Training for teachers “Formula of a good mood”

Training for teachers “Formula of a good mood”

Training for teachers

"Formula for a good mood"

Training objectives:

• Mastering ways to relieve emotional stress and ways to prevent it;
• Forming an understanding of the need to preserve health;
• Activation of the process of self-knowledge and mutual knowledge among teachers;
• Creating conditions for group cohesion;
• Formation of adequate self-esteem of professional qualities and level of aspirations;

Training objectives:

• Consider and test options for relieving emotional stress;
• Creating a favorable emotional mood that promotes unity among the teaching staff;
• Encourage participants to analyze their personal and professional activities;
• To develop the skills of objective assessment of real and desired relationships in the family and at work;

Equipment

: music for relaxation, Whatman paper (“Mood Calendar”), markers, colored pencils, standard sheets of paper, handouts.

Introduction.
Relevance of the chosen topic.
Leading.

The profession of a teacher requires great endurance and self-control.
From numerous intense contacts with students and parents, the teacher experiences great neuropsychic stress, which manifests itself in emotional exhaustion. Often teachers are in situations of extreme emotional stress. According to my observations, sometimes you experience this emotional stress not at the end of the year, but already at the beginning, of course this is due to the specifics of working with the contingent with whom we work.
One wise man said: “It’s better to say it once and do it yourself than to hear about it a hundred times.” And I wanted you to start work in a good mood. I will try to help restore your strength and remind you of the importance of preserving health in our professional activities. Let's try, using special methods, to activate the internal resources of the individual. Maybe look at each other from a different side that was unknown to you and just relax and unwind a little.

It is no secret that not all of you view the interaction between a teacher and a psychologist with optimism. Therefore, I chose the poem “Free Conversation” as the epigraph for our meeting today:

Main part

Exercise No. 1 “Mood calendar.”

Purpose: diagnosing the mood of the participants.

Carrying out: a mood calendar is created. All the names of the participants are written on the board. Participants are offered pictures (a sun – a good mood, a cloud – a bad mood, and a cloud with the sun – a not very good mood). The participant chooses the picture that best suits his mood and attaches it next to his name. At the end of the session, the mood of the participants is also monitored.

Every group has rules by which it operates or adheres. And I propose a number of specific rules, you can also propose your own rules, which we will adhere to. Rules are norms that significantly reduce wasted time, allow you to work productively on yourself and help achieve the main goal of the lesson.

Rules for group work.

1. Address each other by name.
2. Accept yourself and others as they are.
3. Be sincere.
4. Avoid judging each other.
5. Active participation in what is happening.
6. Respect for the speaker.
7. Each group member has at least one good and kind word.
8. Confidentiality of everything that happens in the group.
9. Communication based on the “here and now” principle.

Exercise No. 2 “Name and epithet.”

The group sits in a circle and each one introduces himself to the others in turn, saying his name and epithet. This adjective should begin with the same letter as the name, positively characterize the person and, if possible, contain exaggeration (genius Gena). The participant must first repeat the name and epithet of the previous speaker, then name his combination.

Issues for discussion:

• What epithets impressed me?
• What names did I have trouble remembering?
• Who am I interested in now?

Exercise No. 3 “Ordinal counting”.

Goal: Establish eye contact with all participants. Everyone sits in a circle, one person says “one” and look at any participant in the game, the one he looked at says “two” and looks at the other.

Exercise No. 4 “Cornice”.

Goal: strengthening goodwill, openness and mutual assistance in the group.

Teachers stand one after another, touching their shoulders and focusing on a line on the floor. Psychologist: “This feature is the cornice of a high-rise building. The toes of your shoes are the edge of this cornice. One person from the group, if desired, must walk along the ledge and not fall down. The group's task is to help him with this. Support in the form of physical contacts and brief conversations are allowed. The main thing is to walk along the cornice!”

Then the participant who “walked along the cornice” shares his impressions: on what part of the path he felt supported, where it was difficult for him to cope with the game task and why. Group members also exchange views on why support was successful in some cases and not in others. If a player “falls”, this is also discussed in the group.

Exercise No. 5 “Washing machine”.

Goal: relieving excess tension.

All participants stand in two lines facing each other. The first person is the “machine”, the last person is the “dryer”. The car passes between the ranks, everyone washes it, strokes it, rubs it carefully and carefully. The dryer should “dry” it – hug it. The one who has passed the “wash” becomes a dryer, and the next car comes from the beginning of the line.

Issues for discussion:

• How did you feel when you went through the “wash”?
• Whose touch was more pleasant to you?

Exercise No. 6 “Balance is real and desirable.”

Goal: discussion and objective analysis of the real and desired balance of personal and professional life of teachers.

Material:

paper, pen or pencils.

It is proposed to draw 2 circles, in the 1st, focusing on internal psychological sensations, using sectors to mark the current relationship between work (professional life), housework and personal life (travel, leisure, hobbies).

In the other circle is their ideal ratio.

Are there any differences? What are they? Why did this happen?

What can be done to bring one closer to the other? Due to what?

On whom or what does it depend?

Exercise No. 7 “Screen test”.

Goal: developing a sense of self-worth.

1. Make a list of 5 things in your life that you are proud of.
2. Select one accomplishment from your list that you are most proud of.
3. Stand up and tell everyone: “I don’t want to brag, but...” and follow up with words about your achievement.

Issues for discussion:

• How did you feel sharing your achievements?
• Do you think others experienced the same thing as you when you performed? Why?

Exercise No. 8 “Good catcher”.

Goal: to develop the skills of a positive attitude towards life situations.

Instructions (Quiet instrumental music plays.)

Whatever happens to you, try to find the positive sides in everything. Let's practice. Please find and write down positive moments in the following situations:

1. You are getting ready for work, the weather greets you with pouring rain.
2. You are late for work, you run to the bus stop, and the bus leaves in front of “your nose.”
3. You don't have money to go on vacation somewhere.
4. A friend did not congratulate you on the holiday.
5. Your child got into a fight at school.

Comments for the presenter.

Participants write their own positive aspects for each situation. Everyone takes turns reciting these points. The participant who points out more than 5 positive aspects in each proposed situation is awarded a medal: “Benefit Catcher”!

Exercise No. 9 “I’m offended when...”.

Participants write a phrase on pieces of paper that begins with the words: “I’m offended when...” and finish the sentence, indicating their offense. Then each participant, in a circle, utters his grievance. Next, participants are asked to pretend to be offended. Each participant in a circle says “my offense is like...” and imitates. The next one continues, saying “(name of the previous participant)’s resentment is like..., and my resentment is like...” and also depicts. Then follow the snowball principle.

It is suggested to crumple up the pieces of paper with the sentences “I was offended when...”, and throw them in the trash with the words “ I don’t need this offense anymore!”

I don’t need this dark thought anymore.”

Exercise – relaxation “Self-developing performances” (music, sound of the sea).

Goal: to develop the ability to switch activities and relieve emotional stress.

Sit comfortably. Close your eyes. Relax. We take a deep breath and exhale. Let's focus on our feelings. Now let’s try to recreate in our imagination a complete picture, a complete image.

Imagine a beach by the sea. Hot day. The sun is beating down. You are in a bathing suit. We stretch out on the sand with pleasure... We look out to sea. The heads of the swimmers are visible... Let's take a closer look at the horizon line. What appeared there? We look closely... And what is happening around, on the shore?

The sun is hot, you have to turn from side to side. I want to swim... We enter the water... We feel its touch... What is it like?

The images go away. Focus your attention on your body. They clenched their hands. We opened our eyes.

Reflection exercise:

Were you able to see the whole picture and evoke the corresponding bodily sensations? What prevented you from relaxing? How to overcome this situation?

Final part.

Exercise No. 10 “Applause” (farewell ritual).

Instructions. Stand in a circle. Hold hands and feel the warmth of your colleagues' hands. May this feeling of warmth remain in your souls for a long time.

The presenter begins to clap her hands and approaches one of the group members. This participant then chooses the next one from the group to whom they both applaud. The third chooses the fourth, etc. The last participant is applauded by the whole group.

“Mood calendar”

(note whether the mood of the teachers changed after the lesson).

Training reflection:

Did the training help you relieve stress and improve your emotional state? Has something changed in your feelings and well-being? What exercises can you do on your own to maintain your mental health? and physical health? In the next classes you would like to become familiar with health and health preservation techniques.

Psychological relaxation games for teachers

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. “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 4. “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 5. “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 6. “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.