Topic: "Kindness"

Completed by: educational psychologist

MBS(k)OU "S(k)OSH for children

From OVZ No. 155" Perm

Volgutova Natalya Grigorievna

Summary of an open lesson in psychology.

The topic of the lesson: “Kindness.”

Participants: 5 “A” class students, 6 people. (Subgroup)

Lesson form: group

Purpose of the lesson: the formation of spiritual and moral qualities of students through the study of the concept of “kindness”

Expand students’ knowledge about the concept of “kindness” and its role in human life;

Motivate students to do good deeds and deeds;

To develop in students the social and communication skills necessary to establish interpersonal relationships.

Activate the processes of self-knowledge and self-disclosure of students.

Promote the development of responsibility for the assigned work.

To promote the development of independent search for the necessary material in different sources.

Formation of UUD

Cognitive UUD

1. Extract information from different sources.

2. Construct a speech utterance orally.

3. Establish cause-and-effect relationships.

Regulatory UUD

1. Determine the purpose of the activity in the lesson.

2. Evaluate learning activities in accordance with the assigned task.

3. Accept and save the learning task.

4. Plan your actions.

5. Carry out cognitive and personal reflection.

6. Learn to recognize your difficulties and strive to overcome them

Communicative UUD

1. Listen and understand others.

2. Construct a speech utterance in accordance with the assigned tasks.

3. Express your thoughts orally.

4. Agree on the rules of communication and behavior.

5. Take into account different opinions and strive to coordinate different positions in cooperation.

6. Adequately use speech means to solve various communicative problems, construct monologue statements, and master the dialogical form of speech.

Personal UUD

1. Form respect for the individual and his merits, a friendly attitude towards others.

2.Give positive moral self-esteem and a moral sense of pride.

Equipment: multimedia board, projector, speakers, Whatman paper with a picture of a tree, cards with proverbs, paper flowers with Velcro, markers, paper for wishes, a small basket (box), children sit in a semicircle, an area of ​​tables for group work is set up.

Lesson stage	Progress of the lesson
	Teacher activities	Student activities
1.Organizational	A song about kindness comes on. The presentation starts. (Slide 1) The teacher welcomes students and guests.	Students enter the hall and sit in a semicircle.
2. Preparation for active cognitive activity.	Teacher: “Today we have an unusual lesson. Today you have a responsible mission, each of you will play the role of a teacher. Each of you will teach us something, tell us something. Are you ready?	Students' response: “Yes, we are ready!”
3. Setting a cognitive task	Teacher: “Let's remember what homework you had?” Teacher: What is the main word in your homework? Teacher: “That’s right, let’s formulate the topic of our lesson together. - “Kindness” Slide 2 Teacher: “What should we learn in class?” formulating the purpose of the lesson. (Slide 3)	Students: Everyone voices their homework. 1st student: “Find a definition, famous sayings for the word “Kindness.” 2nd student: Find pictures about kindness. 3rd student: “Find a song about kindness.” 4th student: What are “Good Deeds” Give examples. 5th student: What are “Kind words”. List kind words. 6th student: Find sayings on the topic “Kindness” Students: “Kindness” Students: “Kindness” Students: “What is kindness?”
4.Assimilation of new knowledge	1.Teacher: When I was little, it seemed to me that kindness was a flowering tree. I drew this tree for you the way I imagined it. Look (all eyes on the tree poster). There is only one thing that upsets us: the tree does not bloom. To revive it, so that it blossoms, so that it becomes kind, our kindness will help us. It will flourish during our lesson, thanks to your good deeds. 2. Teacher: Kindness... Kindness... What is it? “What definition of kindness did you find (name of the student who prepared this question)” Teacher: “Well done!” Now tell me what kindness is, in your own words." Teacher: “You did a good deed, found material, told us about kindness, you can take a flower and stick it on our “Tree of Kindness.” 3.Teacher: “Kindness is our good deeds, good deeds.” (Student’s name) will tell us what “Good Deeds” are. Thank you, the child is invited to stick a flower on the “Tree of Kindness” for a good deed.	A child comes out and presents the material he found. (Slide 4.5) Student response. A student glues a flower to a tree Student answer with slide demonstration. (6 slide)
5.Initial check of understanding	Let's remember what task we set at the beginning of the lesson? What conclusions can we already draw? Let's compare your findings with those proposed in the presentation. (Slide 7)	Students' answers
6. Consolidation of knowledge	“And now we will conduct a practical exercise “Add a saying). Conducts it (the name of the student is called). The child is asked to glue a flower to the “Tree of Kindness.” Teacher: “Kindness is not only good deeds, but also kind words” -(child’s name) will conduct a practical exercise with you "Good wishes." Thank you, you all did a good deed, wrote good wishes to each other and our guests. And now, I suggest everyone take one flower and glue it to our tree of kindness.	Student: “You have proverbs and sayings about kindness in the envelope, but they are mixed up. You need to assemble them correctly." A student glues a flower The student reads out good wishes. Invites children to write 2 wishes. He puts the wishes in a box and distributes them one at a time to the guests and children. Students glue flowers.
7. Lesson summary	Teacher: “Look, our “Tree of Kindness” has blossomed and blossomed thanks to your good deeds and kind words. Such a tree will never be lonely. Birds will fly to it to sing and build their nests, insects will fly to collect pollen. Animals and people will hide under the lush crown from the heat or rain. Kindness attracts. A kind person always has many friends. Kindness is the sun that warms our souls. Let's remember our lesson topic. (Slide 7) The purpose of our lesson: (Slide 8) Briefly say in your own words, “What is kindness?”	Students: “Kindness” Student answers: Find out what kindness is. Students' answers.
8.Reflection	“Assess today's lesson. Red ball – excellent, I liked everything, green ball – good, yellow ball – satisfactory. The balls are placed in a glass vase and analyzed.	Students make a choice.
9.Homework	Be kind! And now you know what needs to be done for this.

Literature used:

skfkis.ucoz.ru›metod/polozh-otkr.urok.pdf

How to design universal learning activities in elementary school: from action to thought: a manual for teachers / ed. A. G. Asmolova. - M.: Education, 2010

Organization of psychological work at school./M. R. Bityanova - M.: Perfection, 1997

Path to your Self: psychology lessons in elementary school (1-4)”:/ O. V. Khukhlaeva.-M.: Genesis, 2010

Extracurricular activities of schoolchildren. Methodological designer: a manual for teachers / D.V. Grigoriev, P.V. Stepanov. - M.: Education, 2010.

“Practical psychology in elementary school”, R.V. Ovcharova Moscow, “Sphere”, 2001

Type of lesson – practical.

Type of activity– combined.

Lesson objectives:

1. Educational:

• To consolidate and systematize students’ knowledge on the topic “Psychology of Communication.”
• Strengthen conversation management skills through constructing questions.
• Orient students to use acquired knowledge and effective communication skills in their professional activities.

2. Developmental:

• Continue to form ideas about the process of information transfer.
• Continue developing business communication skills.

3. Educators:

• To promote the formation of cognitive activity of students.
• To promote the formation of ideas about mental and psychological health as a vital value.
• Instill the ability to work in a team.

Learning Tools

1. Literature:

• E. Melibruda “I – ​​You – We” Moscow “Progress” 2009

2. Visual aids:

• Scheme “Perception of information through personal interpretations.”
• Scheme “Process of information transfer”.

3. Didactic materials:

• Practical tasks and tasks.
• Test questions.
• Task cards.

Extracurricular work – homework (Appendix No. 9)

Time: 90 min.

TECHNOLOGY OF CONDUCTING PRACTICAL LESSONS

CHRONOCARD

Time 90 minutes.

P/P	Structural stage of the lesson	Time	Specific Goals	Teacher actions (content)	Student actions (planned result)
1.	Organizational moment.	2	Creating a working environment.	Greeting students. Checking those present and readiness for class.	Greetings to the teacher. Psychological readiness of students for class.
2.	Goal setting and motivation of educational activities.	5	Purposeful perception of the content of the lesson. Focusing on the significance of the topic being studied.	Communicating the topic, purpose, and meaning of the lesson. Motivation for the importance of consolidating the topic for future professional activity.	They perceive information. Included in educational activities. Show interest in repeating the topic given in the theoretical lesson.
3.	Activation and consolidation of theoretical knowledge.	15	Repetition of basic knowledge acquired in theoretical classes on the topic “Communication”.	Test survey on options - topic: “Communication” Frontal survey on the topic “Business Communication”	Answer the teacher's test questions (specification of the theoretical knowledge base).
4.	Reflective-evaluative stage.	5	Identification of students' knowledge level and their assessment	Discussion of students' independent work. Control and evaluation of previously studied material.	Correct their knowledge. Qualitative success rate of at least 80%
5.		3	A clear demonstration of the negative impact of interpretations	Explanation of the origin of interpretations according to the scheme.	More complete assimilation of previously acquired knowledge.
6.	Consolidation of the studied material.	15	Help students see the “birth” of interpretations
7.	Independent work of students.	15	Training effective listening skills. Nurturing trusting relationships.	Organization of independent practical work for students. Discussion of the completed exercise.	Perform an exercise suggested by the teacher. They pass theoretical knowledge through personal experience.
8.	Consolidation of the studied material.	15	Effective communication skills training. Working with confidence, developing spontaneity, nurturing trusting relationships.	Organization and conduct of the exercise. Discussion of the completed exercise.	Perform an exercise suggested by the teacher. They pass theoretical knowledge through personal experience.
9.	Summing up the lesson, reflection.	10	Identify the correspondence of set and achieved goals, evaluate students’ knowledge.	The teacher summarizes and evaluates the students' work, focusing on the results of educational activities and achieving the goals of the lesson, and assigns an overall grade.	Correct their knowledge. Participate in summing up the results and analyze the lesson.
10	Homework.	5	Organizing the preparation of students for the next lesson. Development of independent thinking.	Reports homework.	Write down homework.

This thematic section presents ready-made notes on psychological classes and educational activities for preschoolers and primary schoolchildren.

In the publications presented here, educational psychologists share their personal experience of organizing and conducting both group and individual classes of various types. Including: classes on mental and emotional development; to increase educational motivation; correctional classes aimed at solving certain problems.

Lesson notes for preserving and strengthening mental health.

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teacher special disciplines

GBOU SPO "Gorodetsky Provincial College"

Chernonebova T.K.

Summary of an open lesson in psychology for students of pedagogical colleges

Subject: “Individual psychological characteristics of personality: temperament”

Target: introduce the concept of "temperament"

Tasks:

Introduce the concept of “temperament”, types of temperament

Create a summary table of temperament types

Summarize ideas about taking into account temperament in communication and activity

Plan

The concept of temperament

Teachings about temperament

Physiological basis of temperament

Taking into account children's temperament in the educational process

Lesson progress

Org. Moment

Checking d/z

Questions on the slides:

Define the concepts of “individual”, “personality”, “individuality”

Can there be an individual who is not a person?

Can there be a person who is not an individual?

How does individuality manifest itself?

Today we will talk about one of the individual psychological characteristics - temperament.

What do you already know about temperament?

What would you like to know?

The concept of temperament

Well-known domestic psychologist B.C. Merlin gives a figurative comparison of the role of temperament in the dynamics of mental activity: “Imagine 2 rivers - one calm, flat, the other fast, mountainous. The flow of the first is barely noticeable, it smoothly carries its waters, it does not have bright splashes, stormy waterfalls, or dazzling splashes. The course of the second is the complete opposite. The river rushes quickly, the water in it rumbles, seethes, bubbles and, hitting the stones, turns into shreds of foam...

Temperament is one of those psychological concepts that “everyone knows about.” When characterizing our acquaintances, we continually use the names of different temperaments - we call one “typical choleric”, another “sanguine”, “phlegmatic” or “melancholic”.

Even in ancient times, scientists, observing the external characteristics of people’s behavior, drew attention to large individual differences: some are very mobile, emotionally excitable, energetic; others are slow, calm, imperturbable; some are sociable, easily make contact with others, and cheerful; others are closed and secretive.

Such individual characteristics were called temperament.

Temperamentum(lat.) – proportionality, correct measure.

Temperament – individual characteristics of a person that determine the dynamics of his mental activity and behavior. (Krutetsky V.A.)

Human behavior depends not only on social conditions, but also on the characteristics of the natural organization of the individual. The temperament is just rightdetermined by the biological organization of the individual Therefore, it is detected quite early and clearly in children in play, communication, and in classes. Temperament colors all mental manifestations of an individual.

Depends on temperament:

The speed of occurrence of mental processes and their stability (for example, speed of perception, speed of thinking, duration of concentration, etc.);

Pace and rhythm of activity and behavior;

Intensity of mental processes.

But they do not depend on temperament:

Interests and hobbies;

Social attitudes;

Moral education of the individual.

Teachings about temperament

Hippocrates

The division of people into temperaments arose in ancient times. We will find the first mention of temperaments in Ancient Greece. The remarkable ancient Greek physician Hippocrates (5th–4th century BC) said that people have four main juices: blood, lymph, yellow and black bile. Different people mix them differently: the right combination of juices brings health, and the wrong combination brings illness.

Place on the slide the words of Hippocrates: “...People differ in the ratio of the four main juices of the body - blood, phlegm, yellow bile and black bile.”

The very concept of temperament, translated from ancient Latin, means “proportionality,” the correct measure. With normal, not excessive fusion of juices, the ancients believed, any temperament is good and healthy.

Claudius Galen

Based on the teachings of Hippocrates, another famous physician of antiquity, Claudius Galen (c. 130-c. 200), developed a typology of temperaments, which he outlined in the famous treatise “De temperamentum”. According to his teaching, the type of temperament depends on the predominance of one of the juices in the body. They identified 13 types of temperament, but then they were reduced to four. These four names of temperament types are well known to you:

sanguine (from Latin sanguis - blood),

phlegmatic (from the Greek phlegma - mucus, phlegm),

choleric (from the Greek chole - bile) and

melancholic (from the Greek melas chole - black bile). This concept has had a huge influence on scientists for many centuries. This is confirmed by the fact that to this day the names of temperament types proposed by Galen are the most common.

4. Ernst Kretschmer Constitutional typology

In subsequent centuries, researchers, observing a significant diversity of behavior coinciding with differences in physique and physiological functions, tried to organize and somehow group these differences. As a result, numerous concepts and typologies of temperaments have emerged.

In a number of concepts, the properties of temperament were understood as hereditary or congenital and were associated with individual differences in body composition. Such typologies are called constitutional typologies. Among them, the most widespread typology was proposed by Ernst Kretschmer, who in 1921 published his famous work “Body Structure and Character.” His main idea is that people with a certain body type have certain mental characteristics. E. Kretschmer carried out many measurements of human body parts, which allowed him to identify four constitutional types: leptosomatic, picnic, athletic, dysplastic (Fig. 24.1).

1. Displastic - a person with a shapeless, irregular structure. Individuals of this type are characterized by various physique deformations (for example, excessive height, disproportionate physique).

2. Picnic - a person with pronounced adipose tissue, excessively obese, characterized by small or medium height, a bloated body with a large belly and a round head on a short neck.

3. Athletic - a person with developed muscles, a strong physique, characterized by tall or medium height, broad shoulders, narrow hips.

4. Leptosomatic characterized by a fragile build, tall stature, flat chest, narrow shoulders, long and thin lower limbs.

With these types of body structure, Kretschmer correlates three types of temperament he identified, which he calls: schizothymic, ixothymic and cyclothymic. A schizothymic person has an asthenic physique, he is withdrawn, subject to mood swings, stubborn, not inclined to change attitudes and views, and has difficulty adapting to the environment. In contrast, the ixothimic has an athletic build. This is a calm, unimpressive person with restrained gestures and facial expressions, low flexibility of thinking, and often petty. The picnic physique is cyclothymic, his emotions fluctuate between joy and sadness, he easily contacts people and is realistic in his views.

Kretschmer's theory became most widespread in Europe.

This understanding of temperaments lasted until the beginning of the twentieth century, i.e. many millennia. Only at the beginning of the 20th century did scientists come to the conclusion that temperaments depend not on “juices,” but on the energy of the body, on how it accumulates and expends nervous and hormonal energy.

3. Physiological bases of temperament

I.P. Pavlov, studying the peculiarities of the development of conditioned reflexes in dogs, drew attention to individual differences in their behavior and in the course of conditioned reflex activity. These differences were manifested primarily in such aspects of behavior as the speed and accuracy of the formation of conditioned reflexes, as well as in the characteristics of their attenuation. This circumstance made it possible to put forward the hypothesis that these differences cannot be explained only by the variety of experimental situations and that they are based on some fundamental properties of nervous processes. According to Pavlov, these properties include the strength of excitation, inhibition, their balance and mobility.

Pavlov distinguished between the strength of excitation and the strength of inhibition, considering them to be two independent properties of the nervous system.

Excitation strength reflects the performance of the nerve cell. It manifests itself in functional endurance, i.e., the ability of the nervous system to withstand long-term (or short-term, but strong) excitation without passing into the opposite state of inhibition.

Braking force is understood as the performance of the nervous system in the implementation of inhibition and is manifested in the ability to form various inhibitory conditioned reactions, such as extinction and differentiation.

Talking aboutpoise nervous processes, Pavlov meant the balance of the processes of excitation and inhibition. A person is unbalanced when the strength of one of these processes exceeds the strength of the other.

The fourth property of the nervous system ismobility nervous processes - manifests itself in the speed of transition from one nervous process to another. This property is manifested in the ability to change behavior in accordance with changing living conditions. A measure of this property of the nervous system is the speed of transition from one action to another, from a passive state to an active one, and vice versa, the opposite of mobility is the inertia of nervous processes. It is generally accepted that the nervous system is more inert the more time or effort it takes to move from one process to another.

The properties of nervous processes identified by Pavlov can form certain combinations that determine the so-called type of the nervous system, or the type of higher nervous activity. This type consists of a set of basic properties of the nervous system characteristic of an individual - strength, balance and mobility, the relationship between the processes of excitation and inhibition. According to Pavlov, there are four main types of the nervous system, which are close to the types of temperament identified by Hippocrates. Due to differences in the manifestation of the strength of nervous processes, strong and weak types are distinguished, which, in turn, can be divided into balanced and unbalanced. In this case, the unbalanced type is characterized by a predominance of excitation over inhibition. And finally, strong, balanced types are divided into mobile and inert.

The types of nervous system identified by Pavlov, not only in quantity, but also in basic characteristics, correspond to the four classical types of temperament: strong, balanced, mobile type - sanguine; strong, balanced, inert type - phlegmatic; a strong, unbalanced type with a predominance of excitement - choleric; weak type - melancholic.

Thus , By type of nervous system, Pavlov understood the innate and relatively weakly susceptible to changes under the influence of environment and education properties of the nervous system. These properties of the nervous system form the physiological basis of temperament, which is a mental manifestation of the general type of nervous system.

Each person has a very specific type of nervous system, the manifestations of which, i.e., temperamental characteristics, constitute an important aspect of individual psychological differences that manifest themselves in activity.

Video clip

I think that you certainly wanted to know your type of temperament.

Test to identify the type of temperament (Appendix No. 1)

4. Psychological characteristics of temperament types

Fill out the table

Psychological characteristics of temperament types

Comparison lines

1.Physiological basis (type of nervous system)

2.Cognitive activity

3.Movement and speech

4.Emotions and feelings

5. Personal qualities a) positive

Output after a fairy tale

B) negative

Technology technique “Development of critical thinking” “Reading with stops”

Now I will tell you a fairy tale about the types of temperament, I will stop in some places. Your task will be to continue and come up with an ending to the fairy tale. (The teacher makes stops at places where it is necessary to characterize the temperaments of princes, inviting students to continue. At the end, he organizes a discussion about what prince of what temperament the princess chose and why.)

Results: “pros” and “cons” of manifestations of each type of temperament

5. Taking into account children’s temperament in the educational process

Technology technique “Development of critical thinking” “Brainstorming”

Taking into account the characteristics of temperament in teaching activities.

1. A secretary is selected in each group (who will record everything), and a leader (who will manage the process)

2. In brainstorming mode, the group answers questions 1. , 2 (below)

3. The most appropriate answers are selected and adjusted.

4. Presentation of the results of each group’s work on these issues

Questions:

1. By what external signs – verbal and non-verbal – can one identify a representative of a given temperament among students at school.

2. How to take into account the peculiarities of manifestations of temperament in the educational process and raising children. Appendix No. 3

Reflection phase.

Reception of the technology “Development of critical thinking” “Sinquain”

In groups, make up a syncwine based on your temperament type.

Rules for compiling syncwine:

in the first line: one word - the theme of the poem

second line: describe this word - topic with two adjectives

in the third line, describe the action of this topic in three words, verbs

in the fourth, write a four-word phrase that will express your attitude to the topic

in the fifth line write a word similar to the first, but bright, figurative (synonym).

Presentations of syncwines

Generalization. Lesson summary. Evaluate yourself using the lesson technology map (Appendix 2)..

Homework:

Make a collage wall newspaper that reflects the essential characteristics of a given temperament - reflect both the positive and negative sides. Prepare a presentation of creative work.

1. Org. end

References:

Vachkov I.V. Psychology for kids.-M.: “Pedagogy-Press”, 1996.-216 p.

Zagashev I.O., Zair-Bek S.I., Mushtavinskaya I.V. Teaching children to think critically. - St. Petersburg: “Alliance”, “Rech”, 2003.-192p.

Appendix No. 1

Test “Define your temperament”

So if you:

1. restless, fussy;

2. have no self-control, are quick-tempered;

3. impatient;

4. harsh and straightforward in relationships with people,

5. decisive and proactive,

6. stubborn:

7. resourceful in argument;

8. work in jerks;

9. prone to risk;

10. unforgiving and non-offensive;

11. have fast, passionate speech with confused intonations;

12. unbalanced and prone to ardor;

13. aggressive bully,

14. intolerant of shortcomings;

15. have expressive facial expressions;

16. are able to act and decide quickly;

17. tirelessly strive for something new;

18. have sharp and impetuous movements;

19. persistent in achieving their goals;

20.prone to sudden mood swings,

then you are cleancholeric

If you:

1. cheerful and cheerful;

2. energetic and businesslike;

3. often do not finish what you start,

4. tend to overestimate themselves,

5. are able to quickly grasp new things;

6. unstable in interests and inclinations;

7. easily experience failures and troubles;

8. easily adapt to different circumstances;

9. take on any task with passion;

10. quickly cool down if the matter ceases to interest you;

11. quickly get involved in a new job and quickly switch from one job to another;

12. are burdened by monotony, everyday, painstaking work;

13. sociable and responsive, you don’t feel constrained with people who are new to you;

14. hardy and efficient;

15. have loud, fast, distinct speech, accompanied by lively gestures and expressive facial expressions;

16. maintain composure in unexpected, difficult situations;

17. always have a cheerful mood;

18. you quickly fall asleep and wake up; are not collected, show haste in decisions;

20. tend to sometimes skim over the surface, get distracted,

then of course you are cleansanguine .

If you:

1. calm and cool;

2. consistent and thorough in business;

3. careful and judicious;

4. know how to wait;

5. silent and do not like to chat in vain;

6. have calm, measured speech, with stops and no sharply expressed emotions;

7, reserved and patient;

8. bring the job you started to the end;

9. don’t waste your energy;

10. strictly adhere to the developed life routine and work system;

11. easily restrain impulses;

12, little susceptible to approval and blame;

13. are gentle, show a condescending attitude towards barbs addressed to you;

14. are constant in their relationships and interests;

15. slowly get involved in work and switch from one thing to another;

16. have equal relationships with everyone;

17. love neatness and order in everything;

18. find it difficult to adapt to a new environment;

19. have self-control;

20. feel constrained in communicating with new people,

then you are, without a doubt, cleanphlegmatic person .

If you:

1. shy and self-conscious;

2. you get lost in a new environment;

3. find it difficult to establish contact with strangers;

4. don’t believe in your strength,

5. easily tolerate loneliness,

6. tend to withdraw into themselves;

7. feel depressed and confused when you fail;

8. you get tired quickly;

9. have weak, quiet speech;

10. involuntarily adapt to the character of your interlocutor;

11, impressionable to the point of tearfulness;

12. extremely susceptible to approval and blame;

13. make high demands on yourself and others;

14. prone to suspicion and suspiciousness;

15. painfully sensitive and easily vulnerable;

16. secretive and uncommunicative

17 are overly touchy;

18. inactive and timid.

19, resignedly submissive;

20. strive to evoke sympathy and help from others,

then of course you are cleanmelancholic .

Appendix 2.

I can formulate a definition of “temperament”

I can describe each type of temperament

I can make recommendations for taking into account temperament in the educational process

I can take into account the peculiarities of temperaments in communication

I took an active and effective part in the lesson

My points: