becomes especially relevant in the context of modernization of education.

Criteria for the effectiveness of a modern lesson:
Learning through discovery
Personality development
The student’s ability to design upcoming activities and be its subject
Democracy, openness
The student’s awareness of the activity: how, in what way the result was obtained, what difficulties were encountered, how they were eliminated, and how the student felt at the same time.
Allows students to come to a discovery in a collective search
The student experiences joy from overcoming a learning difficulty, be it a task, an example, a rule, a law, a theorem, or a self-derived concept.
The teacher leads the student along the path of subjective discovery, he manages the problem-search or research activities student.

 The “Everyone Teach Everyone” method (also known as “Take one thing, give another”).
 Developed skills: Teamwork; information management.
The essence of the method: The method is effective for transmitting a large amount of factual information among students. Instead of the need for the teacher to transmit a large flow of information, students select required material directly related to the topic, and pass it on to their peers. It is consistent with the “Clusters” method, which is also intended for information transfer.
Method implementation algorithm:
1. Each student is given a sheet of paper on which information about a fact or statistical data is written. It is advisable that different information be defined for each student.
2. Students become familiar with the information intended for them (make sure students understand its meaning).
3. Students move freely and share their statements with other students. The purpose of their movement is to explain the information received to as many people present as possible.
4. Students can elaborate on their explanations by providing examples where appropriate, or by combining their statements with those of other students.
5. After sufficient time to share information, students work in small groups to organize all the information received during the task.
6. In the follow-up questioning, students explain and justify their classification system.
7. Students can discuss their reactions to various facts/data:
What surprised them? What shocked them? Which of the statements made you sad or
made them happy, and what interested them?
8. Students can reflect on their own learning:
What do they remember more easily? What is the most difficult thing for them?
9. The main findings from all surveys can be written on the board or poster.

Vigorous:If you're excited to go to school in the morning, wave right hand.
If you value honesty and integrity in people, take a step forward.
If you are confident in your abilities, stomp your foot.
If you believe that we should respect the rights of people, regardless of their nationality or social background, take a step back.
If you care about the fate of our country, clap your hands.
If you consider yourself patriotic, raise both hands up.
If you believe that our country will take its rightful place in the world, stretch both hands forward.

Five Questions Method
Formable skill and: thinking, decision making; information management.
The essence of the method: The method is a collection of information that allows students to deeply study an issue or differentiate it into small sub-topics or tasks, which provides an opportunity for students to master complex topics. The method involves exploring various kinds of possibilities that can lead to planning actions and setting goals. Collection of information is possible in combination with the use of the “Avalanche of Ideas” and “Collection of Stickers” methods.
Method implementation algorithm:
1. Prepare a large, wide sheet of paper and a marker.
2. Students are asked a question using question words: “How” or “Why.”
3. Sentences are written on an educational poster.
4. Teachers use the same word to develop ideas and learning.
further ideas.
5. Teachers continue to use the same question forms until the idea/sentence is fully explored.
Concept studied: local citizenship
How can we engage youth in the community?
- Consider issues of interest to young people.
How can we address these issues?
- Raise awareness of youth issues.
How can we raise awareness on this issue?

.Hot chair method
Developed skills: collaboration; creative approach to problem solving; thinking, decision making.
Entity method a: Represents a creative role-playing task as an effective tool for discussing problematic issues and exchanging information.
Classroom layout and student interaction: One “hot” chair is placed facing the group. In order to provide more
for relaxed communication, the “hot” chair can be placed in the center of the circle.
Method implementation algorithm:
1. Students are assigned the role of a specific character, or they come up with their own
role relevant to the issue at hand.
2. Students analyze their roles in groups or independently.
3. Other group members think through difficult questions for the person in the hot seat.
4. The character under discussion sits on the hot seat and is questioned by his classmates.
This will help students feel empathy for a certain person or their involvement with a point of view, an opinion that they do not share.
5. The topic of the “hot” chair could be an issue such as the war in Iraq, human cloning, the use of wind power plants, and many others. etc. Character this method allows each member of the class, including the teacher, to participate and express their opinions.
6. The principle of the method allows you to organize a mystery-solving game in the classroom, during which students in the class must identify the person sitting in the “hot” chair.
7. During the post-task survey, it is recommended that students ask questions of the following nature: what they learned, what was interesting to them, and whether they would challenge anything said by the person in the “hot” seat.
Approximate events, characters/roles:
Second world war
Indian factory owner exploiting children
Abylai Khan

“Own game” method
Skills being developed: information management; thinking.
Essence of the method: The method consists in developing in students the skills of formulating questions to the provided answers to them. Using the method helps to identify students capable of creative thinking.
Method implementation algorithm:
1. Students are given an answer to a question that is directly related to the topic under study. Answers can range from simple factual ones (date, name or location of an event) to providing abstract concepts or descriptions of emotions.
2. Students need to formulate questions for each proposed answer.
3. If the answer does not have a clear question, students compare and
contrast the questions they came up with, arguing for their formulation of the question.
Sample questions and answers:
1066 (When did the Battle of Hastings take place?)
Angela Merkel (Who is the first female chancellor
Germany?)
Humiliated (How Africans felt in South Africa in
the time of racial segregation, when they were prohibited from being used in
buses?)

Examples of reflection
 - Telegram to the teacher
1.Today I found out...
2. It was interesting...
3. It was difficult...
4. I completed tasks...
5. I realized that...
6. Now I can...
7. I felt that...
8. I purchased...
9. I learned...
10. I did it...

Examples of reflection
Making up a syncwine
Name the topic of the lesson in one word
Name 2 adjectives that characterize the topic.
Name 3 actions that can be performed with the theme.
Express your impression about the topic of the lesson in one sentence
How else can you name the topic?

 reflection “Pyaterochka”
Students are asked to trace their hand on a piece of paper. Each finger is a position on which you need to express your opinion.
Thumb– important and interesting for me;
Index finger - it was difficult for me (I didn’t like it);
The middle finger was not enough for me;
Ring finger– my mood;
Littlefinger - my suggestions

Reflection

- “I”: how I worked: did I make mistakes?
- “We”: how much did my classmates and teacher help me? And I - to them?
- “Business”: did you understand the material? Did you find out more?
- I give myself a grade for the lesson...
- I liked the lesson...

Table “We know – We want to know – Let’s find out” (W – X – Y)
W – what do we know X – what do we want to know Y – what have we learned and what remains to be learned

4. Summing up the lesson:
 So, what is a modern lesson? - this is a lesson-cognition, discovery, activity, contradiction, development, growth, step to knowledge, self-knowledge, self-realization, motivation, interest, professionalism, choice, initiative, confidence, need.
 What is the main thing in the lesson?
Each teacher has his own, completely firm opinion on this matter. For some, success is ensured by a spectacular start that literally captivates students immediately upon the appearance of the teacher. For others, on the contrary, it is much more important to summarize and discuss what has been achieved. For others - an explanation, for others - a survey, etc. The times when teachers were forced to adhere to strict and unambiguous requirements for organizing a lesson are over.
 The novelty of modern Kazakhstani education requires the personal beginning of the teacher, which allows him to either teach, filling students with knowledge and skills, or give a lesson, developing an understanding of this knowledge, abilities, skills, creating conditions for the education of a student of the 21st century. One can argue for a long time about what a modern lesson should be.
One thing is indisputable: it must be animated by the personality of the teacher.

5. Reflection:
 What impressed you the most?
 What helped you during the lesson to complete the task, and what hindered you?
 How do you evaluate your actions and the actions of the group?

The founder of this method of psychotherapy is Frederic Perzl, one of the leading psychiatrists of the early last century. Taking as a basis elements of Gestalt psychology and psychodrama, bioenergetics and the practice of psychoanalysis, Eastern teachings and such areas of philosophy as existentialism and phenomenalism, Perzl developed an absolutely independent direction, which had a significant impact on practical psychology which is called Gestalt therapy.

What is Gestalt therapy?

The word Gestalt translated from German language literally means “integrity”, “figure”, “image”. Gestalt therapy is aimed at a person achieving harmony with himself, his body and the world around him, and consists in creating a holistic image of his personality. The main goal of Gestalt therapy is to restore a person’s natural contact with other people and gain vital energy.

Gestalt therapy theory

The basic idea of ​​Gestalt therapy is the ability of our psyche to self-regulate, the ability of a person to adapt to environment, take responsibility for your actions, expectations and intentions. From this follows the main principle of this method - the desire to expand awareness of oneself and the world. Only conscious person can develop effectively and take responsibility for his life. Frederik Perzl called this desire “conscious awareness,” meaning by this term living the situation in the present moment, here and now. A person must be consciously present in this experience, forgetting about his mind, trusting only his own feelings. It is then that the therapist will be able to isolate the currently relevant problems from the patient’s consciousness, without being distracted by the unimportant.

Gestaltertherapy - basic principles

The main aspects of traditional Gestalt therapy are:

1. Awareness. Concentrating on the present, a person is completely immersed in the situation that worries him; he experiences it here and now (or, in Perzl’s terminology, “here and how”). At the same time, the therapist tries to maximally involve the consciousness of his patient, immerse him in “conscious awareness” of the situation, changing the degree of involvement of consciousness depending on the intensity of the experience.

2. Relevance. As mentioned above, in Gestalt therapy only the most significant problems for a person that concern him at the moment are considered. And even past events are presented in a Gestalt therapy session from the point of view of the present. The patient consciously immerses himself in a situation that has been bothering him for many years and tries to cope with it in such a way as if it were happening in the present.

3. Responsibility. In the process of therapy, a person must realize that all the actions he performs in the present can lead to one or another problem, so he must not only be conscious, but also learn to experience his real emotions without hiding, without pushing them into the far “corner” "of your consciousness.

4. Contact. One of the main goals of Gestalt therapy is to learn to appropriate one’s own experience. In other words, bring contact with the world to full completion, without postponing your impulses for later. Gestalt therapists call such contact with the outside world “cycle contact.” Each contact cycle consists of six stages: the emergence of a desire, its awareness, the release of energy for its implementation, action, the contact itself and subsequent retreat, accompanied by a feeling of deep satisfaction. Stopping this cycle at the initial stages creates a problem. For example, a person cannot decide to have an important conversation, and this desire turns into a problem.

5. Integration. The three above aspects are aimed at recreating a holistic image of a person, achieving harmony in five main areas: emotional, physical, rational (the sphere of thinking and creativity), social and spiritual. Such integration is achieved by various methods and techniques, such as focusing attention in the here-and-now, the patient taking responsibility for his life, bringing a person to awareness of the problem, working with the polarities of his psyche, using metaphors in conversation, using art therapy, monodramas ( psychodramatic technique, in which various objects are used to play out the situation - chairs, toys, etc.).

Hot chair technique

Gestalt therapy sometimes uses a well-known psychotherapeutic technique (monodrama) developed by Perls called the “Hot Chair” (sometimes called the “Empty Chair”). Two chairs are placed in the middle of the room, opposite each other. The patient sits on one of them, looks at the empty chair and asks a question out loud, as if addressing an invisible person. People close to the patient, for example, his father, can act as one or another interlocutor. After this, he moves to the second chair and gives an answer on behalf of his father. So in a simple way You can identify the causes of many internal problems and even resolve them.

In the collective version, the “hot chair” is the place of the participant, on which the attention of the entire group is focused. The volunteer sits on this chair and asks the group a question, such as this: “What do you find attractive about me? What don’t you like about me?” Each of the practice participants takes turns answering this question.

Features of Gestaltherapy

Gestalt therapy is often called the “feminine approach” to problem solving. It is more suitable for sensitive women who like to delve into their own consciousness to find problems and the causes that gave rise to them, than for energetic, action-oriented men. Gestalt therapy implies that coping with internal problems is quite difficult and does not use positive images in its work. Gestalt sessions will not teach you how to live correctly, will not give you the basis for effective communication, and will not reveal the power of your mind. Here they will help you find existing problems and point out your mistakes and weaknesses. Having found an internal (necessarily relevant) problem, the therapist will help eliminate it so that it does not interfere with your development or normal life. Gestalt therapy will help you find a balance between your mind and feelings, with feelings taking center stage. You will be advised to pay more attention to signals coming from within and to adapt to the world creatively.

Gestalt therapy can last no more than two years. It is expected that over such a long period a person will become more aware, which will help him avoid many problems or solve them as they arise.

One of the most well-known techniques is the “hot chair” technique, which is used during group work. A “hot chair” is a place where a client sits when he intends to talk about his problem. In this case, interaction is carried out only between him and the leader of the group, and the rest of the group members become silent listeners and spectators and are included in the interaction only according to instructions.

therapist's axis. At the end of the session, group members report their feelings, and it is necessary that the participants talk about feelings, and do not give advice or evaluate the person sitting in the “hot seat”.

Another original Gestalt therapeutic technique is concentration (focused awareness). Awareness must occur on three levels: awareness of the external world (what I see, hear), the internal world (emotions, bodily sensations), and thoughts. The client, adhering to the “here and now” principle, talks about what he is aware of at the moment, for example: “Now I am sitting on a chair and looking at the therapist. I feel tense and confused. I can hear my heart beating fast." This experiment serves several functions. Firstly, it allows you to strengthen and sharpen the feeling of the present; Perls describes situations where, after using this technique, patients said that the world became more real and brighter for them. Secondly, this experiment helps to recognize the ways in which a person escapes from reality (for example, memories or fantasies about the future). Third, awareness monologue is a valuable material for therapy.

The technique of experimental strengthening is that the client must strengthen any of his little-conscious verbal or non-verbal manifestations.

The next technique, the shuttle technique, is aimed at expanding the zone of awareness. The shuttle technique involves the therapist intentionally changing the levels of awareness, figure and ground in the client's mind.

Shuttle movement can be carried out not only from different zones of awareness, but also from the past to the present and vice versa.

Using the group as a safe model of the world around us is characteristic feature Gestalt therapy.

Finally, the main Gestalt therapeutic techniques include the “empty chair” technique. The "empty chair" is used for several purposes. Firstly, it contains significant person with whom the client carries out a dialogue, and this may even be a deceased person, for example a father, to whom important words were not spoken during his lifetime. Secondly, the "empty chair" can be used for dialogue various parts personality. The therapist offers an experimental game associated with a dialogue between parts of the personality when the patient has opposing attitudes that fight with each other, giving rise to intrapersonal conflict. Intrapersonal conflicts are often generated internal dialogue“dogs from above” - duty, demands of society, conscience, and “dogs from below” - desires, emotions, spontaneity. Turning this dialogue outward has a therapeutic effect.

The “empty chair” technique is used both to integrate “parts” of the personality and to dissociate with introjects.

To work with parts of the personality, the technique of dialogue with body parts is also used.

Another integrating technique is the technique of working with polarities. As mentioned above, in Gestalt therapy there is the idea that opposites and polarities simultaneously coexist in a person. A client complaining of insecurity is asked to present his confident part of his personality, try to communicate with other people as confident person, walk with a confident gait, conduct an imaginary dialogue between your own confidence and uncertainty.

The technique of making circles is used in group psychotherapy, when a group member, as an experimental game, asks certain group members or the entire group to speak about him. Another option is for the group member himself to express in a circle own feelings group members. The technique of making circles is especially effective when working with the projection mechanism.

The Gestalt therapeutic technique of working with dreams is original, significantly different from such work in other psychotherapeutic areas. All elements of the dream are considered as parts of the client’s personality, with each of which he must identify in order to assign his own projections or get rid of retroflection. It is important that when talking about a dream, the client talks about what is happening in the present tense.

As already mentioned, Gestalt therapy uses techniques from other psychotherapeutic directions, but this is done to achieve a specific goal - gaining the so-called wisdom of the body.