Scientific works psychological comfort in the learning process. Speech at the pedagogical council "Psychological comfort at school is an important condition for the effectiveness of training and education"
Pedagogical Council
Topic: "Psychological comfort at school is an important condition
the effectiveness of training and education "
The date of the:
Purpose: Organization of interaction of the teaching staff to form a favorable moral and psychological climate at school.
Tasks:
1.The study of the moral and psychological climate in the school team
2. Study of methods and techniques for creating psychological comfort in school at different stages of training and education.
3. To form the motivation of the teaching staff to create a comfortable environment in the classroom.
4. Stabilization of the emotional background of the participants through a set of training exercises.
Pedagogical council progress:
1. The main components of the concept "Psychological comfort" - teacher-psychologist Chernysheva T.V.
2. Psychological comfort in class as a condition for the development of a preschooler's personality - B.S. Akbuzova.
3. Techniques for creating psychological comfort in the classroom in elementary school. Kalieva A.K., Tereshkova V.V.
4. Activities of the teacher to create a favorable psychological climate in the classroom. Kuanova G.S.
5. A training session for teachers to stabilize the psychoemotional state within the framework of the prevention of CMEA. T.V. Chernysheva
6. Solution.
Pedagogical council progress. The prologue begins with a welcome ritual and warm-up.
Therefore, I chose the poem "Free Talk" as an epigraph for today's meeting:
| - Let's talk? |
Show of the video "School of my dreams"
The topic of our today's teachers' council is "Psychological comfort at school is an important condition for the effectiveness of teaching and upbringing." To announce the purpose and objectives.
1. Exercise "Warming up - self-assessment"
target:relieving stress of fatigue, creating an atmosphere of psychological and communicative comfort, awakening interest in colleagues at work.
All teachers participate.
Tasks:
if you think that your emotional state is helping to communicate with others, clap your hands;
if you can hear only good things, no matter what sounds are pronounced around, smile at your neighbor;
if you think emotions are not so important in learning, close your eyes;
if you can't help arguing when people disagree with you, stamp your foot;
if you express anger by banging your fist on the table, bang your fist on the table
if you can surprise your acquaintances with an extraordinary act, wave your hand;
if you think you don't always get the good that you deserve, jump up;
if you are sure that the negative emotions you are experiencing have only undesirable consequences for you, nod your head;
if you believe that your students' emotions depend on whether you are emotional, stomp your feet.
Questions for teachers:
What new have you learned about yourself and your colleagues by completing these assignments?
2) Psychological attitude: "Everything is in your hands"
“There was a sage who knew everything. One person wanted to prove that the sage does not know everything. Clutching the butterfly in his palms, he asked: is she dead or alive? " And he thinks: "The living one will say - I will kill her, the dead one will say - I will release: The sage, thinking, answered:" Everything is in your hands. "
We have in our hands the opportunity to create an atmosphere at school in which children will feel “at home”.
3. Entering the topic (method "Association").
What associations do you have when you hear the word "comfort"?
Let's come up with words for each letter of the given word: Each has leaflets on the table. After the teachers have completed the task, offer to voice.
K - beauty
О - organic
F - fantasy
O - rest
P - joy
T - warm
Comfort - borrowed from the English language, where comfort is "support, strengthening" ("Etymological Dictionary", N. M. Shansky).
Comfort - living conditions, stay, environment that provide convenience, tranquility and coziness. ("Explanatory Dictionary of the Russian Language", S. I. Ozhegov).
Psychological comfort - living conditions in which a person feels calm, there is no need to defend himself.
Shatalov argued that in order for school work to be effective, the “pickle effect” must work. The main thing is to create a pickle, then whatever the cucumber is, good or bad, once it gets into the pickle, it will be salted. How to create such a “pickle”? What to take as its basis?
The task of the teacher is to organize a certain system of measures to create psychological comfort in the classroom. And how this can be done, our teachers will tell us and share their experience.
Creating psychological comfort at the checkpoint
B.S. Akbuzova's speech
We have the opportunity to create an atmosphere at school in which children will feel “at home”, an atmosphere of psychological comfort, an atmosphere of love and acceptance of students.
Psychological comfort at school is an important condition for the effectiveness of teaching and upbringing. Comfort for a child is determined by the convenience of the developing space and a positive emotional background, the absence of tension in the mental and physiological functions of the body. However, psychological comfort is necessary not only for the child's development and assimilation of knowledge. The physical condition of children depends on this. Adaptation to specific conditions, to a specific educational and social environment, creating an atmosphere of goodwill allows you to relieve tension and neuroses that destroy the health of children.
Children should not have complexes, self-doubt. The class should not be divided into “good” and “bad”, “smart” and “stupid”. Every child should feel the teacher's faith in his strength. The situation of success (I can!) Forms the child's faith in himself, teaches him to overcome difficulties, helps to realize his progress.
The task of the teacher is to organize a certain system of measures to create psychological comfort for schoolchildren. Today I will try to talk about some of them.
The general atmosphere and mood of the group are determined, despite the individual characteristics of the children, by adults. It is possible to single out the criteria that make up the psychological comfort of the child in the checkpoint
Minutes of entry per day.. It is desirable to use music for the appropriate mood. Minutes of entering the day are spent in the morning in order to immediately set the child up for goodwill, calmness, love.
Is it good that the sun is shining? (depict the sun)
Good! (clap their hands)
Is it good that the wind is blowing? (depict the wind)
Good! (clap their hands)
Is it good to go with friends? (walking)
Good! (clap their hands)
Is it good to snuggle up to mom? (hug themselves)
Good! (clap their hands)
Is it good in your native land? (spread their arms to the sides)
Good! (clap their hands)
Okay, where is our home? (depict a house)
Good! (clap their hands)
Is it good to dance around? (spinning)
Good! (clap their hands)
Is it good to be Kazakhstani? (thumbs up) Okay!
Now close your eyes, repeat after me: “I am in a good mood. I can be kind, patient. I will have time to do everything! I will be extremely careful in the lesson.
1.Calm emotional atmosphere in the family.
Emotional stability and the absence of psychological stress in the child in the family has a great influence on the psychological comfort in the checkpoint. Confidence in love, respect and understanding of loved ones sets the child up for open, friendly relationships with teachers and peers. The task of the teacher is to study the psychological situation in the family through questionnaires, monitoring; what was done at the beginning of the school yearas well as taking into account the individual characteristics of each family.
2. Daily routine
1. Morning exercises.
To create a favorable psychological mood for the lesson - early in the morning for vivacity (to wake up) with the first call, we do morning exercises to the music.
It is important for a preschooler to have a stable daily routine. A child who is accustomed to a certain order is more balanced. He imagines a sequence of classes, a change activities during the day and pre-tuned to them. The atmosphere of a calm life, the absence of haste, a reasonable balance of the plans of adults are the necessary conditions for the normal life and development of children. During the day, neither the teacher, nor the children should feel stress from the fact that they do not have time to do something and are in a hurry somewhere.
For a child, food is an important activity. Never, in any situation, adults have the right to force-feed children, force them to eat what they do not want to eat.
Children have the right to their own tastes and preferences in food, the identification of which involves working with the family to determine the individual characteristics of each child. The only condition is an agreement with the parents about the possibility of excluding certain dishes.
stroll - the main condition for the health of children.
Children should have free access to clean drinking water and toilet facilities at all times.
The use of physical minutes during classes;
Allowing to bring a favorite toy to the group.
3. Ensuring the comfort of the subject-developing environment: compliance with the age and current characteristics of the group; availability of toys, non-irritating color scheme of the interior, presence of plants with a scent that helps relieve stress (cinnamon, vanilla, mint), etc.;
4.Good traditions
A prerequisite for mental well-being is the child's confidence that the caregiver treats him with the same fairness and kindness, as well as everyone else, that he is considered as valuable and necessary member of the group as other children.
In everyday life, situations constantly arise when someone is made more comments, someone is praised more often, etc. This can create a feeling in children that the teacher does not treat them the same way. In order to convey to each child that he is valued on an equal basis with everyone, it is advisable to introduce some traditions into the life of the group and strictly adhere to solid principles in their own behavior.
A wonderful tradition to celebrate children's birthdays is to sing the round dance game "Karavai". CHILDREN SAY GOOD WISHES
We have one custom - the Circle of Good Memories. This is a mental return to the past day in order to celebrate all the positive, which distinguished each child. I invite all the children to sit around me to talk "good". Then you need to briefly tell something good about each child. It doesn't have to be some incredible feat or unthinkable virtue. Suffice it to say that Katya dressed quickly today, Maxim coped with the tasks correctly. The most important thing is that every child hears something positive about himself, and the rest will understand that everyone has some dignity. Gradually, this creates an atmosphere of mutual respect in the group and develops self-respect in each child.
Children of this are very cognitively active, often we simply do not have time to answer all children's questions, brushing off the children. The tradition of the “Questioning place” is very good: a chair on which a question mark is glued, the child sits on this chair, showing that a question has arisen, the teacher's task is to pay attention to the child who is in the “questioning place”.
Children are very fond of doing their job at a common table. Everyone will sculpt, paint, build something of their own, the way they want. But everyone will have the pleasant feeling of quietly working alongside others. In addition, children can borrow from each other and from the educator ideas or ways to implement them. These moments of calm and conflict-free communication also contribute to creating a friendly atmosphere in the group.
Do not forget about working with parents, only through joint efforts can you create a favorable psychological climate for a child. Examples include success diaries, boxes of good deeds, and success chamomiles on a locker at the end of the day.
The creation of psychological comfort is facilitated by:
Working with natural materials - clay, sand, water, paints, cereals; art therapy (treatment with art, creativity) - captivates children, distracts from unpleasant emotions;
Music therapy - regular music breaks.
Providing the child with the maximum possible independence and freedom at his age
Accept every child for who they are.
The emotional state of the teacher directly affects the emotional background of the group and the psychological comfort of each child
Emotional well-being for a child is like light for a sprout, warmth, moisture, fertilizer, soil, etc. To grow normally, a child needs love, confidence in his abilities, in his significance and value for us, adults. Closing in on televisions, computers, children begin to experience serious difficulties in communicating with others, especially with peers, and communication greatly enriches the sensual sphere of children. Therefore, it is so important to teach a small child to understand the feelings of others, to adequately respond to them, to be able to sympathize and empathize.
Patience + love + understanding \u003d psychological comfort in the classroom Teacher, you will be understood only when you yourself understand A.A. Ukhtomsky
Topic: "Techniques for creating psychological comfort in the classroom"
Speech by V.V. Tershkova, A.K. Kalieva
Dear Colleagues! Look at a colleague sitting next to you. Smile at him, take his hands in yours. Looking into the eyes of your neighbor, tell him a few kind words, praise something for something. The host should nod his head and say: "Thank you, I am very pleased!" Then he gives a compliment to his neighbor. And I am very pleased to work with you.
« Techniques for creating psychological comfort in the classroom ”.
To enter class energetically, with a good cheerful mood, we recommend:
1. Morning exercises with music.
2. Acupressure facial massage.
We activate and turn on the energy points (biologically active points of the face in the temple area, between the eyebrows, the upper part of the cheeks)
1. For example, to achieve a positive attitude, you can use at the beginning of the lesson the training game "Compliment", with which we started today's meeting.
2. Reception "Smile" showing a video fragment from my lesson.
Morning work-out.
To create a favorable psychological mood for the lesson - early in the morning for vigor (to wake up) with the first call, you can do morning exercises with music.
"Gossamer warm-up" or blitz poll using a ball:
"Vinaigrette" - questions from different areas of knowledge, for example:
How many hares can't you keep up with? (For two.)
What leg does a dog need? (Fifth.)
A golden wheel in the blue sky? (The sun.)
How many letters are in the Russian alphabet? (33)
What are the last three letters of the alphabet? (E, u, me.)
"Achievement tree"
Psychologist or teacher: Pay attention to our lonely tree. Each of you has different colored leaves. I will ask you to take one of them (of any color) and help our tree to be covered with colorful foliage.
Those who chose the green leaf will be successful in today's class.
Red leaf - want to communicate.
Yellow leaf - be active.
Blue- will be persistent.
Remember that the beauty of a tree depends on you, your aspirations and expectations.
"Magic Glade"
Cut flowers in different colors.
Psychologist or teacher: It's autumn outside, flowers have faded, leaves are crumbling. All these flowers used to grow in a large sunny meadow. Imagine that our class is a magic clearing. Attach the flower wherever you like it. Look - the room has become warmer and more cheerful, because your flowers have bloomed. May it always be so!
Technique "Allowed prompt"
Essence: children prompt each other mentally (ask the rule, the rest prompt mentally)
Reception "Homework of your choice"
Essence: Students are asked to choose their own homework for any subject or group of subjects.
I won't give you homework today. If anyone wants, let him ask himself a task, and tomorrow he will show me and tell me why he chose this particular task.
Cognitive reading method
The bottom line: the child does not like the poem given by the teacher to learn by heart. The teacher invites this child to learn the poem he wants, but according to the theme, to arrange it: write, illustrate, come up with questions to the content. (A. Pleshcheev "Spring")
Children's birthday method
The bottom line: encrypt the name of the birthday person in a crossword puzzle or in a rebus, invite the children to solve. Present the child a lesson: "I will give you a lesson." If the birthday is on vacation, ask the child when to give him a lesson?
3. "Expectation tree"
Guys, today I want to tell you a parable. Listen to her carefully.
According to legend, there are wonderful trees in the world that bring good luck and fulfill wishes. Many brave men tried to find them, but returned with nothing. Then they declared the story of the wonderful trees a fiction and stopped looking for them. But people wanted so much to believe in the legend! And they began to endow ordinary trees with special abilities, believing that they would bring them good luck. So today we will create a "Waiting Tree" There are three leaves in front of you. You only need to select 1.
If you choose yellow, you want to communicate, be active,
if red - you will be persistent in achieving the goal,
and if green, you will be successful.
Remember that the beauty of your tree depends on your desires.
Children decorate the tree.
With the desire to be sociable, active, persistent in achieving the goal, and successful, we get down to work.
"Let's look at the main part of the lesson"
1. Using the program of observations in the lesson, I suggest that you look through the fragments of the lessons and determine how the psychological and pedagogical support of the students was organized in the lesson?
(Video) with commentary.
2. Performing special exercises in the classroom.
“The games and exercises included in the lesson contribute to the creation of psychological comfort. These exercises are a combination of education and psychological training. They help to develop the personality's abilities to effectively interact with people around, develop vital skills and create a favorable psychological climate in the lesson. (to each participant)
| List of exercises | purpose |
| Association (the name reflects the essence ins students' stories are verbal expressionsand living positive emotions towards a partnereru) | Helps to installe maintaining and maintainingn tact, as a result - up tofrom reduction of the ready statein good communication; wayb helps establish bland a favorable psychologicale climate for dalb her communication; affects the change fromabout standing, feeling, behavioral lipsanew. |
| Typewriter... Each teacher has a word from a common definition, the children take turns picking up the right word so that in the end they get an agreed sentence. | Forms a sense of belonging to a group, cohesion, develops the ability to work in a group. |
| Associations... Children select an associative array for some definition, the other team must guess what they are talking about. | Forms an adequate understanding, perception of a partner, develops active attention, group cohesion. |
| Swap places who ... The teacher names a sign and the students change places. For example: who loves oranges, who is dressed in red, who plays the guitar, etc. Alternatively, hand out cards with words and give an assignment, for example, “Swap those who have the property of symbols on the card”, “... properties of paragraphs”, “Swap those who have the author born on the cards in the 20th century”, “... wrote prose " | It allows you to get information about each other, builds cohesion, active attention. |
| Window. The teacher gives each group some material on the topic of the lesson. Then the children are encouraged to split in pairs and stand opposite each other. The task is given: “Imagine that you and your partner are separated by a thick glass window. Those that shouting is useless, you will not be heard. However, you need to tell him something important. Try to pass through the glass what you need and get an answer. ”After sending messages, partners exchange information about what was communicated and what was understood. | Develops observation, attentiveness and the ability to understand each other. |
| Message.Students are encouraged to stand in a circle. The task in a circle to convey the message as quickly as possible and without distortion (lesson topic, new term, etc.) | Forms a sense of belonging to the group. |
| Paired drawing. Participants are divided into pairs and with the help of pictures, signs, symbols "talk" to each other on a topic set by the teacher. After that, it is discussed whether the conversation worked out, whether the partners understood each other. | Forms skills of mutual understanding and interaction. |
"We pass to the consideration of the final part of the lesson"
The end of the lesson is especially important. It is very important with what mood the students leave the class. And here a special role is played by both the teacher's assessment of the work and attitude to the lesson of the students, and the self-assessment of their own activities by the students themselves.
2 Talking about self-assessment of the mood and work in the lesson of the students themselves, you can use such techniques as: (examples on the screen)
“Draw your mood” (or, alternatively, the mood of a classmate, for example, a neighbor on a desk). This technique develops the ability to reflect on one's emotional state.
Use a mood chromatogram (Blum table?)
You can build a graph of mood at different stages of the lesson. (On the axes of the graph indicate the mood and stages of the lesson).
You can use a temperature thermometer, with the help of which you can evaluate your mood and your performance at different stages of the lesson. (0 - indifference, up arrow - liked it, down - felt uncomfortable).
"Continue the phrase": I feel ...; Today at the lesson I especially liked ..., failed ....
Leave a sign under the pictures on the board expressing different moods (you can use a smiley).
You can put an assessment of your psychological state in the lesson in points, for example, on a 10-point scale. And then the teacher can plot the mood of the whole class.
** Summing up the above, I would like to announce 12 commandments, the fulfillment of which will have a beneficial effect on improving the comfort in the lesson:
respect children;
do not harm, look for good in children;
notice and celebrate the slightest success of the student, children become embittered from constant failures;
do not attribute success to yourself, but to the disciple's fault;
wrong - sorry, but make mistakes less often. Be generous, be forgiving;
in the lesson, always create a situation of success;
do not shout, do not insult the student under any circumstances;
praise the student in the presence of the team, and say goodbye in private;
only by bringing a child closer to oneself can one influence the development of his spiritual world;
do not look for a means of reprisal in the face of parents for their own helplessness in dealing with children;
evaluate the act, not the personality;
let the child feel that you sympathize with him, believe in him, have a good opinion of him, despite his mistake.
So our lesson has come to an end. Now we will turn our "Waiting tree" into an "Achievement tree".
If you learned something new, you were interested - you choose an apple.
If it was good, but it could be better - a flower.
Well, if you didn't know anything - a dry yellow leaf.
"The activities of the teacher to create a favorable climate in the English lesson"
Teacher: Kuanova G.S.
The purpose of teaching students a foreign language is the development of communicative competence. The most important condition for achieving this goal is the creation of a favorable psychological climate in the classroom.
Based on the humanistic concept of Carl Rogers, the concept of "I", viewed the learners not as a class, but as a group of people in need of therapy and counseling from the teacher. The main goal is to establish such interpersonal relations that would contribute to a decrease in the level of anxiety, an increase in self-esteem, relaxedness, an increase in the level of the socio-psychological climate in the team, etc. This is possible by working in a group and by creating a collaborative environment.
Now we understand that it is necessary to demonstrate to children our complete trust in them, help in the formation and clarification of goals and objectives, organize the communication of new material in the form of an engaging dialogue, not violate the logical structure of the lesson, proceed from the fact that students have internal motivation T. In the context of a constructivist approach to learning and teaching, when the essence of the educational process itself changes, active and interactive forms of student interaction appear, focused on the disclosure and development of each individual's individuality. Creating a Success Situation the lesson contributes not only to the differentiation of tasks by levels of difficulty, but also to take into account the age characteristics of children. relating to age differences of children, especially cognitive processes (memory, perception, etc.), metaconsciousness. We systematically conduct physical exercises, positive videos, creative tasks: writing in a circle, syncwine. Thus., Creating favorable psychological conditions, the atmosphere of cooperation, we create a situation of success.
From the point of view of pedagogy, success is the modeling of a certain situation, during which it is possible to achieve significant results, both for an individual student and for the whole team.
Experiencing the emotions associated with success allows you to:
increase the motivation for learning, develop cognitive interest;
stimulate performance;
correct negative personality traits: anxiety, suspiciousness, insecurity, low self-esteem;
to develop personal qualities with a plus sign: initiative, activity, creativity;
maintain a favorable emotional environment in the team.
Thus, one of the main tasks of a teacher is to create situations of success.
And each teacher is looking for his own techniques and means to make the lessons interesting, exciting, in which each student has the opportunity to develop their cognitive, creative and mental activity.
At the motivation stage, it is important to apply techniques that mobilize the beginning of the lesson, add emotion to the lesson. In some cases, this is building an associative series, in others, phonetic exercises, speech workouts, various kinds of tasks: “scattered letters”, “another word” “find a couple” ..., and also conducting trainings: “Ladoshki”, “Circle of Wishes”, “ Traffic lights"…
Options for modeling success situations in the classroom
Praise
Tasks of varying difficulty
This technique is taken from methods of differentiated teaching and allows each child to complete a task that he can do. At the same time, the stronger students get a chance to show off their erudition, the "middle peasants" can distinguish themselves with a creative approach, but the weakest ones will also get satisfaction from the completed task.
Independent task selection
Students are encouraged to choose their own assignment. The content of the assignment should be the same, students can choose the volume, difficulty of completing, choose an individual task or work in pairs / groups, self-training or with the help of a teacher.
Firstly, children develop the skill not to get lost in a situation of choice, and secondly, it teaches them to make a conscious choice, to adequately assess their strengths and abilities.
Games and game situations
The situation of success associated with the positive formation of the child’s emotional sphere is gaining particular relevance today. Emotions of joy, self-confidence are so necessary today. It is very important to convey to students the idea that the value of education is enduring. And this can be realized only through an interested attitude to one's educational work.
There are many ways to create psychological comfort, teachers told us about them. I want to suggest you use the following collection in your lessons. (show, tell)
So, the emotional well-being of the teacher is a condition for the positive emotional state of children.
Dear educators, I ask for your attention and support. I would like to present my game training lesson.
In order for you to be clear the goal is to plunge into history.
Introduction
So, the Roman emperor Diocletian, after 20 years of successful expansion of the empire, suppression of uprisings and the domestication of barbarians, spat on everything and went to the village to grow cabbage, as evil tongues claimed. For the next 16-plus centuries, the ungrateful descendants considered the ancient Roman an ordinary madman, and only recently psychiatrists gave him an accurate diagnosis - the emperor was burned to death at work.
Burnout syndrome is a state of mental, emotional and physical exhaustion that manifests itself in professions associated with people. This is a feeling of fatigue, insomnia, negative work, people, children, guilt, anxiety, irritability.
Blue Bird presentation
Self motivation
Note 16 centuries remembered the emperor. In order for you to be remembered for even longer and only with a kind word, take care of yourself right now. I invite here those who are experiencing something similar or would like to save themselves from this state.
Exercise - Energizer
I am delighted to welcome you all. In order to warm up a little after work, I suggest playing a game. At my command, you need to line up on a certain basis as quickly as possible without words, using only gestures, eyes, etc.
- "Build by height"
- "Build at the height of the heel, starting with the smallest"
- "Build by date (number) of birth, starting with the smallest"
- "Build by the month of birth, but in the order of winter, spring, summer, autumn"
Discussion questions for the exercise:
What helped build faster?
Would the game take place if everyone was the same in eye color, height, etc.?
Conclusion to which they come: We are all different, but we are fun and interesting together.
Exercise "Galoshes of happiness" (10 min.)
Purpose: development of positive thinking of teachers.
Tasks: development of skills of self-knowledge, formation of skills of positive perception of the world, development of a positive self-concept, development of skills of emotional self-regulation.
Materials and equipment: “galoshes of happiness” (game element, ordinary rubber galoshes, preferably large with a cheerful design), cards with situations.
Instruction I want to invite you to play a game called "Galoshes of Happiness." Andersen has a fairy tale with that name. In this fairy tale, the fairy was presented with galoshes of happiness for her birthday, which she decided to give to people to make them happier. The person who put on these galoshes became the happiest person. Galoshes fulfilled all his desires, he could be transported at any time or era. So, I suggest you put on these galoshes and become a happy person. I will also read you various situations, and your task is to put on these galoshes and find positive sides in the situation proposed to you. In other words, look at the situation through the eyes of a happy, optimistic person. Expected result: the participants of the game, putting on “galoshes of happiness”, respond to the proposed situation in a positive manner. Those who find it difficult to give a positive answer, the other participants in the game help by offering their own options. Participants receive emotional relaxation and a positive attitude.
Cards with suggested situations and possible answers to the game "Koloshi of Happiness"
The director scolded you for a poor job.
I will draw the appropriate conclusions and try not to make mistakes.
Next time I will try to do my job better.
You have been given cool guidance on weak children.
There is an opportunity to try your hand at working with such students.
This is a great opportunity to learn new classroom techniques.
At work, the salary was delayed.
You can save on something.
You can now go on a diet.
You broke your heel on your way to work.
Good reason to buy new boots.
Most of your students wrote very poorly on the test.
A good opportunity to analyze what material children have not learned well.
You are suddenly ill.
Good reason to relax.
Finally, take care of your health.
Your husband left you.
Now you do not need to waste time washing, ironing, cooking, you can spend your time on yourself.
More time for hobbies.
You have been laid off.
A good opportunity to do something else, change the type of professional activity.
New team, new perspectives.
Exercise "Breakfast with a Hero"
purpose: to develop skills of persuasion and the ability to find arguments in favor of your position.
Time spending: 30 min.
Materials: pens, sheets of paper.
Exercise progress
Issues for discussion:
Why did this hero stay?
It was easy to concede and why did you concede?
How did you feel when you disagreed with you?
What did you feel when you agreed?
Do you often encounter a situation of choice in life?
And finish our teacher's council with a positive video "Lamb and Crawl"
Decision:
1. To issue an electronic collection of methods and techniques for creating psychological comfort in the classroom by 7.12.15. Responsible T.V. Chernysheva
2. Use in the work "Collection of universal techniques for creating a favorable climate in subject lessons." Responsible managers of the MC.
3. Conduct psychological training to stabilize the emotional background of teachers in order to prevent the syndrome of emotional burnout during the year in accordance with the plan. Responsible Chernysheva T.V.
Pedagogical advice: “Pedagogical comfort in the lesson, as a condition for the development of the student’s personality.”
TARGET: analyze the state of the psychological climate in the classroom and identify the conditions and factors that stimulate the creation of a comfortable environment and prevent this:
TASKS:
To form the motivation of the teaching staff to create a comfortable environment in the classroom;
To develop an action plan for the teaching staff to create a favorable psychological climate for the development of the student’s personality in the lesson;
To develop the “Golden rules of the school teacher” as the basis for the psychological and pedagogical support of the lesson.
Training:
Questionnaire for students in grades 7-11;
Drawing up an observation program, attending lessons;
Analysis of materials, identification of trends.
Form of conduct: productive game.
During the pedagogical council, six groups will work.
1. Psychological attitude: "Everything is in your hands."
“There was a sage who knew everything. One person wanted to prove that the sage is not that wise. Clutching the butterfly in his palms, he asked: "Tell me, sage, which butterfly in my hands is dead or alive?" And he thinks: "If a living one will say, I will kill her, if a dead woman will say, I will release her." The sage thought about it and answered: "Everything is in your hands."
We have the opportunity to create such an “environment” in the school so that each student would feel as comfortable as possible.
2. Theoretical input
Currently, scientists in the field of pedagogy and psychology, practicing teachers talk and write about the humanization of education, about the individual approach to the student in the process of teaching and upbringing, about attention to each child, about creating an atmosphere of psychological comfort at school.
This is declared in the law of the Russian Federation “On Education”.
Article 56.3 says "on the termination of an employment contract with a teacher in case of application, including one-time, of methods of education related to physical and (or) psychological violence against the personality of the student."
Art. 32.3 "an educational institution is responsible for the quality of education of its graduates." The presence or absence of psychological comfort affects the state of the student's psyche, his desire to learn, and, as a result, his academic performance.
In the UN Convention on the Rights of the Child, Article 28.2 states: “States Parties shall take all necessary measures to ensure that school discipline is maintained through methods that reflect respect for the human dignity of the child in accordance with this Convention”.
In the Concept of modernization of Russian education until 2010, clause 2.1 indicates:
“The availability of quality education means state guarantees: education in conditions that guarantee the protection of the rights of the student in the educational process, his psychological and physical safety”. In addition, clause 2.2 notes: "A general education school should form an integral system of universal knowledge, skills and abilities, as well as the experience of independent activity and personal responsibility of students." competencies. ... "initiative, independence, tolerance, ability to successfully socialize in society."
Such a person can form in conditions such psychological space, where a child from the first grade given the opportunityexpress their "I AM";make a choice in accordance with their value orientations; Where encouragedgenerating ideas, proposing various kinds of initiatives, making interesting proposals; Where is developing willingness and ability to take responsibility; Where conditions are created for self-affirmation of the child, taking into account the strengths of his personality; Where formedlook at another person. as an absolute value.
Main criterionsuch a psychological space is safe environment,
an atmosphere of psychological comfort, which is at the same time:
developing;
psychotherapeutic;
psychocorrectional.
And in the conditions adaptive school all the moresince in this atmosphere barriers disappear, psychological defenses are removed,and energy is not spent on anxiety or struggle, but on training activities, on the production of ideas, on creativity.
3. The concept of "psychological comfort"
From the pedagogical point of view, comfort acts as a qualitative characteristic of two leading directions:
organization of the intra-school environment;
features of the organization of educational activity of a student
A comfortable intra-school environment is the internal space of the school, the system of its conditions that allows preserving the psychophysical health of students, contributing to their optimal inclusion in educational activities, successful self-realization. Comfort allows you to maximize the health of the child, contributes to adequate behavior and successful activities. Maintains a positive emotional background, forms a stable experience of pleasure from being at school. The structural components of general comfort at school are:
physical;
intellectual;
psychological (social and communicative).
Physical comfort the student is characterized by the correspondence between his bodily, somatic needs and the subject-spatial conditions of the intraschool environment. First of all, these are the needs for a special thermal and light regime, the "microclimatic" features of the premises - humidity, ventilation, etc. The features of our society for a certain category of schoolchildren determine the need for food, water, as an important factor in physical comfort. This category also includes the school's work schedule: the duration of training sessions, the duration of changes, "physical education minutes", the optimal scheduling of lessons, etc. These are all conditions on which a person's life is based and which must be taken into account when organizing a favorable intra-school environment.
Intelligent comfort talks about a person's satisfaction with the processes of his mental activity and its results. in the learning process is satisfaction
information needs. In the classroom, intellectual comfort is achieved by changing types of activities, individual support of individual children. Maintaining interest in a subject is an extremely important type of development of motivation necessary for the intellectual development of a person. The situation of the intellectual of success- it is a set of pedagogical conditions that ensure the child's self-realization in any kind of activity (study, social activity, work, sports, artistic creation.) This contributes to the formation of a positive and at the same time adequate self-esteem of the student.
The source social and communicative comfort are primarily organizational and communicative conditions of the intraschool environment, i.e. organization of interpersonal interactions of subjects of the educational process. (student - student, student - teacher, student - parent. teacher - parent, teacher - teacher, etc.) The interaction of all participants in the educational process within the school creates a special environment. The way of school life, a tradition in which interaction is built on the basis of achieving trust, understanding, a comfortable state for both children and adults.
The child becomes happy when he feels sincere love for himself, which reduces anxiety and gives the child a sense of security. At the same time, the relationship between teacher and students is characterized by such qualities as trust, respect, exactingness, a sense of proportion, justice, kindness.
In general, the state of comfort carries with it a sense of satisfaction with one's own activity, positive motives for its continuation, which in turn leads to the individual development of the personality of each student.
Comfort- (from English comfort)
"Support, strengthening"
Etymological Dictionary N.M. Shansky
Comfort- these are the conditions of life, stay; environment providing comfort, tranquility and comfort
Explanatory dictionary of the Russian language S.I. Ozhegov
Psychological comfort
living conditions under which the child feels calm, there is no need to protect oneself.
Assignment: I. What associations do you have when you hear the word "comfort"?
4.Analysis of the state of the psychological climate in the classroom (based on the results of the questionnaire)
Task III. Identify the negative and positive meaning of the associations of the "psychological climate" in the lesson:
Assignment: IV. Modeling the personality of the “Ideal” teacher:
Assignment: V. Solution of pedagogical situations
Discuss the pedagogical situation in the group.
Identify solutions: a) contributing to the creation of "psychological comfort";
b) not contributing to this.
Stage
Pedagogical situations:
2. The whole class in solidarity refuses to do homework. Which you ask. Your actions?
3. Entering the classroom. You found the following inscription on the board: "We don't want to learn from you." Your actions?
4. Excited parents of a student came to you, who announced at home that they no longer want to study with you. Your reaction
5. In a fit of anger, one of the students in the lesson said: “My
Mom said that you do not know the subject and you have a low mental level. ”What are your actions?
6. The student in the lesson in a sharp form expressed dissatisfaction with the assessment given by the teacher. Your reaction
Assignment: VI. Development of "Golden rules of psychological comfort in the classroom"
Techniques for creating psychological comfort (according to D. Carnegie)
SMILE! A smile enriches those who receive it and does not impoverish those who give it!
Remember that for a person the sound of his name is the most important sound in human speech. Call the other person by name as often as possible.
Be able to clearly and sincerely acknowledge the good in others.
Be cordial in your approval and generous in praise, and people will cherish your words, remember them throughout their lives.
The desire to understand another person breeds cooperation.
Be genuinely interested in people.
Be a good listener, talk about what interests the interlocutor, instill in him an awareness of his importance
The golden rules of psychological comfort in the lesson (summary)
Study is a mountain peak
The road is hard in the forest
It's easy for someone who is very strong
And the "weak" is hiding in a hole.
And our goal is to remove fatigue.
And the fear that oppresses them.
To make learning a joy
Let success come to everyone!
We discussed this topic,
And the conclusion entered the rule,
For the teacher to be omnipotent
He found his own approach to everyone!
Calm, only calm!
Friendly exactingness!
You must always be ready for the lesson!
Only humor. A smile can help us!
Laziness, anger, irritability - no !!!
THIS IS OUR MAIN ADVICE !!!
PS: "Dedicated to our teachers ..."
Natalya Mikhailovna:An excellent teacher and class teacher. Our second mother! We love you!!!
Lyudmila Konstantinovna:Thank you very much! You made of us people, our class is the most friendly only thanks to you. I would like to say a lot of kind words to you. For 7 years you have become a real second mother to us.
Elena Sergeevna: You are ours the very first and the best teacher! We will never forget you!
Valentina Gennadyevna:without you the story would be boring and uninteresting. The coolest teacher, for every grade she will find her own joke!
Olga Nikolaevna:to me will miss your films and aquarium at my desk. Thank!
Tamara Valentinovna: Thank you so much! She is a strict, critical person, but when she sometimes says so she will say that it’s easy stop respecting yourself or you won’t start to think…
Lyudmila Nikolaevna: This person is just unusually amazing! Demanding woman but with great sense of humor ...RESPEKT:
Elena Petrovna: My favorite topic in biology is the internal structure of the human body! Thank you1 We are with you broadened their horizons!
Albina Alexandrovna: Thank you for those who did not know how to hold a needle made by craftswomen!
Sergey Ignatievich: It's impossible to say about this teacher without emotion, you just SUPER! Thanks that chased me to the stadiums and sorryme for arguing with you ...
Galina Yurievna: How difficult it was to master a computer, but everything is up to you! Thank!
Irina Yuryevna: I love my English teacher! Thank you so much that in addition to the lessons she helps us with participation in distance competitions and earn very good places there!
Andrey Borisovich: Thank you so much, my teacher!
is he taught me a lot, told a lot about the army and military equipment, and most importantly, he helped me make a choice my profession ...
Marina Valerevna: Thank! Thanks to you i i feel more confident, thanks to your studies, I know myself better, and in general - it's betterbegan to live with myself ...
Lyudmila Petrovna:Thank you for the tips! After all, your every joke was a hint so that we pay more attention to it! Through great patience you taught us love school or at least treats her with respect. Thank!
VI. Reflection "Everything is in your hands"
Circle your left hand on a piece of paper. Each finger
this is some kind of position on which you need to express your opinion.
Big-for me it was important and interesting ...
Pointing-i received specific information on this issue ...
Middle-it was difficult for me ...
Nameless-my assessment of the psychological atmosphere
Little finger-it wasn't enough for me ...
THANKS FOR THE WORK!
Applications:
| Associations | Negative meaning | Positive meaning | |||
| Desert | |||||
| Mountain peak | |||||
| Swamp | |||||
| Fog | |||||
| On the waves under sail | |||||
| Forest Road | |||||
| Identify 10 personal qualities of the “ideal” teacher: | ||||
| 1. The student disrupts the lesson. To your demand to leave the class, he replied: "Get out of here yourself!" How can this be prevented? If this happens, what is your reaction? |
||||
Principles of psychological comfort
(humanist psychologist Carl Rogers)
1. From the very beginning and throughout the educational process, the teacher must demonstrate to the children his full confidence in them;
2. He should help students in formulating goals and objectives for the groups and for each student individually;
3. He should always assume that students have an intrinsic motivation to learn;
4. He should act for students as a source of diverse experience, to which you can always turn for help, when faced with difficulties in solving a particular problem;
5. It is important that he plays such a role for every student;
6. He must develop in himself the ability to feel the emotional mood of the group and accept it;
7. He must be an active participant in group interaction;
8. He should openly express his feelings to the group;
9. He should strive to achieve empathy that allows him to understand the feelings and experiences of each student;
10. Finally, he must know himself well.
Igor TSETSORIN, director of lyceum №9, Belgorod: Stress is prohibited
The problem of emotional comfort at school is closely related to the problem of pedagogical interaction (teacher - teacher, teacher - student, teacher - group of students, teacher - student self-government). With the participation of psychologists and a social educator, we have developed a system of health care and psychological and pedagogical support for students. The lyceum constantly operates a psychological and pedagogical seminar, the tasks of which include supporting the educational process, organizing self-diagnostics of teachers, analyzing the state and actions of the teacher in critical situations. Psychologists of the lyceum conduct a psychological analysis of the lessons (the style of interaction between the teacher and the students, the analysis of the achievements of the lesson goals, the psychological climate of the lesson, the types of student interactions in the lesson). Psychologists also provide individual consultations for schoolchildren and parents, diagnose the individual characteristics of children.
Under the guidance of the methodological service of the lyceum, a permanent seminar is working on the problem "Assessment of the lesson from the standpoint of health conservation." Meetings of the scientific and methodological council are systematically held at which the results of microclimate diagnostics in the student team are analyzed.
A student sociological group works in the lyceum, which conducts polls, questionnaires of students in order to identify problems, conflict situations, complaints.
Speaking about the intellectual comfort of lyceum students, we mean, firstly, that the educational process should not create situations of "exceeding opportunities": the level of requirements, workload, pace of work should correspond to the students' capabilities and not cause them an overload, which inevitably entails followed by increased fatigue, stress and poor health. Secondly, when organizing the educational process, it is necessary to fully use the individual cognitive characteristics of each student. These goals are achieved through various educational technologies and active forms of learning.
Do not forget about the organization of leisure of students. The lyceum has various circles, a theater studio, a chess club, and sports sections. Student editorial board publishes the school newspaper "We".
Irina PUTINTSEVA, director of gymnasium No. 6 "Ermine", Novosibirsk: We are interested
At school, children spend most of their day. This is the second house where they should be comfortable, light, warm. Entering us, you will immediately feel the special atmosphere. In the halls, in the corridors are hung not only diplomas and letters, but also news, drawings of children, photographs.
Children live in a society where there are many problems. We are conducting joint projects with an orphanage, there is a program to help children with disabilities, we also organize charity concerts, evenings for elderly residents of the area. Schoolchildren learn not only within the framework of lessons, they become real citizens, realize their responsibility for what is happening around them. Several years ago we created the Community Schools Program and we are doing it honestly.
It is not just the support of the parents that is very important, but their consent, participation in our affairs. We report to the school board, post news on the website, write about us in the newspapers.
Nikolay SEREBRYAKOV, director of the Kurkinskaya school, Vologda region: Learning on wheels is a disaster
What does the concept of "comfort at school" mean for a student? The child is comfortable when it is beautiful and warm around. When calm: there is no anxiety and fear in front of teachers, because they are caring, although demanding.
Our school has 40 minutes of lessons, and during the lunch break, which lasts an hour, all the children go home, spend this time with their parents, and thus relieve psychological stress. The same purpose of psychological relief is served by dynamic pauses between lessons and lessons.
If we talk about the comfort of the teacher, then I believe that the lack of conflict of leadership is one of the main indicators that ensure calm working conditions for subordinates. The teacher feels comfortable in a comfortably equipped classroom: with good furniture, computer equipment, encyclopedias on the shelves, flowers on the windows. All these conditions can be provided by the school administration. But there are conditions beyond our control. Discomfort occurs if a person receives not enough high salary for his work. The teacher needs to be paid decent money for his NORMAL work. And now we have a tendency to pay more to the teacher who works abnormally, irregularly - trying to be in time here and there in order to get ahead of his colleagues in the results of activities. This leads to an overload of teachers - psychological, physical. At the same time, a teacher cannot comfortably rest, for example, in the summer where he wants, because of low wages.
Our teachers experience discomfort due to the lack of confidence in the future. The new wage system and per capita financing, which will be introduced in the Vologda Oblast, are alarming for us. Is there an additional payment for the teacher's achievements in teaching? But rivalry in a small rural school is unrealistic - in one class there are 19 students, and in the other there are three: which class will potentially "show" higher educational results? Small rural schools in conditions of normative per capita funding will inevitably have the least funding. But in classes with low occupancy, it is more difficult to work: children are diametrically opposite in terms of their level. To educate them qualitatively, one must be a true master of his craft. Now we have found a way out - to close small schools and take children to larger ones on buses. Learning on Wheels is a disaster on our roads, drivers and parents.
Teachers will not be able to work with children at night as they do now. And what will happen to the two dozen circles and sections that are now being conducted at our school ?! The school will be closed - there will be no cultural and sports events in the village. All 100 percent of rural children will never travel steadily to distant schools by bus. We need to raise agriculture, develop it and its infrastructure, and we, on the contrary, are on the path to destroying the existing one. It has already reached the talk of enlarging the rural settlements themselves ... So the teachers of village schools are restless.
Vladimir EREMIN, director of the Parizhskommunskaya school of the Verkhnekhavsky district of the Voronezh region: Do not raise your voice
How to create comfortable conditions at school? This is a difficult question, and it is better to divide it into two components: comfortable conditions for relaxation and for the educational process. If we talk about studies, then here we need to talk about the teaching staff and the material base. Our school has 100 percent teaching staff, and all are professionals. That is, no one conducts combined professions, everyone works in their own specialty and with an appropriate diploma. I know that this is not observed in every rural school, especially in a small one. We have 76 students and 16 teachers, 11 classes, the average occupancy is 6.9 people, but there are also very small classes. For example, in the tenth this year one student came, in the eleventh three study, and in the eighth and ninth - 14 people each.
If we talk about the material base, then here are also their achievements and problems. The school building is nice, two-story, built 35 years ago, the classes are spacious, designed for an average of 20-28 students. Heating, sewerage, water - all conditions are met. And, of course, the guys feel comfortable in such a school. Recently, equipment has been purchased for 100 thousand rubles - in the physics room, there are also three computers at the school, the Internet works.
Teachers try to organize the educational process at the level. At the request of students, we open additional electives and elective courses. In 2007, we set a kind of record for medalists: we had three graduates, and all three were medalists. On the exam, they all received fives and entered universities on the budget: the construction and agricultural universities and the forestry academy. This year, six people graduated from school, and two entered higher education institutions. In general, it is already a tradition that our children enter universities every year. And this, I think, is also an indicator of comfort in studies, despite all the difficulties.
In general, the comfort at school, especially in a small one, largely depends on the students themselves. If the guys who want to study come, then the microclimate improves. Because teachers do not raise their voices, do not run after students and do not persuade them to go to lessons. Of course, we must try to make our school, even a small one, more interesting and attractive for students. And in many respects it depends on how their leisure time is organized.
Speech at the pedagogical council.
Topic: Psychological comfort at school is an important condition
the effectiveness of training and education.
Psychological comfort at school is an important condition for the effectiveness of training and education.
Entering the topic (method "Association")
What associations do you have when you hear the word comfort?
(Words must begin with the letters of the given word.)
K beauty
About Organic
M mom
Fantasy
About Rest
R Joy
T Heat
What is comfort?
Comfort - borrowed from the English language, where comfort is “support, strengthening” (“Etymological Dictionary”, N. M. Shansky).
Comfort - living conditions, stay, environment that provide convenience, tranquility and coziness. ("Explanatory Dictionary of the Russian Language", S. I. Ozhegov).
Psychological comfort - living conditions under which a person feels calm, there is no need to defend oneself.
No academic success will be beneficial if it is "mixed" in fear of adults, suppression of the child's personality. As the poet Boris Slutsky wrote:
Teach me nothing
What pokes, talks, bugs ...
However, psychological comfort is necessary not only for the child's development and assimilation of knowledge. The physical condition of children depends on this. Adaptation to specific conditions, to a specific educational and social environment, the creation of an atmosphere of goodwill can relieve tension and neurosis that destroy the health of children.
Children and teachers are at school from morning to evening. And most of the time is occupied by lessons. Therefore, it is very important to what extent the lesson as an “environment” provides the child and the teacher with a comfortable state.
Children should not have complexes, self-doubt. The class should not be divided into “good” and “bad”, “smart” and “stupid”. Each child should feel the teacher's faith in their own strength. A situation of success (I can!) Forms a child’s self-confidence, teaches him how to overcome difficulties, and helps him to realize his progress.
The teacher’s task is to organize a certain system of measures to create psychological comfort in the lesson.
Currently, scientists in the field of pedagogy and psychology, practicing teachers talk and write about the humanization of education, about the individual approach to the student in the process of teaching and upbringing, about attention to each child, about creating an atmosphere of psychological comfort at school.
This is declared in the law of the Russian Federation “On Education”. The presence or absence of psychological comfort affects the state of the student’s psyche, his desire to study, and, as a result, his academic performance.
The UN Convention on the Rights of the Child, article 28.2 states: “States Parties shall take all necessary measures to ensure that school discipline is maintained through methods that reflect respect for the human dignity of the child and in accordance with this Convention”.
Psychological safety of the educational process is a state of protection of a student from threats to his dignity, mental well-being, positive outlook and self-attitude.
Obviously, psychological safety is the most important condition for the full development of the child, preservation and strengthening of his psychological health. Psychological health, in turn, is the basis for the vitality of a child who, in the process of childhood and adolescence, has to solve by no means simple tasks of his life: master his own body and his own behavior, learn to live, work, study and take responsibility for himself and others, master the system of scientific knowledge and social skills, develop your abilities and build the image of "I". This means that a modern school must seriously and truly become not only a place where children are taught, but also a space for their full-fledged maturation, a breeding ground for the formation of successful, happy and healthy people. This is possible only in an atmosphere of spiritual comfort and a favorable socio-psychological climate in an educational institution. And for this, the lesson as an educational space should be the territory of unconditional psychological security.
Naturally, there are various situations that interfere with psychological comfort. For students, such "interfering" factors are: self-doubt, increased fatigue, slowness of the pace of activity, increased need for attention, increased physical activity, difficulties in switching from one activity to another. For teachers (according to statistics), the factors for the occurrence of discomfort are: physical and psychological stress at work, constant assessment by various people, a high level of responsibility, a tendency for an aggressive attitude on the part of parents and students, and different styles of teaching staff management.
Generally speaking, analyzing potential "critical points", we can distinguish several groups of factors that make up the environment of the student. It:
Psychological and pedagogical factors (the personality of the teacher, the complexity of the curriculum, the child's ability to learn this program);
- social (status in the classroom, relationships with other students outside the classroom, etc.);
- physical (school space, including the situation, lighting, daily routine, quality of food, etc.)
Turning to the works of modern psychologists and physiologists, we can single out the so-called school risk factors, which, according to researchers, remain stable and intractable for many decades in all schools of the world:
· Inconsistency of methods and technologies with the age and individual capabilities of the child,
. stressful tactics of pedagogical influences,
· Irrational organization of the educational process, especially the mode of movement, rest, nutrition;
· The ultimate tension of the child's mental strength in the lesson and in the process of completing homework;
· Exhausting mental, emotional and physical overloads, exhausting the nervous system of children;
· Pedagogical and parental "psychosis" of excellent marks;
· Formalism of program knowledge;
The nervousness of the school environment, in which haste, tension reigns,
Distrust of the child, his desire to learn, his personality.
The pedagogical literature provides the most complete description of the psychological climate. Under the psychological climate of A.S. Makarenko understood: “style” and “tone”, emphasizing majority as the main feature of the normal tone of a class collective. Concretizing the major tone, he identified the following features:
Friendly unity in the "teacher-student" system. In internal relations, it is possible to criticize and punish pupils; outside these special forms of influence, it is necessary to pay tribute to each pupil, protect him, not cause him any grief, not disgrace him;
The manifestation of inner, confident calm, constant vigor, readiness for action. The presence of self-esteem in each student;
The security of all members of the classroom team. No student should feel isolated and defenseless;
Reasonable and useful activity of everyone in the lesson;
Ability to be restrained in movements, words.
However, very often our tone of communication with children, the manner of teaching, causes in schoolchildren neither confident calmness and readiness for action, but a feeling of anxiety, which they reflected in their questionnaires (slideshow and reading the reasons).
Great educational potential contains creative tasks, assignments of choice, which enrich the structure of the lesson, create a favorable environment suitable for personal development (slide).
Studies have shown that the teacher's position in the lesson, his style of behavior and communication seriously affect the climate of the lesson, the attitude of students towards learning.
A favorable classroom climate depends on many, many factors.
It is important for the teacher to remember that the psychological climate in the lesson begins to be created outside the lesson. The relationship between teacher and students is the most important condition for the psychological atmosphere of the lesson. How a teacher relates to work, how he talks with children, with parents, other teachers, is he happy with the success of the children and how happy he is, how he expresses his emotional feelings, how he owns them - all this and much more affects the teacher to the students and on their attitude towards him. We asked students to answer the questions:
- Who of the teachers shows you attention, supports you? Results on the slide
The answers to this question are dominated by class teachers and teachers of the Russian language and mathematics, which is very clearly seen in the table. Also, the answers track the subjects that students of the final grades chose as exams for the final certification.
- With whom of the teachers do you like to communicate and why? Results on the slide
In answering this and some other questions, one can also trace cunning: the children asked several times who would see their profiles.
However, the schoolchildren quite openly named the objects that they would like to skip.
The reasons largely overlap with the reasons for anxiety in the classroom (reading).
What can be done in a school lesson to maintain psychological comfort?
It is imperative to take into account the physiological emotional and personal characteristics of children, create situations of success in the lesson, and choose the most suitable communication style.
Consider the types of loads during the lesson.
1. Mental load (associated with the expenditure of energy on thought processes, in the acquisition of knowledge).
2. Static (associated with the need for a long time to maintain a forced position of the body during training sessions).
3. Dynamic (as a rule, insufficient, which leads to hypodynamia). This means that the dynamic load can and should be increased with the help of physical minutes.
Teacher-psychologists identify a number of factors that contribute to a favorable psychological climate:
The teacher should enter the class with a good cheerful mood and be able to set himself up for a parallel with children that is cheerful. In general, the teacher should have a desire and desire to communicate with children, to communicate in a benevolent form.
Any emotional state, including a negative one, can be expressed in a delicate way.
The teacher should know well the age-related psychological characteristics of students, as well as develop pedagogical observation in himself in order to flexibly and adequately respond to a particular situation in the lesson.
One of the most "explosive" stages of the lesson is the regulation and correction of students' behavior, assessment of their knowledge.
Excessive reward or punishment is harmful. Approval, encouragement will be perceived differently by different students. It is psychologically important not to praise a well-performing student with high self-esteem, it is important both for the student himself and for the students in the class (A. V. Makarenko)
Education and upbringing should be built without punishment and shouting (V.S. Sukhomlinsky.)
Psychological discomfort in the classroom for the teacher, and then for the students, often comes from the feeling of professional powerlessness of pedagogical activity, so it is important for the teacher to improve his professional skills.
You need to come to the office a little earlier than the call. Make sure everything is ready for the lesson. Strive for an organized start to the lesson.
Start the lesson energetically. Do not ask questions about who did not complete their homework. Lead the lesson so that each student is busy from the beginning to the end.
Use specially designed didactic material in the lesson, use multilevel tasks that allow the student to choose the type and form of the material (verbal, graphic, conditionally symbolic).
Enthrall students with the content of the material, control the pace of the lesson, help the "weak" to believe their strengths. Keep the entire class in sight. Especially watch out for those whose attention is unstable. Prevent immediately attempts to disrupt the work rhythm. Address more often with questions to those who may be distracted during the lesson.
Motivate knowledge assessments: the student should know what to work on yet. This will teach disciplined work. The student will get used to the fact that the teacher’s instructions must be followed.
End the lesson with a general assessment of the work of the class and individual students. Let everyone experience a sense of satisfaction from the results of labor in the lesson. Try to notice the positive in the work of undisciplined guys, but do it not too often.
End the lesson with a call. Remind the duty officer of his duties. Refrain from unnecessary comments.
Remember, establishing discipline may be the only area of \u200b\u200bteaching practice where help is not good.
Seek help from the students themselves. Intruders that the class does not support are easier to handle.
Avoid conflicts with the whole class, and if it arose, do not drag it out, look for reasonable ways to resolve it.
Remember the words of N.A. Dobrolyubova that a just teacher is such a teacher whose actions are justified in the eyes of students.
Teacher's commandments
– Respect the children! Protect them with love and truth.
– Do no harm! Look for good in children.
– Observe and note the smallest success of the student. Children become embittered from constant failures.
– Do not attribute success to yourself, but to blame the student.
– Wrong - apologize, but make mistakes less often. Be generous, know how to forgive.
– In the lesson, create a situation of success.
– Do not shout, do not insult the student under any circumstances.
– Praise in the presence of the team, and goodbye in private.
– Only by bringing a child closer to oneself can one influence the development of his spiritual world.
– Do not look in the face of your parents for a remedy for your own helplessness in dealing with children.
– Evaluate an act, not a personality.
– Let the child feel that you sympathize with him, believe in him, have a good opinion of him, despite his mistake.
