Psychological training with teachers “Together a friendly family”

Psychological games for teachers card index

Psychological games for teachers

The goals of psychological games are purely psychotherapeutic: games contribute to the harmonization of the teacher’s inner world, ease his mental tension, and develop internal mental strength. Game exercises help the teacher navigate his own mental states, evaluate them adequately, manage himself, maintaining his mental health and, as a result, achieve success in professional activities with a relatively small expenditure of neuropsychic energy. Psychotechnical games do not require much time or special premises. Alone or in pairs with another teacher, the teacher can perform exercises during breaks between lessons (in his office or teacher's room), during lessons when students are working independently, on the way to work or home. Try to develop the habit of psychological actions: then the need for mental stability and internal order will appear.

Relaxation games

In 3-5 minutes spent on psychotechnical exercises, a teacher can relieve fatigue, stabilize, and feel self-confident. Like a worker who takes a shower after a hard day in a hot shop, a teacher who performs special psychotechnical exercises at school and after work resorts to the “psychological shower” method, which cleanses his psyche.

Exercise 1. “Inner Ray”

The exercise is performed individually; helps relieve fatigue, gain inner stability…….

In order to perform the exercise, you need to take a comfortable position, sitting or standing, depending on where it will be performed (in the teacher’s room, in class, in transport).

Imagine that inside your head, in the upper part, a light ray appears, which slowly and consistently moves from top to bottom and slowly, gradually illuminates your face, neck, shoulders, hands with a warm, even and relaxing light. As the beam moves, wrinkles are smoothed out, tension in the back of the head disappears, the fold on the forehead is weakened, the eyebrows fall, the eyes “cool”, the clamps in the corners of the lips are loosened, the shoulders drop, the neck and chest are freed. The inner ray, as it were, forms a new appearance of a calm, liberated person, satisfied with himself and his life, profession and students.

Perform the exercise several times - from top to bottom.

Doing the exercise will give you pleasure, even pleasure. End the exercise with the words: “I have become a new person! I became young and strong, calm and stable! I will do everything well!”

Exercise 2. “Press”

The game exercise is performed individually. Neutralizes and suppresses negative emotions of anger, irritation, increased anxiety, aggression. We recommend doing this exercise before working in a “difficult” class, talking with a “difficult” student or his parents, or before any psychologically stressful situation that requires internal self-control and self-confidence. The exercise is best done immediately after you feel psychological tension. If for one reason or another this moment is missed, then the raging emotional “element” can sweep away everything in its path and make it impossible to control itself. As a result, something happens that we see so often: negatively charged energy is “dumped” onto a student or work colleague. Most often, the “grounding” of negative energy, unfortunately, occurs in the teacher’s family, where he weakens internal control after work.

The essence of the exercise is as follows. The teacher imagines inside himself, at chest level, a powerful press that moves from top to bottom, suppressing the negative emotions that arise and the internal tension associated with them. When performing the exercise, it is important to achieve a clear feeling of the physical heaviness of the internal press, suppressing and, as it were, pushing down unwanted negative emotions and the energy that it carries with it.

Exercise 3. “Tree”

Any tense psychological state is characterized by a narrowing of consciousness and a person’s hyper-concentration on his experiences.

A noticeable weakening of internal tension is achieved if a person has managed to perform the action of decentration: he has “removed” the center of the situation from himself and transferred it to some object or external circumstances. Decentration allows you to transfer, “throw out” a negative state into the external environment and thereby get rid of it.

There are several forms of decentration. Role decentration is associated with the reincarnation of a person, mental inclusion in another situation. Pedagogical reflection is used, the teacher tries to look at himself “from the outside,” analyze the situation through the eyes of an external observer, and use a “psychic mirror.” Communicative decentration is carried out in dialogue with a change in communicative positions. The exercise is performed individually. It develops internal stability, creates a balance of neuropsychic processes, freeing you from a traumatic situation.

On the way home, in transport, imagine yourself as a tree (whichever one you like, which one is easiest to identify with). Replay in detail the image of this tree in your mind: its powerful and flexible trunk, intertwining branches, foliage swaying in the wind, the openness of the crown to the sun's rays and the moisture of the rain, the circulation of nutritious juices along the trunk, the roots firmly rooted in the ground. It is important to feel the nutritious juices that the roots draw from the ground. The earth is a symbol of life, roots are a symbol of stability, a person’s connection with reality.

Exercise 4. “Book”

The exercise also develops internal means of role decentration and is performed individually (in class, in the teacher’s room). Imagine yourself as a book lying on the table (or any object currently in your field of vision). Construct in your mind the internal “feeling” of the book - its peace, position on the table, cover protecting it from external influences, folded pages. In addition, it is important to see “through the eyes of a book” the surrounding room and externally located objects: pencils, pens, paper, notebooks, chair, bookcase, walls, window, ceiling, etc. Perform the exercise for 3-4 minutes. You will feel how the internal tension subsides, and you will move into the “world of other dimensions”, one might say, into a visible “parallel world” with the real existence of objects according to their own laws. The perception of “other worlds” and internal “inclusion” in one of them gives the teacher the opportunity to understand the multiplicity and versatility of any life and professional situation, to temporarily “switch off” from one’s own traumatic circumstances and treat them as relatively real, one of many different forms of life .

In the same way, you can organize a psychological “trip” into a painting or photograph hanging on the wall, and play out a fictional plot of the situation.

Exercise 5. “Maria Ivanovna”

The exercise develops internal means of role decentration.

Performed individually, within 10-15 minutes. Imagine your unpleasant conversation, for example, with the head teacher. Let's call her Maria Ivanovna, who allowed herself an uncivil tone in a conversation with you and unfair remarks. The working day is over and on the way home you once again remember the unpleasant conversation, and a feeling of resentment overwhelms you. This is harmful to your psyche: against the background of psychological fatigue after a working day, mental stress develops. You try to forget the insult, but you fail.

Try going the other way. Instead of forcibly erasing Maria Ivanovna from your memory, try, on the contrary, to bring her as close as possible. Try playing the role of Maria Ivanovna on the way home. Imitate her walk, her manner of behavior, play out her thoughts, her family situation, and finally, her attitude towards a conversation with you. After a few minutes of this game, you will feel relief and tension will subside. Your attitude towards the conflict, towards Maria Ivanovna will change, you will see a lot of positive things in her, things that you did not notice before. In fact, you will be involved in Maria Ivanovna’s situation and will be able to understand her. The consequences of such a game will reveal themselves the next day when you come to work. Maria Ivanovna will be surprised to feel that you are friendly and calm, and she herself will probably begin to strive to resolve the conflict.

Exercise 6. “Head”

The profession of a teacher is not only classified as stressful, it is a profession of managerial work. The teacher is forced to continuously influence students during the working day: to restrain them in some way, to suppress their will and activity, to evaluate, to control. Such intensive management of the learning situation causes “management stress” in the teacher and, as a consequence, when overexerted, various physical ailments occur. One of the most common complaints from teachers is headaches and heaviness in the occipital region of the head.

An exercise is suggested to help relieve unpleasant somatic sensations. Stand straight with your shoulders back and your head thrown back. Try to feel in which part of the head the feeling of heaviness is localized. Imagine that you are wearing a bulky headdress that puts pressure on your head in the place where you

you feel heaviness. Mentally remove the headdress with your hand and expressively and emotionally throw it to the floor. Shake your head, straighten the hair on your head with your hand, and then throw your hands down, as if getting rid of a headache.

Exercise 7. “Hands”

It's your last lesson. The class is busy solving a problem. The class is quiet and you can take a few minutes to yourself. Sit on a chair with your legs slightly extended and your arms hanging down. Try to imagine that the energy of fatigue “flows” from the hands to the ground - it flows from the head to the shoulders, flows over the forearms, reaches the elbows, rushes to the hands and seeps down through the fingertips into the ground. You clearly physically feel the warm weight sliding over your hands. Sit like this for one to two minutes, and then lightly shake your hands, finally getting rid of your fatigue. Stand up easily, springily, smile, walk around the class. Enjoy the interesting questions that children ask, try to meet them halfway openly and with full readiness, answering thoroughly and in detail.

Exercise relieves fatigue, helps establish mental equilibrium, balance.

Exercise 8. “Mood”

A few minutes ago you ended an unpleasant conversation with the mother of a student who constantly violates discipline, skips classes, and is rude to you. In a conversation with her, you talked about raising your son in a family, the need for regular monitoring of homework, and the fact that permissiveness, which in your opinion is cultivated in a student’s family, will not lead to anything good. After all these conversations, the teenager’s mother suddenly declared that “they should educate her at school,” and that she didn’t have time for that. You couldn't help yourself in response. Your intentions for a calm and constructive conversation have been destroyed.

How to remove the unpleasant aftertaste after such a conversation? Take colored pencils or crayons and a blank sheet of paper. Relaxingly, with your left hand, draw an abstract plot - lines, color spots, shapes. It is important to completely immerse yourself in your experiences, choose a color and draw the lines the way you want, in full accordance with your mood. Try to imagine that you are transferring your sad mood onto paper, as if materializing it. Have you finished your drawing? Now turn the paper over and on the other side of the sheet write 5-7 words that reflect your mood. Don't think too long; it is necessary that words arise spontaneously, without special control on your part.

After this, look at your drawing again, as if reliving your state, count the words and with pleasure, emotionally tear up the piece of paper and throw it in the trash.

You noticed? Just 5 minutes, and your emotionally unpleasant state has already disappeared, it turned into a drawing and was destroyed.

Now go to class! Did you have a good rest!

Exercise 9. “Proverbs”

An exercise is proposed that effectively “relieves” internal depression and bad mood, helping to solve a complex problem that you have. This problem may be related to your profession, family life, relationships with friends.

Take any of the books: “Russian Proverbs”, “Thoughts of Great People” or “Aphorisms” (every school library has books). Flip through a book, read phrases of proverbs or aphorisms for 25-30 minutes until you feel inner relief.

Perhaps, in addition to mental relaxation, one or another proverb will lead you to the right decision. You may also be reassured by the fact that not only you have a problem; many people, including historical figures, have thought about ways to solve it.

Exercise 10. “Memories”

One of the widespread professional shortcomings of a teacher is his... maturity. It’s paradoxical, but it’s true. The teacher approaches the child from the incomprehensible, yet alien “world of adults,” in which there are sorrows, rules, and norms at every step. A representative of the “adult world”, the teacher is “moved away” from the child, is incomprehensible to him, causes in him either depression or aggression, rebellion, and a desire to break discipline.

Of course, the leading role of the teacher in the educational process is necessary, and the alienation and opposition that it causes in the child can be significantly mitigated. Remember more often about your childhood, your impressions, experiences. Psychologically, you will become closer to your students, you will understand them better, while maintaining both your authority and your role as a leader.

Ask your parents about what you were like as a child, what they remember about your pranks, about the teacher’s calls when you violated discipline. Try to vividly imagine yourself as a child, relive your childhood impressions. The main thing is to remember what internal motives forced you to do this or that act.

For example, you and your class skipped class. It was a heroic act! For the first time in your life, you showed independence. And how you despised those who did not support the general “initiative” and came to class! With what fear and at the same time pleasure you “tasted the forbidden fruit”!

Another memory. Your class was on school duty and you were late for class. The teacher asked for a diary to record the comment. You assessed her demand as unfair (“I was on duty!”) and said that you forgot the diary at home. In response, the angry teacher ordered him to leave the class. Remember your experiences when you walked out into an empty corridor and listened to the voices from your and other classes. What feeling did you have? Loneliness? Offense? Such memories will help you feel the inner state of the students and understand the motives of their actions. You will become kinder, softer, and it will not be difficult for you to talk frankly with the guys. After a while, you will notice that violations of discipline in your class become less and less frequent. What is the reason? The fact is that the children responded to your offer to interact: your desire to understand and feel their states causes the same feelings on their part. They lose the desire for rebellion, confrontation, and demonstration of their independence “at all costs.” They felt together with you.

Exercise 11. “I am a child”

Many experienced teachers play the game “I am a child.” Here, for example, is how he describes his state: “My method: I evoke in myself a state of childhood, i.e. I evoke in myself that feeling of childish lightness that is characteristic of a child: I throw off “everything adult”, and mainly, that external adultness that is inherent in my administrative role. Next comes the selection of forms of addressing children, which include the choice of intonation, method of explanation, demeanor, and most importantly, thinking through the first words, so to speak, the formula of address.”

Remember what game you loved most as a child. Do you remember? Now go to your child or grandchild and invite him to play this game. During the game, you must play the role of a child, be on an equal footing with your partner. This gives him the opportunity to feel like a leader and discuss the rules of the game with you. And you will feel the freshness, originality, originality of children's thinking, the richness of the child's inner world. You will probably become closer to him.

Exercise 12. “Openness”

One of the conditions for success in teaching is the teacher’s ability to communicate correctly, interact during dialogue, and communicate with the class (polylogue). Often preoccupied with forming questions correctly, the teacher does not monitor his state and behavior. But it is known that even the most correct provisions will not be perceived or will cause negative emotions if children feel your arrogance, coldness, neglect, alienation. The guys may even protest against your demands and pointedly ignore them. Don't be surprised, you weren't open to dialogue. Here are some simple exercises.

In front of you is an interlocutor (student, work colleague, family member). Make your face friendly, smile, nod to your interlocutor as a sign that you are listening carefully and understand him. “Open” your soul to the person with whom you are communicating, try to get psychologically close to him.

Exercise 13. “Rhythm”

It must be done in pairs with another teacher or at home, with one of the people close to you.

Two people stand facing each other and agree on their roles: one is the leader, the other is the “mirror”. The participants’ hands are raised to chest level and palms are turned towards each other. The presenter moves his hands arbitrarily, and the one playing the role of a “mirror” tries to reflect them in the same rhythm. The roles change several times.

The psychological meaning of the exercise is to feel the internal “rhythm” of another person and reflect it as fully as possible. At the same time, think that each person (your student, work colleague, member of your family) is an individual with a unique psychological “rhythm”, and in order to correctly understand a person, you must first of all feel his energy, temperament, direction, dynamics , internal expression.

Exercise 14. “Tank”

In a conversation with a student, teacher, parent of a difficult child, or at home in a conversation with your child, feel like an “empty form”, a reservoir into which your interlocutor “pours”, “lays” his words, states, thoughts, feelings. Try to achieve the internal state of a “reservoir”: you are a form, you do not react to external influences, but only accept them into your inner space. Throw away all your personal assessments, as if there is no reality, there is only an empty form. Difficult? Practice 2-3 times before starting a conversation and it will be easy for you. Then, when you are sure that you have formed the internal state of the “reservoir,” enter into dialogue and try to treat your interlocutor impartially and unbiasedly. This will help you understand it better.

Adaptation games

Every teacher can remember a difficult period in his work associated with professional adaptation at school. Young teachers who come from pedagogical universities get used to school from 6 months to 3 years. They get used to the constant noise during breaks and intense communicative interactions. But the hardest thing for them is to develop the ability to maintain discipline in the classroom for 45 minutes during a lesson. Many teachers complain of feeling weak and exhausted after lessons, and of difficulties in developing the readiness to keep the class under control.

We had to observe various situations in which young teachers find themselves.

We saw the teacher rushing around the class like a shuttle. Where she stood, the children became quiet, but at that time they began to talk loudly in another corner. It’s not hard to imagine how tired this teacher was by the end of the lesson.

How to facilitate and at the same time intensify the process of professional adaptation of a young teacher at school? First of all, we must remember that only one who knows how to manage himself well becomes a good leader. By developing these qualities, a young teacher will be able to go through the adaptation period faster and more efficiently. We offer several exercises to develop internal means of self-regulation.

Exercise 1. “Focus”

The exercise is performed 10-15 minutes before the start of the lesson. Sit comfortably in a chair or armchair. When giving commands to yourself, focus your attention on one or another part of the body and feel its warmth. For example, on the command “Body!” focus on your body, at the command “Hand!” - on the right hand, “Brush!” - on the right hand, “Finger!” - on the index finger of the right hand and, finally, at the command “Tip of the finger!” - on the tip of the index finger of the right hand. Give commands to yourself at intervals of 10-12 seconds (find a rhythm that is favorable for you).

Exercise 2. “Breathing”

It is advisable to perform the exercise before the start of the lesson. Sit in a chair or armchair. Relax and close your eyes. On your command, try to turn your attention away from the external situation and focus on your breathing. At the same time, do not try to specifically control your breathing: there is no need to disrupt its natural rhythm. The exercise is performed for 5-10 minutes.

Exercise 3. “Psychoenergetic umbrella”

The exercise is carried out in the first minutes after the start of the lesson, and also, if necessary, periodically throughout the lesson.

The teacher stands in front of the class, preferably in the center of the room, and, explaining the material, tries to imagine that with his will and consciousness he is establishing a kind of “umbrella” that tightly covers all the students. The teacher’s goal: to confidently, firmly and steadily hold the handle of this “umbrella” throughout the lesson.

The exercise develops the ability to control the situation in the classroom.

Exercise 4. “Distribution of attention”

It is also important to learn how to distribute your attention in class.

The exercise is performed for 15-20 minutes at home. Turn on the TV and open a book you are unfamiliar with (it’s better to take a fiction or nonfiction book first). Try reading a book and watching and listening to TV out of the corner of your eye at the same time. Watch yourself: after how many minutes will you feel tired? If fatigue sets in within 4-5 minutes, it means that your ability to distribute attention is poorly developed. Then try to briefly reproduce for yourself on paper what you read and restore what you saw on the TV screen. The more often you do the exercise, each time you will become better at distributing your attention.

Training to unite teachers in kindergarten I+YOU=WE

Training to unite teachers in kindergarten I+YOU=WE

Recently, various teambuilding tasks have become fashionable - team building. Such trainings are especially relevant in kindergarten, where all teachers must act harmoniously. The price of the issue is the adaptation of children to a preschool institution.

The training was developed by Lyudmila Aleksandrovna Unalova, teacher-psychologist of the preschool educational institution “Academy”, Astana Kazakhstan

Purpose of the training:

• team building and building effective team interaction.

Training objectives:

• formation and strengthening of a common team spirit by uniting a group of people;
• development of responsibility and contribution of each participant to solving common problems;
• awareness of oneself as a team.

Progress of the training:

Stage 1. Getting to know each other

— Hello, dear colleagues, today you and I will take part in a training called “I + YOU = WE.” The purpose of the training is to unite the team and build effective team interaction. In a circle, have everyone continue the sentence “Now I feel...”.

— Every training has rules. Let us also develop our own rules...

• Here and now (during the training we only talk about what worries everyone right now, and discuss what is happening to us right here).
• I speak for myself.
• Listen carefully to each other.
• Don't interrupt the speaker.
• Respect each other's opinions.
• Non-judgmental judgments.
• Activity.
• Stop rule.
• Confidentiality (everything that happens here is not shared outside the group under any pretext).

Each point of the rules is explained by the presenter.

MY NAME IS... I DO THIS....

Purpose: acquaintance, relief of anxiety, promotes memorization of names.

The exercise can be done sitting or standing. Each participant in a circle says his name and shows some kind of movement with the words: “I do this...”. Each subsequent participant first repeats all the names and movements of the previous ones, and then calls his name and shows his movement. Thus, the last participant must repeat the names and movements of all other group members.

THOSE WHO CHANGE PLACES...

Goal: relieving tension through movements, organizing playful interaction.

At the command: “those who (like to meet people, consider themselves sociable, shy..." change places), the participants must change places, the leader must also take the vacated chair. As a result of the exchange, there remains one person who did not have time to sit in an empty seat, and it is he who becomes the leader.

Stage 2. Information

ATOMS-MOLECULES

Goal: increasing the level of performance of participants.

The presenter says: “Atoms.” All players begin to move chaotically. After the phrase “molecules of three,” the players must form groups of three. Anyone who cannot get into threes is eliminated from the game. And the leader continues to change the number of atoms in the molecules. The game can be made more difficult: the atoms must move with their eyes closed.

TALKING HANDS

Goal: emotional and psychological rapprochement of participants.

Participants form two circles: inner and outer, facing each other. The leader gives commands, which the participants carry out silently in the resulting pair. After this, at the command of the leader, the outer circle moves to the right one step.

Options for instructions to the resulting pairs:

1. Say hello using your hands.
2. Fight with your hands.
3. Make peace with your hands.
4. Show support using your hands.
5. Feel sorry with your hands.
6. Express joy.
7. Wish you good luck.
8. Say goodbye with your hands.

Discussion:

• What was easy, what was difficult?
• Who found it difficult to convey information silently?
• For whom is it easy?

— Dear colleagues, what do you think the word “unity” means? Unity is an opportunity to become one to achieve specific goals and objectives. After all, how good it is when your colleague understands and supports you, how good it is to hear and help when this help is needed, how well to understand each other even without words. A close-knit team achieves many peaks and victories.

— Cohesion is:

• coincidence of interests, views, values ​​and orientations of team members;
• an atmosphere of psychological safety, goodwill, acceptance;
• active, emotionally rich joint activity aimed at achieving a goal that is significant for all participants.

CATERPILLAR

Purpose: the game teaches trust.

“Now you and I will be one big caterpillar and we will all move around this room together.” Line up in a chain, place your hands on the shoulders of the person in front. Place a balloon or ball between the stomach of one player and the back of the other. Touching the balloon (ball) with your hands is strictly prohibited! The first participant in the chain holds his ball at outstretched arms. Thus, in a single chain, but without the help of hands, you must follow a certain route.

Discussion:

• What did you experience while completing the task?

WHO IS FASTER

Goal: coordination of joint actions, distribution of roles in the group.

- Count on the count of one or two. We ended up with two teams. Your task now, as quickly as possible, is to build the geometric figure that I will name, and you build in silence, without explaining anything.

Possible shapes:

• triangle;
• rhombus;
• corner;
• letter;
• bird school;
• circle;
• square.

Discussion:

• Was it difficult to complete the task?
• What helped in doing it?

Stage 3 Warm-up

WE ARE SIMILAR IN THE THINGS THAT...

Goal: removing aggression.

When throwing the ball to any person, we call him by name and say: “You and I are similar in that...”. (For example: that we live on planet Earth, we work in the same team, etc.)

Discussion:

• What emotions did you experience during the exercise?
• What new things have you learned about others?
• What interesting things did you find out?

Breathing exercise RECEIVER

The lower the hand, the higher the sound; the higher the hand, the quieter the sound.

LINE BY…

Goal: to overcome barriers in communication between participants, to liberate them.

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.

You can also line up

• hair color;
• foot size;
• by eye color from lightest to darkest.

YES AND NO

Goals: removal of aggression, readiness to communicate.

- Break into pairs and stand opposite each other. Decide who in your couple wants to say “Yes” and who wants to say “No”. One of you starts the game by saying the word “Yes.” The second one immediately answers him: “No!” Then the first one says again: “Yes!”, perhaps a little louder than the first time, and the second one again answers him: “No!”, and also a little louder. Each of you must say only the word he chose from the very beginning: either “Yes” or “No.” But you can pronounce it in different ways: quietly or loudly, gently or rudely. You can have a nice little argument with these two words if you want, but it's important that no one is offended in any way. After some time, I will give you a signal that it is time to end the “dispute.”

Discussion:

• How are you feeling now?
• How do you prefer to argue - by saying the word “Yes” or by saying the word “No”?
• Did you speak loud enough?

Stage 4: Practical

ONLY TOGETHER

Objectives: During this game, participants get the opportunity to feel the same as their partner. To do this, they need to tune in to each other.

- Please break into pairs and stand back to back. Can you slowly, slowly, without lifting your back from your partner’s back, sit on the floor? Now can you stand up in the same way? Try to determine with what force you need to lean on your partner’s back so that it is comfortable for both of you to move... Now switch partners...

Discussion:

• Who was the easiest to get up and down with?
• What was the most difficult part of this exercise?

SIAMESE TWINS

Goal: development of communication skills.

- Take a thin scarf or handkerchief and tie it with the hands of the participants standing next to each other facing you. Leave your hands free. Give pencils or markers of different colors, one at a time in the non-free hand. You have to draw a general drawing on one sheet of paper. You can only draw with the hand that is attached to your partner. Set the theme of the drawing yourself or offer to choose.

Discussion:

• Was it difficult to create the painting together?
• What exactly was the difficulty?
• Did you discuss the plot of the drawing, the order of drawing? (Were there any disputes and conflicts between the players, did they take equal part in the work (which can be easily assessed by the number of colors in the picture that the participant drew)).

Breathing exercise SEVEN CANDLES

Goal: relaxation.

- Sit comfortably, close your eyes, relax. You are calm, comfortable and comfortable... You breathe deeply and evenly... Imagine that there are seven burning candles at a distance of about a meter from you... Take a slow, as deep breath as possible. Now imagine that you need to blow out one of these candles. Blow as hard as possible in its direction, exhaling completely. The flame begins to tremble, the candle goes out... You again take a slow, deep breath, and then blow out the next candle. And so all seven..."

The exercise is best performed with calm, quiet music in a semi-darkened room.

Discussion:

• How did the participants' condition change as they completed this exercise?
• Where in real life situations might such a technique be useful?

CONVERSATION IN A CIRCLE

— We form two circles, external and internal, and begin to talk with each other on a given topic.

Themes:

• family;
• hobbies;
• policy;
• Love;
• vacation;
• dream;
• May holidays;
• Parent meeting;
• children;
• Friends.

BRING THE PENCIL

Goal: development of communication skills.

- Choose a pair for yourself and take turns, together with your pair, stand at the line where the pencil lies. Your task is to take this pencil from both sides so that each of you touches its tip with only your index finger, carry it to the end of the room and come back.

Discussion:

• What happened to you?
• If it didn't work out, then why?

Stage 5. Final

PRESENT

Goal: positive completion of the training, reflection.

— Let's think about what you could give to your group to make interaction in it even more effective and relationships in it more cohesive? Let's say what each of us gives to the group. For example, I give you optimism and mutual trust. Next, each participant expresses what he would like to give to the group. Let's reward ourselves for a successful swim with applause!

Now answer the following questions in a circle:

• What was important to you today?
• What feelings did you experience?
• Do you need such training in the future?

- Well, all the gifts have been given, the games have been completed, the words have been spoken. You were all active and worked well as a team. Don’t forget that you are a single whole, each of you is an important and necessary, unique part of this whole! Together you are strong! Thanks everyone for participating!