Snowball exercise in psychology. Exercise “Snowball” Exercise “Blind kittens”
Target: Meeting the participants
Game description:
Time required:10 min
Exercise “Person to Person”
Target:
Game description: The game requires an odd number of players. All players move freely, the driver says: “Hand to hand!” And all participants in the game, including the host, must find a partner and touch their partner with their hands. The one who is left without a partner becomes the driver. Ira continues. The commands can be varied, for example: “Little finger to little finger”, “Heel to heel”, “Ear to ear”, etc.
Time required:5 min
"Chick-chick"
Target: Repetition and memorization of names.
Game description: All participants stand in a circle, the driver is inside the circle. If the driver says “tsap” to someone, then this person must quickly say the name of his neighbor on the right, “chick” - the name of the neighbor on the left, “chick-chick” - all participants change places. If one of the participants was unable to quickly answer the leader’s question (did not answer immediately or incorrectly), then he becomes the driver and the game continues.
Time required:10 min
Exercise "Barrier"
Target: Removing emotional clamps.
Game description: All participants repeat after the leader the words and movements imitating cross-country running:
“Let’s run!” - everyone claps their palms on their knees, pretending to run.
“Barrier!” - everyone pretends to jump with their hands and says “Hop.”
The presenter can name other obstacles (swamp, reeds, large barrier, etc.), which are depicted with specific movements and gestures.
The exercise ends with boys and girls greeting each other.
Time required:5 min
Exercise “Name with emotions”
Target: Remember the names again, tune in to your partners.
Game description: Everyone pronounces their name with the emotion they feel in this moment. Everyone else repeats his name in unison with the same emotion.
Time required:10 min
Exercise "Tram-pam-pam"
Target: Removing emotional clamps.
Game description: All participants repeat specific words and movements after the leader.
“Tram - pam - pam” (2 times) - everyone slams their palms on their knees.
“Salami-salami” - making “lanterns” with your hands.
“Guli-guli-guli-guli” - they tickle their chin with one hand, and the top of their head with the other.
“Tram - pum - pum” - everyone slams their palms on their knees.
Time required:5 min
Exercise “Imagine a neighbor”
Target: Gaining knowledge about those with whom you know little.
Game description: The guys are divided into pairs, everyone is given the following task: within 1-2 minutes they must learn as much as possible about each other. Then everyone in a circle introduces their partner (makes an advertisement for him for 30 seconds). It could be just a story, a drawing, some kind of creative performance.
Time required: 20 min
Exercise “Wound and Unwound”
Target: Removing clamps by establishing physical contact.
Game description: All participants repeat the movements after the leader:
“Wound up” - everyone hugs themselves.
“Wound up” - everyone turns to the right and hugs their neighbor.
“Unwound” - everyone spreads their arms as wide as possible.
The presenter can change the directions of the “Wound up” command.
Time required:5 min
Lesson discussion
Time required:10 min
Lesson No. 2
Goals:Group cohesion. Unlocking creative potential in the interaction of group members. Development of artistic imagination.
Warm-up:
Exercise “How we are alike”
Target: Search for common features between members of the same group.
Game description: Group members sit in a circle. The host invites one of the participants into the circle based on any real or imagined similarity with himself. He goes out into the circle and invites one of the participants to come out in the same way. The game continues until all group members are in a circle.
Time required:5 min
Main content of the lesson:
Exercise “Do you love your neighbor”
Target: Development of attention and reaction speed.
Game description: All participants stand in a circle. The leader is in the center of the circle. He approaches any of the players and asks: “Do you love your neighbors?” If he answers “Yes,” then his right and left neighbors switch places. If he answers “No,” then the host asks: “Who do you love?” The player says: “Those who have a watch on their hand (some in trousers, some long hair, who has earrings in their ears, etc.).” All those who have watches on their hands change places with each other. The presenter’s task is to take any available seat. The one who is left without a place becomes the leader. Game continues.
Time required:10 min
Exercise “Molecules”
Target: Developing the ability to group together as a team. Relieving emotional stress.
Game description: The group members move chaotically around the hall. By
the leader's commands are executed:
1. Group by eye color.
2. By hair color.
3. Boys and girls.
4. According to a certain number of people in the group.
The speed of the group’s movement is set by the leader (slowly, quickly, without touching each other, at a walk, etc.).
Time required:10 min
Exercise “Object in a circle”
Target: Development of imaginative thinking, non-verbal communication abilities.
Game description: The participants, standing in a circle, turn 90 degrees and close their eyes, the leader calls out to the person in front and shows him the intended object using pantomime, he, realizing that this passes the “object” to the next one. And so, having reached the end, we compare that original object with the one that returned to the leader.
Time required:10 min
Time required:30 min
Exercise “Group Conscience”
Target: Developing the ability to tune in to each other and feel the group.
Description: The whole group lines up. The presenter calls the number. Without saying a word, exactly as many people from the group as the leader said should take a step forward. The exercise is repeated until the goal is achieved.
Time required:10 min
Exercise “Handshake”
Target: Transferring positive emotions to all group members.
Description: Each group member takes turns shaking hands with all group members and at the same time saying some kind of good wish.
Time required:10 min
Lesson discussion
All participants in a circle share their emotions and impressions about the lesson.
Time required:10 min
Lesson No. 3
Target:Unlocking creativity through skill development acting and increasing the ability to understand and feel the group. Development of nonverbal communication.
Warm-up:
Exercise “Typewriter”
Target: Creating a general mood of the group and developing focus.
Description: Each participant has their own letter of the alphabet. The presenter asks the word and the participants must silently “type” this word with clapping. Then you can specify entire phrases.
Time required:5 min
Main content of the lesson:
Exercise “Who is wearing what”
Target: Development of attention
Description: The participants carefully study each other. Then one of them turns his back to the group. The presenter asks him about the appearance features of the other participants.
Time required:10 min
Exercise “Confusion”
Target: Developing the ability to show a non-standard train of thought and display leadership qualities.
Description: One leading member leaves the group. The rest take each other's hands in a circle and get entangled. The presenter's task is to untangle his friends by making them into a single circle.
Time required:15 min
Exercise “American Student”
Target:
Description: The group is divided into two parts. The first mini-group asks one of the second mini-group a word, which he must show to his group only with the help of facial expressions and gestures. If the group guesses, then they offer their word.
Time required:30 min
Exercise “Blind kittens”
Target: Developing the ability to interact without eye contact.
Description: All group members close their eyes. The presenter takes them to different parts of the room. The group's task is to find each other without uttering words or making other sounds.
Time required:10 min
Lesson discussion
All participants in a circle share their emotions and impressions about the lesson.
Time required:10 min
Lesson No. 4
Target: Unlocking creative potential by developing acting skills and increasing the ability to understand and feel the group.
Warm-up:
Exercise “Guess the color by gesture”
Target: Unlocking your creative potential.
Description: The participant who wants to start the game goes out the door, and at this time the group chooses a color. The returning participant must guess what color the group chose. To do this, he can contact any of the participants and this person must show the selected color with a movement. The guesser can contact different participants until he guesses.
Time required:5 min
Main content of the lesson:
Exercise “Mirror”
Target: Development of creativity, acting skills and non-verbal communication.
Description: The group is divided into pairs. In each pair, one participant comes up with different movements and depicts them. The other participant is the “mirror”. It must exactly reflect the movements of the first one. Then they change places.
Time required:5 min
Exercise “Phrase with different intonation”
Target : Development of oratory skills.
Description: The presenter asks the participants a certain phrase, which they must pronounce with the intended intonation. The rest must guess this intonation.
Time required:10min
Exercise “Did I understand you correctly?”
Target: developing the ability to listen and hear each other.
Description: The presenter asks the phrase, the next participant says: “If I understood you correctly, then you said...” and repeats everything after him exactly word for word. So until the phrase goes around the entire circle.
Time required:10 min
Exercise “Red and Black”
Target: development of negotiation skills, ability to work in a team.
Description: The group is divided into 2 teams. The task is to score the minimum number of negative and maximum number of positive points. The one who scores the maximum number of positive points wins.
The decision is made by a simple majority of votes. Disputes should be removed. For each abstainer - minus 1 point, for each vote against - minus 2 points, for each person removed - minus 3 points. The other team's decision is only communicated when both teams have made a decision. Any type of contact between teams during the game is prohibited.
The decision of one team affects the points of the other, since points are awarded according to the following system:
| Move | Team 1 | Team 2 | Glasses | Team 1 | Team 2 |
| Red | Red | -3 | -3 | ||
| Red | Black | +5 | -5 | ||
| Black | Red | -5 | +5 | ||
| Black | Black | +3 | +3 |
Time required:50 min
Lesson discussion
All participants in a circle share their emotions and impressions about the lesson.
Time required:10 min
Lesson No. 5
Target: Unlocking creative potential by developing acting skills and increasing the ability to understand and feel the group.
Warm-up:
Exercise “This is great! ”
Goal:Development of self-presentation skills.
Description: Group members stand in a circle.
Instructions: “Now one of us will come out into the circle and talk about our quality, skill, talent. In response to each such statement, all those standing in the circle must respond in unison, “That’s great!” and at the same time raise your thumb up.” All participants come out in turn.
Time required:7 min
Main content of the lesson:
Exercise “Telepath”.
Target: Developing the ability to feel another person, understand him and convey his feelings in words.
Description: Each participant must, within 2-3 minutes, describe the mood of someone in the group, for example, sitting next to the left. The participant must imagine his state, emotions and experiences, and put it all on paper. Then all the descriptions are read aloud by the presenter in order. The group is trying to determine the object of the description. In case of guessing, the “hero of the occasion” compares the description with subjective sensations.
Time required: 20 min
Exercise "Three Roles".
Target: Development of an original creative view of things. Developing effective communication. The ability to feel another person by entering his role.
Description: Participants play three roles: “blind”, “mute”, “deaf”. The presenter asks the participants to pass a small phrase along the chain: “mute” - “blind” - “deaf”. It could be a phrase like “The painting “The Rooks Have Arrived” is exhibited at the Tretyakov Gallery.”
Time required:10 min
Exercise "Warm Word".
Target: Transferring positive emotions to each other.
Description: Try saying goodbye to your neighbor affectionately. Tell him kind words.
Time required:7 min
Lesson discussion
All participants in a circle share their emotions and impressions about the lesson.
Time required:10 min
Lesson No. 6
Target: Unlocking creative potential in communication.
Time required: 10 min
Lesson discussion
All participants in a circle share their emotions and impressions about the lesson.
Time required: 10 min.
Lesson No. 7
Target: unleashing creative potential in communication.
Exercise: “Understand me.”
Target: Developing the ability to understand a partner by his gestures and movements.
Description: Participants are divided into pairs and given a situation, such as chopping wood. Participants must, without agreeing, lose this situation.
Time required: 15 min
Exercise: “Picture”.
Target: Development of creative interaction in the group.
Description: The presenter shows the participants a famous painting. Participants look at it carefully, discuss it, then line up so as to completely copy the plot of the picture. Afterwards, the emotions that were experienced while in one role or another are discussed.
Time required: 15 min.
Exercise: “Let me out of the circle.”
Target: Identifying the presence of mutual understanding and support in the group, as well as developing a creative approach to solving a non-standard situation.
Description: All participants stand in a circle and hold hands, one person stands inside the circle. His goal is to persuade the participants to let him out of the circle, while everyone else is not given any instructions.
Time required: 15 min.
Lesson discussion
All participants in a circle share their emotions and impressions about the lesson.
Time required: 10 min.
Lesson No. 8
Target: Development of the creative potential of the individual.
The lesson consists of two stages.
At the first stage self-confidence training is carried out, exercises are practiced to develop reflection, remove tensions, and increase creative well-being (2 hours).
Second phase- a game aimed at developing the creative potential of an individual.
The beginning of the lesson is greeting the group members (passing imaginary objects to each other and guessing what was passed on). Then check your homework.
In order to think creatively, at a minimum, you need a certain mood and state of a person. Take off Bad mood, individual exercises and complex technologies allow you to liberate. You know the auto-training system that allows a person to regulate himself, but there are certain techniques that make it possible to liberate yourself and increase your creative potential.
Exercise 3. “Without a mask.”
All members of the group take turns taking cards, which lie in a pile in the center of the circle, and immediately, without preparation, continue the statement that was started on the card. The statement must be sincere, at the limit of frankness, “openness”. The group evaluates the degree of sincerity. If it is recognized that the statement was sincere, then the next member of the group takes his card and, without preparation, continues the sentence he started. If the group admitted that the statement was “cluttered”, “clichéd,” then the participant has one more attempt, but after everyone else.
Unfinished sentences:
1. What I sometimes really want is...
2. I am familiar with the acute feeling of loneliness, I remember...
3. I especially don’t like it when...
4. I really want to forget that...
5. It happened that close people almost aroused hatred in me. One day when...
6. One day I was scared by...
7. In unfamiliar company, I usually feel...
8. I have many shortcomings. For example...
9. Even close people sometimes do not understand me. One day...
10. I remember an incident when I felt unbearably ashamed, I...
11. I have had occasion to show cowardice. Once upon a time, I remember...
12. What especially irritates me is that...
Exercise 4.
Target: Developing confidence in the availability of abilities (talent) and the ability to achieve set goals.
Time: 5 minutes, daily, for a week.
Psychological (theoretical) basis of the exercise.
Every person is who he mentally imagines himself to be. If you evaluate yourself positively, you will feel good. Moreover, if you think that you have certain qualities and talents, then you will have them. Even if you don't have these traits now, if you think you have them, you will develop them and your self-esteem will skyrocket. The technique suggested below will help you achieve what you are striving for.
Exercise:
1. Write down your statements about who you are or who you can become, and about what you have or want. For example:
I have an exciting and creative job;
I am sociable and relaxed;
I am successful in everything I do and now I will successfully complete the task, etc.
2. When you finish writing, choose your most important statements and focus on them for about a minute. Then close your eyes and repeat the affirmations to yourself over and over again for 2-3 minutes. While doing this, transform your statements into visual images, that is, imagine the written position in your mind's eye.
Exercise 5.
Target: Developing self-confidence based on ideas about achieved success.
Time: 5 minutes.
The psychological essence of the exercise.
Since success gives you self-esteem, imagining yourself being successful will help you feel more confident. Thanks to the awareness of your success, you feel more strength, more dynamism, more purposefulness, more self-esteem and all these feelings contribute to a feeling of greater self-confidence.
Exercise:
1. Decide what success is most important to you - achieving recognition in a new job, building a summer house, buying a car, getting married successfully, etc.
2. Relax, close your eyes and imagine that you are achieving this goal. As you visualize your success, experience the satisfaction and sense of empowerment it brings. Feel uplifted, excited, strong, powerful, completely confident and in control.
3. Then imagine others approaching you or calling you to sincerely congratulate you. You feel warm and excited to receive praise from them. They tell you how lucky you are. And you feel great and are capable of anything you want.
Lesson discussion
All participants in a circle share their emotions and impressions about the lesson.
Time required: 10 min.
Lesson No. 9
Exercise 1. Negotiation skills and conflict resolution."Locomotives".
Game legend: Two cargo transportation campaigns can simultaneously transport cargo along the ring road, earning 150 USD. per day, but one of them can earn 300 USD if she goes along a straight road. But there is only one straight road. And the cargo must be transported within 7 days. The goal of the campaigns is to agree among themselves on who will take the more advantageous road on what day or to reach a consensus.
Exercise “Snowball with associations”
Target: Meeting the participants
Game description: The first participant in the game names his name and association. Next, each participant states his name, association and the names and associations of previous participants.
Time required:10 min
Age: 5-12 years.
Purpose of the exercise: Uniting a group of children, raising the emotional background.
Performing the exercise: Children stand in a circle and join hands. The presenter quietly says: “We are a big, kind animal. Listen to how it breathes!” Everyone listens to their breathing, and to the breathing of the children next to them.
“Now let’s breathe together!”
Inhale - step forward, exhale - step back.
Inhale - two steps forward, exhale - two steps back.
“Together with the animal’s breathing, its kind heart beats.
Every step is a heartbeat."
TRAINING EXERCISE FOR CHILDREN “TOUCH THE COLOR”
Age: 5-8 years. Goal: Raising the emotional background and developing attention.
Execution of the Exercise: The presenter reads out sentences containing words with the names of colors. Children quickly find objects of that color with their eyes and touch it on command. Example:
A white sparrow sat on a branch. In winter and summer, there was a slender green grasshopper sitting in the grass. There was an orange grasshopper in the sky. The green sun was shining brightly in the sky.
EXERCISE FOR TRAINING WITH CHILDREN “SNAKE”
The exercise is designed for a group of up to 10 children.
Age: 7-10 years.
Purpose of the exercise: to develop the ability to act together according to pre-established rules.
Performing the exercise: Select the head of the snake, you can use a counting rhyme. The selected participant stands behind the leader, the rest of the children line up behind him, holding each other’s waists. The snake begins to move - turning, bending. Then the head changes, in turn all the children must play the role of the snake’s head.
After the exercise, have a discussion about who liked being the tail or the head more.
"Interview"
Goal: the ability to feel another, to be in his place.
Children are divided into pairs, turn to face each other and learn as much as possible in one minute. Then everyone talks about the other child, on their own behalf. Other children may ask him an additional question. At the end, everyone answers the questions:
When it was easier to speak on behalf of another or listen about yourself.
Do you agree with the other person's presentation of you?
"Bonfire of Problems"
Goal: reducing anxiety, giving confidence in the possibility of self-improvement.
Distribute pieces of paper, on them everyone writes problems that they would like to solve or get rid of. Then they burn these leaves on their own or put them together and set the whole thing on fire.
Exercise “Dropping an Object”
Goal: Training the ability to act decisively and, at the same time, coordinate one’s own activity with the actions of other people.
Progress of the exercise: 6-10 participants are given a gymnastic hoop and asked to hold it horizontally on their index fingers outstretched arms. Instead of a hoop, you can use other objects of suitable size and weight (for example, a mop or a wall chart made of thick cardboard measuring approximately 1 x 1 m).
The participants’ task is to drop the object at the location indicated by the psychologist. At the same time, it must always lie on the index fingers of all participants; If someone's finger loses contact with the object or it falls, the game starts over.
Exercise "Crossing"
Goal: Unity, “breaking down” spatial barriers between participants, training confident behavior in a situation of forced physical proximity, the need to solve a non-trivial problem in interpersonal interaction.
Description of the exercise: Participants stand shoulder to shoulder on a strip 20-25 cm wide. The game is more interesting if this strip is not just a line on the floor, but a small elevation: for example, a gymnastic bench, a curb on the side of the road or a log in a forest clearing. Each participant takes turns crossing from one end of the line to the other. Neither he nor those standing in the line are allowed to touch anything outside the lane on which the participants stand.
Exercise "Train"
Goal: Unity, increasing mutual trust of participants, training confidence in behavior, if necessary, to act in conditions of lack of information, relying on partners.
Progress of the exercise: 6-8 participants depict a “train”, standing in a column and placing their hands on the shoulders of those standing in front. Everyone except the first one closes their eyes. This “train” needs to pass through obstacles depicted by other participants. With a small number of players, some of the obstacles can be represented using chairs.
The task of the “train” is to proceed from one wall of the room to the other, along the way making sure to go around 3-4 obstacles in a circle (the psychologist indicates which ones) and without colliding with the rest. Obstacles depicted with the help of other players (it is desirable that those that need to be driven around in a circle are one of them), when the “train cars” approach them at a dangerously close distance, can make warning sounds - for example, begin to hiss.
The game is repeated several times to give everyone the opportunity to play both the role of obstacles and part of the “train”.
If there are many participants and the size of the room allows, you can make the game more dynamic by running two “trains” at a time.
Exercise “Line up according to your height!”
Goal: To overcome barriers in communication between participants, to liberate them.
Procedure: Participants become a tight circle and close their eyes. Their task is to line up in a row by height with their eyes closed. When all participants find their place in the ranks, you must give the command to open your eyes and see what happened. After the exercise, you can discuss whether it was difficult to complete this task (how the participants felt) or not.
Note: The game has several options. You can give the task to build by eye color (from the lightest to the darkest, of course, without closing your eyes), by hair color, by the warmth of your hands, etc.
Exercise “Counting to Ten”
Goal: to feel each other, to understand without words or facial expressions.
Progress of the exercise: “Now, at the “start” signal, you will close your eyes, lower your noses down and try to count from one to ten. The trick is that you will count together. Someone will say “one”, another person will say “two”, a third will say “three” and so on +. However, there is one rule in the game: only one person can say the word. If two voices say “four”, the count starts over. Try to understand each other without words.
Exercise-game “Tick-tock”
Purpose: The game is fun and easy, helps relieve the tension of the previous exercise.
Progress of the exercise: Participants transmit a sound transmission to each other: “tick” - to the right, “tak” - to the left in a circle. “Boom” means a change in the direction of sound transmission. Any participant in the game has the right to change the direction of the transfer.
TRAINING EXERCISE FOR CHILDREN “FRIENDSHIP STARTS WITH A SMILE”
Age: 6-10 years.
The purpose of the training: raising the emotional background.
Performing the exercise: The presenter says, “You all watched the cartoon about Little Raccoon, who, with the help of a smile, made friends with his reflection in the pond.” Children sit in a circle and hold hands, silently look into the eyes and give each other their kindest smile. At the end, the Presenter thanks everyone for their smiles.
Exercise “You and I are similar in that...”
Goal: to get to know each other (if they don’t know each other), to find out about each other, how they are similar, in order to already find friends with similar interests.
Progress of the exercise: Participants line up in two circles - inner and outer, facing each other. The number of participants in both circles is the same. Participants in the outer circle tell their partners opposite a phrase that begins with the words: “You and I are similar in that...” For example: that we live on planet Earth, study in the same class, etc. Participants in the inner circle answer: “You and I differ in that...” For example: that we have different eye colors, different lengths hair, etc. Then, at the command of the leader, the participants in the inner circle move (clockwise), changing partners. The procedure is repeated until each participant in the inner circle meets each participant in the outer circle.
TRAINING EXERCISE FOR CHILDREN “CHIPS ON THE RIVER”
Age: 7-10 years (for primary schoolchildren)/
Purpose of the training: Uniting a group of children, establishing physical interaction.
Performing the exercise: Children stand opposite each other, in two rows, at arm's length. As if creating a “corridor”. This is the river bed. The river can be curved arbitrarily. The first participant closes his eyes and begins his swim, moving along the river bed. Children use their own hands to guide the wood chips, helping them reach the end of the river. The sliver then becomes part of the river, and the next participant begins swimming. So all the children take turns swimming down the river.
1.What has changed?
Several objects are placed on the table in a certain sequence (ball, jump rope, dumbbells, etc.) sports equipment. Children are invited to come up and remember how these objects are worth. Then the children turn and go to the opposite side of the table and turn their backs. At this time, the teacher rearranges the objects and invites them to go back and see what has changed. Whoever identifies the changes faster wins.
2. Damaged phone
Children choose a leader. All other players sit on chairs placed in a row. The presenter very quietly (in his ear) says some word to the one sitting first in the row, and he passes it on to the next one, and so on until the last player. It is not allowed to ask again. The host asks the last player: “What word did you hear?” If the child says the word suggested by the presenter, it means “the phone is working.” If the word is wrong, the presenter asks everyone in turn (starting from the end) what word they heard. This is how they find the one who “ruined the phone.” Whoever conveyed the word incorrectly takes the place of the presenter.
3.In the mood
The presenter, in a whisper in the ear, tells one of the players what facial expression he needs to portray to convey one or another mood: “Make a happy face” or “Make a sad face.” All other players guess the "mood".
4.Ear, throat, nose
The players stand in a line. The presenter stands in front of them and says: “Everyone will close what I will call.” Children should cover only those parts of their faces that the leader names. He begins to take turns calling and covering the ear, throat, and nose, but at the same time deliberately confuses the players. Whoever makes a mistake is out of the game. The last one left wins.
5.Find the ball
Players stand in a circle, close to each other, facing the center of the circle. The leader goes to the middle of the circle. All children keep their hands behind their backs. One of them is given a medium-sized ball. Children begin to pass the ball to each other behind their backs. The host tries to guess who has the ball. Turning to one or another participant, he says: “Hands up!” After these words, the player must immediately raise his hands up. The one who has the ball, or who, having lost it, becomes the leader.
6. The postman brought the parcel
The presenter puts things, toys, candies, fruits in the box. He turns to the players and says: “Today the postman brought a package and you need to guess what’s inside.” Calls one of the players, he must describe some of the things he saw there (without naming them), and the rest guess. The one who guesses the most from what is hidden in the package wins.
7. Girls-Boys
Game description
Girls and boys sit opposite each other. The boys start the game. They take turns calling any girls' names. If there is a girl whose name was spoken, she stands up and says her name again and talks a little about herself. After this, it’s the girls’ turn and they start calling out the boys’ names.
Rules of the game
- Girls and boys sit opposite each other.
- The boys start the game. They take turns calling any girls' names.
- If there is a girl whose name was spoken, she stands up and says her name again and talks a little about herself.
- After this, it’s the girls’ turn and they start calling out the boys’ names.
Note
Children's stories should not be very long or very short. In order for the small car portrait to turn out, the presenter must help the children.
Exercise "Snowball".
Group members sit in a circle.
The presenter introduces himself first. Then the black man sitting to the left says the name of the leader and his name. Each next participant names in turn the names of everyone who introduced themselves before him. Thus, the participant who closes the circle will have to name the names of all members of the group.
Exercise “Neighbor on the right, neighbor on the left”
The participant holding the ball calls the names of the neighbors to his right and left, and then introduces himself. After that, he throws the ball to any of the group members. The person who received the ball must again name the names of his neighbors to the right and left and introduce himself, and so on.
Exercise “How we are alike”
Group members sit in a circle. The host invites one of the participants into the circle based on any real or imagined similarity with himself.
For example: “Sveta, please come out to me, because you and I have the same hair color (or we are similar in that we are inhabitants of the Earth, or we are the same height, etc.).” Sveta comes out into the circle and invites one of the participants to come out in the same way. The game continues until all members of the group are in a circle.
Exercise “Compliments”
The presenter invites the participants to come up with compliments for each other. He throws the ball to one of the participants and gives him a compliment. For example: “Dima, you are a very fair person” or “Katya, you have a wonderful hairstyle.” The person who receives the ball throws it to the person to whom he wants to give his compliment, and so on. It is important to ensure that the compliment is given to each participant.
meeting of the methodological association of educatorsDeputy Director of State Educational Institution "SAT"
__________/V.A. Pilipenko
Lesson with elements of the “Getting Acquainted” training
(adaptation of first-year students to technical school)
Training workis one of the most effective forms working with students. The group form of training makes it quite easy to simulate the process of interpersonal interaction, to work out various situations, taking into account the individual level of development of communicative activity and the level of socio-psychological adaptation.
Social-psychological training (SPT) involves the combination of information preparation and training (“game”) exercises with subsequent analysis of situations that arise during their implementation.
The main or core goal of SPT is the development of communication competence. However, this is not the only goal facing the practice of socio-psychological training. It is accompanied and no less important by two other goals - the development of an active social position of the individual and the improvement of psychological culture.
The objectives of the training involve solving the following problems:
- development of the process of self-knowledge of participants by reducing the barriers of psychological defense and moving to a personal level of communication;
- awareness of the conditions affecting the functioning of the group;
- mastering the skills of analyzing individual, group and organizational problems;
- mastering the techniques of effective interaction;
- expanding the range of creative abilities.
Contingent: 1st year students (participation by the class teacher of the group is possible).
Purpose of the lesson : optimization of the process of adaptation of first-year students to the learning conditions at a technical school.
Main goals :
- getting to know the group;
- awareness of personal qualities and scenarios manifested in communication;
- practicing effective interaction skills;
- the opportunity to express yourself in a group and receive feedback;
- acquisition of skills for joint activities;
- determination of status and role position in the group;
- creating a positive microclimate;
- orientation towards interaction, mutual assistance and support.
1. Introduction
- Introductory information
- Goals and objectives of the lesson
- Clarifying group member requests
- group rules
2. Warm up
- "Snowball"
- "The Blind and the Guide"
- Exercises on perceiving oneself through the perception of other people (“feedback mechanism”)
- "Interview"
- "Business card"
- "I am responsible for you"
- "Talent Tree"
- "Fax machine"
- Final part
- "Image of the group"
- Reflection (summarizing work)
For the easiest and fastest way to remember the names of group members and the ability to address them by name, I suggest preparing in advance badges or business cards for each group member indicating his name, origin, and a brief description.
Before the start of the training, it is necessary to distribute badges to the group participants, including the class. supervisor and ask them to carefully pin them to their clothes.
Sample:
Introduction
Communication between people is an extremely complex and delicate process. Each of us learns it throughout our lives, gaining experience, which is often built on mistakes and disappointments. Is it possible to learn to communicate effectively without using only your real experience? Yes, and you can do this using game exercises. A game is a model of a life situation, in particular communication, during which a person gains certain experience. In addition, when making mistakes in an artificial communication situation, a person does not feel the responsibility that is inevitable in real life. This makes it possible to try more, experiment, be creative, look for more effective ways interact with each other and not be afraid of “defeat”.
The positive aspect of game exercises is the opportunity to get an assessment of your behavior from the outside, compare yourself with others and adjust your behavior in subsequent situations. It is important to remember that it is much easier to notice mistakes and inaccuracies in other people’s communication than your own.
group rules
Each group may have its own rules, but those given below can be considered basic. They are discussed by all group members and accepted as the basic rules of the relationship or rejected, and alternative rules are put forward.
- Communication based on the “here and now” principle.Many people try not to talk about how they feel or think, because they are afraid of seeming funny. They are characterized by a desire to go into the realm of reasoning. But the main task of our work is to turn the group into a kind of three-dimensional mirror in which everyone could see themselves during the most diverse manifestations of character and behavior. Therefore, during class, everyone only talks about what worries them right now and discusses what is happening to them in the group.
- Personification of statements.For more frank communication during classes, we refuse impersonal speech, which helps to hide our own position and thereby evade responsibility for our words. Therefore, we replace a statement like: “Most people believe that...” with this: “I believe that...”. We also refuse to make undirected judgments about others. We replace a phrase like: “Many did not understand me...” with a specific remark: “Olya and Sonya did not understand me.”
- Confidentiality of everything that happens in the group.Everything that happens during classes is not disclosed under any pretext. We are sure that no one will talk about a person’s experiences or what he shared. We trust each other and the group as a whole.
- Inadmissibility of direct assessments of a person.When discussing what is happening, we do not evaluate the participant, but only his actions and behavior. We do not use statements like: “I don’t like you,” but say: “I don’t like the way you communicate.”
- As much contact and communication with different people as possible.Each of us has certain likes, we like some people more, others are more pleasant to communicate with. But during class we strive to maintain relationships with all members of the group, and especially with those we know least.
- Respect for the speaker.When one of our comrades speaks out, we listen to him carefully, giving him the opportunity to say what he wants. We help him, showing with all our appearance that we listen to him, are happy for him, are interested in his opinion, his inner world. We don’t interrupt until he finishes speaking.
- "Stop" rule. During the work of the group, any group member can stop the conversation, question addressed to him or any other action if he considers it psychologically dangerous for his inner world. A person feels empowered to try new ways of behavior only when he is free to make decisions.
Exercise "Snowball".
Target this exercise– creating a friendly atmosphere, emancipation, getting to know the training participants.
Each group member says his name and personal quality, for which he can be valued, loved, respected, etc. The first participant names his name and quality, the second participant names the name and quality of the first, then his own, etc. Thus, names and qualities grow like a snowball. The last participant calls everyone.
If you have already gotten to know your classmates well enough, you can indicate the qualities of your comrades on your behalf; if not, use his business card.
Discussion:
- What helped you complete the exercise?
- In what cases did anxiety arise?
- Did the speakers look into the eyes of those they were talking about?
- How did you use memory techniques?
- Were you able to remember the names and characteristics of all group members?
- Have you often used business cards?
Exercise “The Blind Man and the Guide”.
The goal of the game is to build trust in the world around you.
I want to offer you a game in which your eyes will rest, and your hands, ears, and intuition will guide you.
I suggest you split into pairs. One person from the pair closes his eyes (you can blindfold your eyes with a scarf). The second becomes a guide. He must guide his partner throughout the room, avoiding obstacles. The “blind” must trust his “guide” and under no circumstances open his eyes. Having walked around the room, the participants of the pair change roles.
The guys use any techniques to guide their partner around the room, some holding his hand, some on their back, it turns out very interesting.
Discussion:
- Which of the participants liked being a guide more, and which liked being blind?
- How did you feel in these roles?
- When have I felt insecure?
- When did I feel confident?
The next two exercises are interconnected and follow from each other. The purpose of these exercises is self-disclosure, self-expression, more detailed and intimate acquaintance of group members with each other, and bringing the team closer together.
Exercise "Interview"Performed in pairs.
“You have 20 minutes during which you need to interview each other. You should learn as much as possible about your partner: his life, interests, values, important life events, in order to get an idea of this person as accurately as possible.”
Exercises “Business card”, “I am responsible for you”.
To perform the exercise, participants sit in a circle.
Each participant talks about their partner for one minute, introducing them to the group.
The presenter can ask clarifying questions, helping to make the “business card” the most informative.
Exercise “Talent Tree”
Goal: self-disclosure of group members, formation of positive self-perception and perception of other people.
Materials: a “talent tree” drawn on a sheet of Whatman paper, leaves cut out of colored paper, glue.
In front of you is a tree of talents. But there are no leaves on it, only bare branches. Our task is to decorate this tree with our talents (leaves cut out of colored paper are handed out, on which each participant in the lesson writes one or more of their talents).
Presenter's conclusion: Now go to the tree of your talents, admire how beautiful it is, despite the autumn cold, and when all the trees have already shed their leaves, your tree pleases the eye with the abundance of your best skills.
An example of an already completed talent tree for one group,
as well as a decorated alley of talents for freshmen:
Exercise "Fax"
Recommendations for the presenter. To complete the exercise, you need to prepare a cardboard with the sentence “We the best group!”, pen and paper. You can choose calm music to perform the exercise, because... it must be executed silently.
All participants stand in a column or snake one after another. The last participant receives a message unknown to the group (“We are the best group!”). He conveys the message one letter or symbol at a time (draws with his finger on the back of the person in front). Each participant passes the received letter (symbol) to the next one, writing it on his back. The participant who stands first writes down the letters received. There should be a proposal. If one of the participants did not understand the letter that was given to him, he pats himself on the shoulder, which means it needs to be repeated. It is better to use printed letters.
Discussion:
- Are you satisfied with the result of the work?
- What helped and what hindered you from completing the task effectively?
- What can you say about the coherence of the group?
- Did you perform your functions responsibly enough?
Exercise “Group Image”
“I would like now for each of you to express your personal vision of the group as a whole, coming up with some image, comparison or symbol. For example, you can say: “It looks like a cage with lions, where beautiful and powerful animals, little known to each other, are squeezed into a small space. The bars prevent them from moving, the cramped conditions and anxiety make them aggressive, and, on top of all this, they are also fed food that is unusual for them.” Another group could be described as: “A Mercedes without a motor that passengers must power by pedaling. It looks great, but it lacks the powerful engine to propel it forward.”
Think a little about what metaphor would be appropriate for your group.”
Each participant offers his own metaphor, after which the group can discuss the following questions:
- Is there something common in all these images?
- Did you like all the images?
- Why did certain images arise?
In the second part of the exercise, participants create metaphors that characterize an ideal group, that is, one in which they could learn with joy and passion. After listening to everyone, again try to find commonality in all the metaphors and formulate the goals that the group members strive to achieve.
Reflection . This procedure ends the lesson.
It is necessary to listen to each group member, find out about his emotional state, and give him the opportunity to express his attitude to what is happening. The discussion can be guided by the following questions:
- How do you feel when you finish class?
- What exercise was the most effective for you?
- What helped and what hindered you from completing tasks?
- What new things did you discover during this lesson?
- Are you satisfied with the result of our work?
- What can you say about the coherence of your group?
This procedure (reflection) can also be performed in the form of a questionnaire.
“You need to complete the sentences given in the questionnaire, and thereby express your attitude to what is happening. Be extremely frank, as your opinion will help the facilitator think through the next lesson, making it more useful for you and for the whole group as a whole.”
Questionnaire “Frankly speaking...”
My name
- If you evaluate my internal state on a 10-point scale, then:
well-being -...
activity -...
mood - …
- During the class I realized that...
- The most useful thing for me was...
- I couldn't be more frank because...
- During the lesson I managed...
- I didn't succeed in class...
- On next lesson I would like to…
- In the place of the leader I...
These exercises can be included in the practical content of training on the development and formation of pedagogical abilities.
Acquaintance.
Formulation and adoption of group rules.
Approximate rules.
"Here and now." All participants say only what worries them right now and discuss what is happening to them in the group. The subject of their analysis are thoughts that appear at the moment, feelings, experiences. Focusing on the present promotes deep reflection of participants, focusing on themselves, their thoughts and feelings, and the development of self-analysis.
Dosed sincerity. Measured sincerity and openness contribute to receiving and providing others with honest feedback, i.e. that information that is so important for each training participant and which triggers not only the mechanism of self-awareness, but also the mechanisms of interpersonal interaction among group members.
Confidentiality. Everything that happens and is said in the group during classes must remain within the group and not be disclosed under any pretext.
Productivity and activity:
Actively solve your problems and problems;
Help the work of the group, take into account the interests of other group members;
Participation in all exercises;
Take an active position;
Build communication productively.
Correct and respectful attitude towards all group members.
The last word remains with the coach.
Exercises are traditionally used every time before the start of a training group.
Exercise "Snowball"
The training participants introduce themselves one by one in a circle, naming the names of the previous ones.
Exercise “Introducing yourself”
Name the most striking characteristics of your personality.
Everyone names their characteristics, while briefly repeating the characteristics of others.
Exercise “Signs of attention”. Find the positive in someone else and sincerely emphasize it.
Warming up
Exercise "Dance". Everyone moves with their eyes closed. At the leader’s signal, they open their eyes and find a mate. Dance in pairs - one makes the movements, the other repeats.
They dance again with their eyes closed and again choose a couple and sit next to them.
Meeting eyes
Option I. All participants stand in a circle with their heads down. At the leader’s command, they simultaneously raise their heads. Their task is to meet someone's gaze. The pair of players who succeed leaves the circle. Option II. It is distinguished by the opposite formulation of the task - not to meet anyone's gaze. In addition to the purpose of warming up, this game develops social perception skills.
GAME "NAME"
Purpose:
learn and remember the names of all participants;
remove possible difficulties when addressing each other.
Each participant in a circle calls sequentially the names of everyone who has already introduced themselves before him, the last one calling his name. If everyone in the group knows each other, then the names of the parents (father or mother) are called.
The 1st participant says his name (or the name of one of his parents); The 2nd participant names the name he heard and his (or one of the parents); The 3rd participant names all the names he heard, then his own. And so on until everyone says their name (or the name of one of their parents).
ACQUAINTANCE
Purpose:
forming a first impression of each other;
determining the communication characteristics of each participant,
creating a climate of psychological safety;
formation of an attitude towards mutual understanding.
Interview
Each member of the group is interviewed in turn by everyone. They ask questions of the following nature: “Do you like poetry?”, “Your favorite color?”, “Your favorite saying?”, “Do you like to dream?”, “If you were offered a role in a film (“The Gadfly”, “ Three Musketeers”, etc.), who would you like to play? (artistic skills do not matter) “Do you have a hobby? What is your favorite name?”, “What are you most afraid of?”, “What do you value most in people?”
Each person should be asked no more than 5-7 questions.
You can conduct a more complicated version of interviewing. Participants in the game ask questions “in roles”: on behalf of the school principal, parents of the interviewee, class leader, Martians. Little Red Riding Hood, etc.
Projective drawing
Each group member symbolically depicts his real and ideal self (what he would like to be) on a piece of paper. For drawing, you can provide a set of colored pencils or felt-tip pens (in this case, you need to pay attention to the prevailing colors). When discussing a drawing, first give the floor to other members of the group in order to find out how they see this person, what mood he conveys with his drawing, how the image of the “real self” differs from the “ideal self”, what, in the opinion of the group, this participant wants change in yourself, what to achieve. Then the floor is given to the author of the drawing. He talks about himself (through a drawing) in a free form. At the end of the story, the group asks questions for understanding and clarification.
Game of Opinions- after introducing one of the participants, everyone else takes turns naming one attractive quality of this person, in his opinion;
game "Metaphors"- characterizing one of the participants. The rest of the group members are trying to find a metaphor (for example, “spiny hedgehog”, “perpetual motion machine”, “puzzle”, etc.); invite participants to name those qualities of one of the group members that can promote, and vice versa, interfere with communication in the group.
WARM-UP
Purpose:
relieving tension, fatigue;
group cohesion;
creating a friendly atmosphere.
Game "Molecules". All players are “atoms” that move randomly, and at the leader’s signal they are combined into “molecules” of a size determined by the leader (2,3,4,5 atoms each). “Molecules” of a larger or smaller size compared to a given value must rearrange themselves within 10 seconds. “Atoms” that are not included in the “molecules” are eliminated from the game.
Game "Thickets". One of the group members is trying to penetrate the center of the circle formed by the remaining participants closely pressed to each other - “thick thickets”.
Game "Self-criticism". Each person has his own idea of what makes him unique, inimitable, and distinguishes him from others. At the same time, the question involuntarily arises whether those around him share their opinion about himself, whether others see him the way he sees himself. This exercise explores this issue. Participants take sheets of paper, sign them, and divide them into three vertical stripes.
1st column. “Who am I?” 10 words-epithets. Answers are written down quickly, exactly in the wording in which they come to mind.
2nd column. “How would your parents and acquaintances answer this question?” (you can choose one of them).
3rd column. Someone from the group answers the same question. Who exactly, the participant determines himself.
Then everyone takes their piece of paper and compares the answers. Highlights the similarities between characteristics. A dominant line of behavior can be identified - it is repeated in all three characteristics. The number of matches is counted. Based on the number of matches, one can assume the degree of openness of a person.
When discussing, you should pay attention to the fact that a person’s openness in communication does not always indicate his personality. It is not necessary to talk only about positive character traits. It is important to note what is or can be a fulcrum at different moments in life. Do not belittle your merits, speak directly, without beating around the bush, without any “buts”, “ifs”, etc. The exercise is performed by everyone in turn.
Exercises aimed at developing communication abilities.
game "Empty Space"", used as an "icebreaker".
The most difficult thing in a familiar and unfamiliar team is to freely look into each other's eyes and touch each other. The rules of the game allow you to relieve this tension. By the end of the game, the most indecisive ones get the hang of it. Care must be taken to ensure that group members do not rush each other.
Rules of the game. One half of the participants sits in a circle on chairs, the other half stands behind them and puts their hands on the back of the chair (if there is no back, then their hands are placed behind their backs). In front of one participant (or in front of the teacher), no one is sitting on a chair - an “empty seat.” His task is to lure one of those sitting to the “empty seat.” This must be done without words, by carefully looking at the one you are calling to you.
If one of the participants sees an attentive, inviting look, he should run across and take an empty seat. The one who stands behind must detain the runner by grabbing him by the shoulders. If a partner has detained the runner, then the participant with the “empty place” lures the other away; if not, then now his task is to lure some participant to himself (also with his eyes), i.e., to acquire a partner again, etc. After some time, the partners change places: the one who was sitting stands behind the back of the chair, and the one who was standing sits down.
The game continues as long as necessary to create a free, relaxed mood in the group. This usually takes 10 minutes.
Participants are offered an exercise that will help identify personal and general communication problems.
„Brownian motion".
All participants stand in a circle. Closing their eyes, everyone begins to move randomly in different directions; you can't talk; At the clap of the leader of the group, everyone stops and opens their eyes.
They close their eyes again and do the same procedure, but at the same time they still make a buzzing sound; When they hear a clap, they stop and open their eyes.
Analysis of the exercise - answers to a number of questions. What feelings arise in the first and second cases? What was stopping the movement? What helped you not to collide?
Which channels of perception are the most familiar, which turned out to be “new”? The most common answers are: a) “a feeling of anxiety, fear predominates”; b) “feelings of awkwardness arise.”
The educational psychologist should be asked to compare the sensations during the exercise with the sensations when participants find themselves in new companies, unusual situations and situations where it is necessary to take initiative in communication. Such a comparison helps children understand and formulate the cause of anxiety and fear in communication. This formulation sounds like this: “Often communication is like moving with your eyes closed.” Further discussion of the questions “what hindered and helped” makes it possible to understand that very often we do not sufficiently use our channels of perception - hearing, touching, feeling a partner.
Goal: to focus attention on the interlocutor’s perception; jointly formulate the rules of “good listening.”
Exercise 1.
The presenter pronounces any phrase (about the weather, school, politics, well-being, etc.) and each participant is asked to tell what he heard and what he perceived. As a result of the statements, some discrepancies in the understanding of this phrase become apparent.
It is proposed to analyze this phenomenon through simple exercises.
Exercise 2."Broken phone".
Everyone (or several people) leaves the room. The first participant comes in, the presenter tells him a short phrase (you can read any sentence from a book, newspaper, textbook). The second participant comes in, the first participant tells him the same phrase. And so everyone, entering, listens to the phrase that the previous participant tells him, and passes it on to the next one. The last participant tells everyone the phrase he heard. Those in the room should not help or express their emotions about what they heard.
Exercise 3.
The same procedure, but instead of a phrase, the first person to enter is shown a picture, after looking at it, he verbally describes it to the next participant to enter. And so each person who enters passes on (without seeing the picture) the description he heard to the next person.
Discussion.
Why is the meaning distorted? How did this happen?
Goal: To derive patterns that increase the likelihood that you will be heard and understood correctly.
In order to update the knowledge of the group members, the facilitator invites everyone to take turns making assumptions - “what exactly is required from the speaker.” Then an “agreement” is concluded to conduct training exercises.
Exercise 1.
Each participant is asked to say one phrase common to all: the first - like a turtle; to the second - like a small child; to the third - like a robot; to the fourth - like a machine-gun burst; etc.
Discussion.
What is the most beneficial conversational pace in communication? How does this relate to a specific situation? What feelings arise when the pace of speech changes?
Exercise 2.
a) Say your name with different intonations. See how intonation affects perception.
b) Say the phrase: “People find themselves lonely because they themselves do not show interest in others” - with different intonations (edification, complaint, ingratiation, neglect and anger).
Goal: Training in ways to improve mutual understanding.
Exercise 1. "Meeting point".
The facilitator invites the participants to arrange a meeting.
a) One participant describes a place in the room where they need to come. The second participant's eyes are closed. Then the second participant must find the place where the meeting is scheduled.
b) One participant describes a place in the city, and the second must guess where it is.
Discussion.
What hindered and what helped to understand the interlocutor?
What helped you “take” the position of the speaker?
