IN Lately became fashionable various tasks on teambuilding - 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 Inna Yuryevna Rogova, teacher-psychologist at MBDOU " Kindergarten No. 7", Nefteyugansk, Tyumen region.

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 we 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 complicated: the atoms must move with 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 alone 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. Touch with hands hot air balloon(ball) 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.

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.

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 is it more convenient for you to argue - by saying the word “Yes” or by saying the word “No”?
• Did you speak loud enough?

Stage 4: Practical

COUNT TO TEN

- Now, at the “start” signal, you will count from one to ten. But 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 must say the word. If two voices say “four”, the count starts over. Try to understand each other without words.

Discussion:

• Did the group manage to do this? If yes, then how?
• If it didn't work out, then why? What was stopping you?
• Who took an active part, who remained silent?

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

- 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 me pencils or markers different color, 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 Could it be useful to have this kind of technology?

CONVERSATION IN A CIRCLE

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

• 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 only 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

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 important and necessary, unique part this whole thing! Together you are strong! Thanks everyone for participating!

Relevance

Group cohesion is a necessary condition to create a comfortable microclimate in the team. Group cohesion is promoted by: a positive emotional state of teachers, a friendly, inviting atmosphere in the group; positive relationships and sympathy between participants, mutual understanding. Thus, when a comfortable microclimate is created in a group, its participants gain confidence and strive to work and create. Team building training is one of the effective ways creating such an atmosphere.

Purpose of the program: increasing team cohesion

Tasks:

• Improving the emotional state of teachers
• Promote positive relationships and mutual understanding between teachers
• Relieving emotional stress of teachers

Progress of the training

Teacher-psychologist: Good afternoon I am glad to welcome you to our training! Today we have the opportunity to relax a little, rest, play, learn a little more about ourselves and our colleagues, and most importantly, become a little closer friend for friend.

Exercise "Let's say hello"

Psychologist: At the beginning of our meeting, I propose to say hello, but we will do it in an unusual way. First of all, we need to break into pairs (teachers form pairs). If you hear 1 clap, we shake hands, 2 claps, we shake shoulders, 3 claps, we shake our backs. During the task we remain silent, only parts of our body say hello. When I ring the bell, your task is to find a new partner.

Game "Magic Hat"

Psychologist:
What can make a meeting pleasant? (statements from teachers). A compliment will make any meeting pleasant. We will pass the hat around in a circle while the music is playing, when the music stops, the one who still has it puts it on himself and pays a compliment to the person sitting on the right. It is necessary not only to receive a compliment, but also to return it. A compliment is accepted in a certain form: Yes, it is! And I also...(added positive quality) and the compliment is returned to the speaker.

Exercise “Recognize the drawing”

Teacher-psychologist:

Each of us received a compliment. A compliment improves your mood and allows you to look at yourself differently. Please draw in 5 (10) minutes a portrait of yourself, how you see yourself in the team or want to see yourself. There is no need to sign the drawings.”

After completing the work, the trainer collects the drawings into a common pile. Then he takes each drawing out of the pack, attaches it to the board or flipchart (you can first pass the drawing around so that everyone can take a closer look at it) and discusses it with the group on the following questions:

• What is this person like?
• Who could it be?

Exercise "Flower"

Each flower has a saying written on it that needs to be completed:
I'm proud…
Most of all I want...
The person I admire is...
Most of all I love…
I'm dreaming…
Three places where I lived...
Three things I like...
Three things I don't like...
My hobbies…
What you don't know about me yet is that I...

Exercise "I'm just like you"

Teacher-psychologist: The previous exercise led me to the idea that we are all different, but in some ways we are similar. I have a ball in my hands. The one who gets this ball throws it to any teacher and, calling him by name, explains why he is the same: I am the same as you, because...”. The one to whom the ball was thrown expresses agreement or disagreement and throws the ball to the next person.

Exercise “Learn through touch”

Psychologist: Do you think we have learned enough about each other to recognize each other without words? (statements from teachers)
I invite one of you to now enter the center of the circle, sit on a chair, place your hands on your knees, palms up, and close your eyes. We will all, in no particular order, come up to him and put our hands on his palms. The person sitting on the chair must understand whose hands these are. Every time we will clap our hands if the person who comes up is named correctly, and “no if there is a mistake.”

Exercise “Heart of the Team”

Teacher-psychologist: Each team has its own heart. I propose to create the heart of our team. To do this, write your name on a piece of paper and fold it. This is necessary so that each of you can draw lots with someone’s name. Come up with a friendly, pleasant phrase addressed to the person whose name you drew by lot. Take a small heart and write down what you came up with on it. And now, look what a big heart I brought. It will become the heart of our team after we glue all the small hearts onto our big heart (teachers glue small hearts to music)

Exercise “What I Learned”

Teacher-psychologist: Our training today is coming to an end. I'd really like to get feedback. Let's light a candle and pass it around. Whoever holds the candle in his hands says that he liked it, what he was surprised by, what he learned, what was most important to him.

List of used literature:

1. Aralova M. A. Formation preschool educational institution team. Psychological support - Moscow: Sfera, 2005. - 60 p.
2. Vachkov, I.V. Basics of group training. – M.: Os-89, 2000.
3. Monina, G.B., Lyutova-Roberts, E.K. Communication training (teachers, psychologists, parents). - St. Petersburg: Rech, 2007. - 224 p.
4. Psychological training in the group: Games and exercises: Tutorial/ Auto-stat. T.L. Buka, M.L. Mitrofanova. – 2nd ed. – M.: Psychotherapy, 2008. – 144 p.
5. Samukina, N.V. "Games that are played..." Psychological workshop. – Dubna: Phoenix+, 2000.
6. 18 training programs. Guide for professionals / Scientifically ed. V.A. Chicker. - (Psychological training) - M.: Rech, 2008. - 368 p.

PSYCHOLOGICAL GAMES TO BUILD THE TEACHING TEAM

Target - bringing together group members to jointly solve assigned problems, developing the ability to express sympathy and respect for each other.

Cohesion is a group variable, that is, it depends on the attitudes of all group members. Group cohesion is different from all others variable topics that it influences the functioning of the group and at the same time depends on it.

Several factors influence the development of cohesion in a group. The first of these is the type of task being performed. The higher the level of interaction required by a task, the higher the potential group cohesion. The second factor is the group's history of success in completing past assignments. The more such successes there were, the higher the cohesion.

Certain characteristics of the group itself also contribute to group cohesion. For example, whether group members have common goal leads to greater cohesion than its absence. Another contribution to group cohesion is made by the personal characteristics of group members. People love more those they know whose views are closer to their own. The more such people in a group, the more united it is.

So, the development of cohesion in a group depends on group interaction, group success, common goals and mutual sympathy between group members. Once developed, group cohesion can have a significant impact on the future of the group. One consequence of group cohesion is that group members spend more time interacting with each other, thus increasing both the quantity and quality of group interactions. In addition, a cohesive group provides big influence on its individual members.

Another consequence is that members of a cohesive group experience greater job satisfaction, which is very great importance. Finally, group cohesion is closely related to performance. Members of a more cohesive group will adhere to group performance attitudes to a greater degree than members of a less cohesive group.

1) “Break into the circle”

Group members join hands and form vicious circle. Based on the results of past classes, the leader preliminarily determines for himself which of the group members feels least included in the group, and invites him to be the first to start the exercise, that is, to break through the circle and penetrate it. Each participant can do the same.

2) “Typewriter”

Participants are given a word or phrase. The letters that make up the text are distributed among group members. Then the phrase must be said as quickly as possible, with everyone calling out their letter, and in the intervals between words everyone clapping their hands.

3) "Parcel"

Participants sit in a circle, close to each other. Hands are kept on neighbors' laps. One of the participants “sends the package” by lightly tapping one of the neighbors on the leg. The signal must be transmitted as quickly as possible and must return in a circle to its originator. Possible signal options ( different quantities or types of movements).

4) “Tangled chains”

Participants stand in a circle, close their eyes and extend their right hand in front of them. When they collide, their hands clasp. Then the participants extend their left arms and again look for a partner. The leader makes sure that everyone holds the hands of two people. Participants open their eyes. They must unravel without unclenching their hands (only changing the position of the hands is allowed to avoid dislocation of the hands). As a result, either a circle is formed, or several linked rings of people, or several independent circles or pairs.

5) “Meeting eyes”

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.

6) “Wax stick”

One participant goes to the center of the circle and falls back with his eyes closed. The other(s) catch him at the very last minute.

7) "Blind Walk"

Instructions:Invite your partner to take you on a blind walk, where he or she should present you with a variety of objects so that you can experience the shape, size, texture, temperature and other characteristics of real objects using your kinesthetic abilities.

If you want to reduce or suppress the rational-verbal activity of the brain (its left half), you can try counting forward or backward while everything else happens.

8) "Any number"

The presenter calls any of the players by name. He must immediately name some number from one to the number

equal to the number of participants in the group. The leader commands “three - four”. At the same time, as many players as the number is named must stand up. In this case, the player who named this random number can either stand up or remain seated. The host stops the game after two or three successful attempts.

9) “Answers for another”

Participants take a large sheet of paper and divide it into three parts with vertical lines. At the top of the middle column you need to write your in-game name. Above the left column - write the name of the person sitting on the left, but through one person. Above the right column is the name of the person sitting on the right, also through one.

Instructions : So, now the questions will be asked. There is no need to write them down. Put question numbers and write down the answers that you think your partners give. Don't rush, try to get used to it inner world the person on whose behalf you have to write. The middle column is where you are responsible for yourself. Answer briefly and definitely.

Possible list of questions:

Your favorite color.

Your favorite male name.

Your favorite female name.

Do you have any sympathy for domestic animals? If so, which do you prefer: dogs, cats, birds, fish or someone else?

Your favorite pastime.

What genre of films do you prefer?

Musical preferences.

9) “Three degrees of trust”

The group is divided into two equal parts. One half of the participants stand in a circle, close their eyes and take each other’s hands. Participants from the second subgroup are located behind them. First degree of trust: those who are inside fall outside. Those outside keep them at some distance. Second degree of trust: the same thing, but without holding hands.

Third degree of trust: people in the inner circle with their eyes closed turn 180 degrees and fall face outward. With each test, people in the outer circle change places.

10) “Silent and talking mirror»

The presenter invites a volunteer to step into the circle and “look in the mirror.”

Instructions: Your task is to guess only by the “reflection in the mirrors” which of the group members came up from behind. One “mirror” will be alive, but silent: it will be able to explain to you who is behind your back only with the help of facial expressions and gestures. The second “mirror” is a talking one; it will explain what kind of person this is without mentioning his name. Choose your “mirrors” from the group.

“Mirrors” stand next to the wall. The main player is in front of them. All other members of the group position themselves behind him and silently approach him from behind. Reflection in the “mirrors” occurs one by one. At first the silent “mirror” works. If the main player does not guess the person behind his back, then a talking “mirror” comes into play and says only one phrase. If the player does not guess correctly again, then he again reflects the silent “mirror” and so on. The player's task is to guess the person behind his back as quickly as possible.

11) “What’s new in it”

Instructions : Look at each other carefully. Try to see everyone, paying attention to what this person looks like today, what condition he is in, how he manifests himself. We will have 3 minutes for this. Then a three-minute pause. And now you will throw the ball to each other, while telling the person to whom the ball is addressed what new you saw in him compared to yesterday. Be careful and try not to miss anyone.

12) “Mirroring”

Instructions: Complete four simple tasks, or rather, simulate their completion. The tasks are as follows:

sew on a button;

getting ready to go;

bake a pie;

We perform in the circus.

The peculiarity of these tasks is that you will perform each of them in pairs, and the partners will stand opposite each other, and one of them will temporarily become a mirror, that is, it will copy all the movements of its partner. Then the partners switch roles.

13) "Feelings"

Instructions: Let's see who can name more words for different feelings. Take turns naming the words and writing them down on a piece of whatman paper.

Facilitator Information: This exercise can be done as a competition between two teams or as a whole group brainstorming session. The result of the group's work - a piece of Whatman paper with words written on it - can be used throughout the lesson. As you work, you can add new words to this list - it is a dictionary that reflects the emotional experience of the group.

Discussion:

Which of these feelings do you like more than others?

What do you think is the most unpleasant feeling?

Which of these feelings are you familiar with best (worst)?

14) "Without a mask"

Each participant is given a card with a written phrase that does not have an ending. Without any preliminary preparation, he must continue and complete the phrase. The statement must be sincere. If the rest of the group senses a falsehood, the participant will have to take another card.

Approximate contents of cards:

“I especially like it when the people around me...”

"Sometimes people don't understand me because I..."

"I believe that I..."

“I feel ashamed when...”

“What especially irritates me is that I...”

“What I sometimes really want is...”, etc.

15) “The Color of Emotions”

The driver is selected. At a signal, he closes his eyes, and the rest of the participants come up with some color among themselves, for starters it’s better to use one of the main ones: red, green, blue, yellow. When the driver opens his eyes, all participants, with their behavior and emotional state, try to depict this color without naming it. The driver must guess what color it is. If he guessed right, then another driver is chosen, if not, then the same one remains.

16) “The Prophet and the Long Spoons” (eastern parable)

One Orthodox man came to Elijah the prophet. He was worried about the question of hell and heaven, because in accordance with this he wanted to go through his life path. “Where is hell and where is heaven?” With these words, he approached the prophet, but Elijah did not answer. He took the questioner by the hand and led him through the dark Alleys into some palace. They entered a large hall through an iron portal. There was a crowd of people there, poor and rich, wrapped in rags and adorned precious stones. In the center of the hall, on an open fire, stood a large pot of bubbling soup, which in the East is called “ash”. A pleasant aroma spread throughout the room. People with thin cheeks and sunken eyes crowded around the pot, each of them trying to get some soup for themselves. The man who came with Elijah the prophet was surprised because the spoons that each of these people had were the same size as themselves. Only at the very end the spoons were made of wood, and in the rest of their part, which could hold enough food to satisfy a person, they were made of iron and therefore became heated from the hot soup. The hungry people greedily tried to scoop up food for themselves with spoons. But no one succeeded. With difficulty they pulled their heavy spoons out of the soup, but since they were very long, even the strongest could not bring the spoon to their mouth. The fastest ones burned their hands and faces or poured soup on the shoulders of their neighbors. With curses, they rushed at each other and fought with the very spoons with which they could satisfy their hunger. Elijah the prophet took his companion by the hand and said: “This is hell.” They left the hall, and the hellish scream became inaudible. After passing through long gloomy corridors, they found themselves in another room. There were a lot of people here too. In the middle of the hall, soup was also bubbling in a cauldron. Each of those present had in their hand the same huge spoon as those that Ilya and his companion saw in hell. But the people here were well-fed, and in the hall all that was heard was the light, contented hum of voices and the rustle of spoons being lowered into the soup. Each time there were two people standing at the boiler. One scooped up soup with a spoon and fed it to the other. If the spoon was too heavy for someone, then two others helped, so that everyone could eat in peace. As soon as one satisfied his hunger, the next one arrived. Elijah the prophet said to his companion: “This is paradise!”

This story has been passed down by word of mouth for over a thousand years. It is taken from life and is repeated even in our time, when we observe difficulties in the family, disagreements between father and mother, quarrels between children and manifestations of aggression in the relationship between parents and children, when we consider the confrontation of a person with the outside world and contradictions between groups and peoples . "Hell" is working alongside each other, but against each other; everyone is only for himself and against others. “Paradise”, on the contrary, presupposes a readiness to enter into positive relationships with others. Both groups - people in heaven and people in hell - have the same or similar problems. But where they live - in heaven or hell - depends on how they try to solve these problems.

Heaven and hell are within ourselves. We have the opportunity to choose. How great this chance of choice is is determined for the most part our experiences, how we have learned to solve our problems, and our willingness to use our experiences.

Compiled by an educational psychologist

first qualification category

GOLOVANOVOY E. V.

2012

Introduction

The need for teacher individuality is especially acute in modern society, because the extent to which a teacher can prove himself and realize himself in the profession depends on his psychological well-being and work productivity. Therefore in educational institutions it is necessary to create favorable psychological conditions in which he could realize his personality. A favorable psychological climate depends primarily on the level of cohesion of the teaching staff.

Team cohesion is a concept that reveals the characteristics of interpersonal relationships in a team, the unity of value orientations, the unity of goals and motives for activity within the framework of joint activities. Friendly contacts during work and after it, cooperation and mutual assistance form a good socio-psychological climate.

The factor influencing the socio-psychological climate of the team is determined by the individual and psychological characteristics of each of its members. Through the prism of a person’s personal characteristics, all influences on him, both industrial and non-productive, are refracted. Therefore, for the formation of a particular socio-psychological climate of the team, it is not so much important psychological qualities members, how much is the effect of their combination.

common goal: to achieve good interpersonal relationships (specifics of formal and informal organizational connections in the team and the relationship between them), a democratic level in the team, an optimal level of psychological compatibility of the team, revealing the internal creative potential of the teacher.

Tasks:

consolidation of the group, formation of an emotionally positive atmosphere in it; revealing the creative potential of the teacher; activation and strengthening of the teacher’s confidence in himself, in own desires and needs, development of his individuality, expansion of self-awareness, search for an effective individual style pedagogical activity; increasing the level of teacher self-esteem; development of emotional perception; developing teachers’ ability for pedagogical reflection; development of funds effective communication teacher with work colleagues; help a person enter a dissociated state in order to see and understand their problems as if from the outside, increase self-confidence.

Materials:

Whatman paper, colored pencils, A4 paper, old newspapers, a ball, a toy sun, a tape recorder, recordings of nature sounds (mountains).

PROGRESS OF THE CLASS

Acquaintance

Fantasy game “The Magic of Our Name” (10 minutes)

Target: Acquaintance of training participants with each other, ability to present themselves.

Material: sun toy

Participants are divided into pairs. Partners introduce themselves by name and discuss:

Where did I get my name from? Are there any namesakes of mine among famous people? Do I know any literary or film characters with the same name? How does my name affect my behavior in life? Do I like my name? (If not, what kind of name would I like to have?) Do I know what my name means?

Stages of work:

I. Stage – warming up

Exercise “Throw the ball over” (5 minutes)

Goals: verbal and non-verbal communication, brings group members closer together. It is aimed at liberating group members, establishing contacts with each other and finding a quick solution to the task.

Materials: ball.

Time: 2-5 minutes

Procedure: Participants stand in a close circle, they are given a small ball (about the size of a tennis ball) and the task is formulated: to throw this ball to each other as quickly as possible so that it is in everyone’s hands. The presenter records the time required for this. The optimal number of participants in a circle is from 6 to 8; with a larger number, it is advisable to perform the exercise in several subgroups. The exercise is repeated 3-4 times, the leader asks to do it as quickly as possible. When the time spent has been brought to approximately 1 s for each participant, the facilitator asks to invent and demonstrate a way in which the ball can be thrown so that it is in everyone’s hands, spending only 1 s for the whole group. Usually after some time the participants come up with and demonstrate an appropriate solution. (It consists in the fact that they all place their hands folded in a “boat” on top of each other and alternately spread their palms to the sides. The ball, falling down, is passed from hand to hand and thus manages to visit each participant). Problem solved!

Psychological meaning of the exercise. Demonstration of how a problem can be solved more effectively with the help of a non-trivial approach to it and how stereotypes prevent this (“to throw means to throw up and then catch”). Group cohesion, learning to coordinate joint actions.

Issues for discussion:

What prevented you from immediately seeing a quick way to complete a task, what stereotype was activated? Who first came up with the idea of ​​throwing the ball, not throwing it, but dropping it, and what prompted this idea? What situations, when a stereotypical vision prevented one from seeing a simple and non-trivial way to solve a problem, were encountered in the life experience of the participants, and how were these limitations managed to be overcome?

Game "Molecules" (5 minutes)

Target: relieving tension, creating a friendly atmosphere.

Members of the group - “atoms” - move freely around the room to the music. At the leader’s signal (clap), the atoms are combined into molecules in groups of 2, then in groups of 3, etc. at the end of the exercise the whole group is united.

2. Stage Creative tasks. (30 minutes)

All participants are divided into four groups, each of which receives a task

Warm-up (for everyone)

« Riddles for intelligence"

If you break me, my work will not stop. If you can touch me, my job will be over. If you lose me, you will soon find me with the ring. (heart)

An iron monster lies in the tunnel. It can only attack by moving backwards. About what we're talking about? (bullet)

Exercise “Come up with a rhyme for a word” (in a circle)

Jackdaw-stick-jumping rope-washcloth

House-rum-bummer-cosmodrome

Exercise “Use of objects”. Divide into groups.

Target: development of creative intelligence.

Materials: paper clip, toothbrush, pencil, match... etc.

Time: 10–15 minutes

Procedure: In two minutes, find as many more uses for a shoe lace and write them down. This exercise develops creative intelligence; you can take any other subject for consideration.

Issues for discussion:

Was it difficult to come up with new uses for simple and familiar things? How can your item be used? What did this exercise make you think about?

Game "Airplane" (5 minutes)

4 pairs: from each group there are a couple of participants - the rest support. Pairs of participants take each other's hands and make a paper airplane with their free hands.

Conclusion: You tried to come to an agreement with each other, distribute who will do what and complete the task together.

Exercise “Islands” (5-10 minutes)

Target: all participants will be placed on a newspaper (on the whole, on half of the newspaper, on a third).

Materials: newspapers.

Time: 5-10 minutes

Procedure: Participants are divided into groups of 4-6 people and complete tasks at speed.

The meaning of the exercise: Creating conditions for the implementation and promotion of ideas about methods of action non-standard situation, group unity, physical warm-up. Participants exchange emotions and feelings and voice all their ideas.

Exercise “Non-existent animal”

Time spending: 10-15 min.

Target: to unite the team and get to know each group member better.

Materials: Whatman paper, colored pencils

Progress of the exercise

The group sits at the table, whatman paper and colored pencils are offered. The group must agree on what animal they will draw and write a story about it: what is the name of this animal, what is it like (5 characteristics), what can it do and what benefits will it bring to people.

Issues for discussion:

Why did you choose this animal? What is it called, what can it do? Did you have any difficulties doing the exercise?

Relaxation. "Playing with Sand" ( for tension and relaxation of arm muscles (option 1)

Pick up imaginary sand in your hands. Clench your fingers tightly into a fist and hold the sand in your hands. Sprinkle sand on your knees, gradually opening your toes. Shake sand from your hands, relaxing your hands and fingers. Let your hands fall helplessly along your body (too lazy to move heavy hands). Repeat the sand play 2-3 times

Meditation “Mountain Peak”"(5 minutes) (option 2)

The purpose of this visualization meditation is to help a person enter a dissociated state in order to see and understand their problems as if from the outside. This allows you to significantly mitigate negative experiences and find new, unexpected ways to resolve problems. Thanks to this, the “Mountain Peak” psychotechnics help increase self-confidence.

Imagine yourself standing at the foot of huge mountain. You are surrounded by stone giants on all sides. Maybe it's the Pamirs, Tibet or the Himalayas. Somewhere in the heights, lost in the clouds, the icy peaks of the mountains float. How wonderful it must be up there! You wish you were there. And you don't have to reach the top by climbing difficult and dangerous steep slopes, because you... can fly. Look up: a dark moving cross is clearly visible against the sky. This is an eagle soaring over the rocks... A moment - and you yourself become this eagle. Having spread your mighty wings, you easily catch the elastic currents of air and glide freely in them... You see torn, ragged clouds floating below you... Far below - toy groves, tiny houses in the valleys, miniature men... Your vigilant the eye is able to discern the smallest details of the picture unfolding in front of you. Take a closer look at it. Take a closer look...

You hear the soft whistle of the wind and the sharp cries of small birds flying past. You feel the coolness and gentle elasticity of the air that holds you high. What a wonderful feeling of free flight, independence and strength! Enjoy it...

It is not difficult for you to reach any peak that is highest and inaccessible to others. Choose a convenient area for yourself and go down to it, so that from there, from an unattainable height, you can look at what remains there, far away, at the foot of the mountains... How small and insignificant the problems that trouble you seem from here! Evaluate whether they are worth the effort and stress you have experienced! The calmness bestowed by heights and levels gives you impartiality and the ability to delve into the essence of things, to understand and notice what was inaccessible there, in the bustle. From here, from above, it is easy for you to see ways to solve the issues that have been tormenting you... The necessary steps and the right actions are realized with amazing clarity... Pause.

Take off again and experience the amazing feeling of flying again. Let it be remembered by you for a long time... And now again be transported to yourself, standing at the foot of the mountain... Wave your hand goodbye to the eagle soaring in the sky, which made a new perception of the world available to you... Thank him...

You are here again in this room. You have returned here after your amazing journey...

III. Stage - Completion

Exercise “Creative Life”

Target: generalize the ideas of private individuals about their creative abilities and find their creative beginning.

Time: 7–15 minutes

Materials: paper, pens.

Procedure: Participants are united in groups of 5-6 people and given the task: Create a list of recommendations that will allow you to “make your own life more creative” and write them down. The recommendations formed must be realistically implemented by all participants, or at least the majority of them (i.e., do not imply the presence of any rare abilities, too large material costs, etc.).

Discussion in the group to sort out all the options.

Example:

Perform regularly physical exercise; Master meditation and relaxation techniques. Keep a diary, write stories, poems, songs, write down smart thoughts. Broaden your horizons of interests, etc.

Literature:

Gretsov exercises for developing creativity. / Educational and methodological manual. - St. Petersburg, St. Petersburg Research Institute physical culture, 2006., – 44 p. “Psychology of creativity, creativity, giftedness.” - St. Petersburg, Petersburg Series: Masters of Psychology, 2009., – 448 p. Jiri Scherer. Creativity techniques: how to find, evaluate and implement an idea in 10 steps / Jiri Scherer: [trans. with him. O. Gleissner].-M.: SmartBook, 2009., – 136 p.: ill. – (Innovative management strategies). 4. “Games that are played with.” Psychological workshop. Dubna. Phoenix.1996 Practical seminars and trainings for teachers. Issue 1 Volgograd 2008

Lesson 2. “Unity teaching staff and development of the creative potential of teachers"

Teaching staff today are torn apart by contradictions. Conflicts are quite common among teaching staff. Sometimes all members of the school community are involved in them: teachers, parents, students. Often, hard-won connections are easily destroyed.

At the present time, when it is collective conditions that determine the success of science and technology, there is an urgent need for people who master the art of creating a moral climate in a team. However, in a teaching team, each member can and should influence the favorable socio-psychological climate. And the collective becomes a powerful means of personality formation only when it is characterized by a high psychological climate.

To successfully overcome the destructive consequences of conflicts, you need to learn how to work around them. And this is only possible if high level team development and a favorable socio-psychological climate.

common goal: to achieve good interpersonal relationships (specifics of formal and informal organizational connections in the team and the relationship between them), a democratic level in the team, an optimal level of psychological compatibility of the team, revealing the internal creative potential of the teacher.

Tasks:

consolidation of the group, formation of an emotionally positive atmosphere in it; revealing the creative potential of the teacher, activating and strengthening the teacher’s confidence in himself, in his own desires and needs, developing his individuality, expanding self-awareness, searching for an effective individual style of teaching; determining the style of behavior, studying personal predisposition to conflict behavior; constructive solution conflict situations; increasing the level of teacher self-esteem; development of emotional perception; development of teachers' ability for pedagogical reflection; development of means of effective communication between teachers and work colleagues. Helping a person enter a dissociated state in order to see and understand their problems as if from the outside will increase self-confidence.

Stage 1. Warming up

Exercise “Line” (5-10 min.)

Target: team building. The exercise allows you to become aware of non-verbal means of establishing contact, test them in a safe group environment, and test your ability to establish contact in different situations, understand that when establishing contact there are no universal means and rules, and first of all it is necessary to focus on the person with whom you are interacting.

Progress of the exercise: participants line up according to: height; hair color; alphabet of names; foot size; zodiac sign, etc.

Instructions: “Now you have to line up according to eye color, from lightest to darkest. It is forbidden to talk during formation. So, let's start." 2 minutes are given to build. Then it is proposed to build according to hair color, from lightest to darkest. The conditions are the same. The last task is the most difficult: line up in height with your eyes closed, without talking.

Issues for discussion:

How are you feeling now? What did you like most? Was it difficult for you to do the exercise?

2.stage Creative tasks

Exercise in pairs “Herringbone”

With their hands around their waists, participants must draw a Christmas tree. Another pair, also hugging, must cut out this tree, the third pair, hugging the belt, must color this tree with pencils. The team that completes the task faster wins.

Exercise “Castles in the Air”

Necessary materials : A pack of A4 paper.

Time : 25 minutes.

Description : Participants are divided into mini-groups of 3-6 people. A stack of paper is placed in the center of the room and the following instructions are read: “Each team needs to build a tower out of this paper in the next 15 minutes. You can't use anything other than paper. The tower must be over one meter in height. The team that builds the tallest tower wins.”

Discussion:

Has there been any disruption to the team's work? What were they? What helped the team work harmoniously and complete this exercise together?

Exercise “Collaging on a free theme” (30–40 min)

Collaging, like any visual technique, makes it possible to reveal a person’s potential, assumes a greater degree of freedom, is a painless method of working with an individual, and is based on positive emotional experiences associated with the creative process. In addition, when making a collage, there is no tension associated with the lack of artistic ability of the participants; this technique allows everyone to achieve a successful result. Collaging allows you to define what exists on this moment the psychological state of a person, to identify the current content of his self-awareness, his personal experiences. Its integration with other art technologies can significantly expand the capabilities of the collage technique. An example would be the inclusion in a collage of drawings, personal photographs of participants, the authors of which they are, or in which they are depicted, as well as the use of collage in performance and installation.

Based on this technique, we have developed the “Collaging on a free topic” technique, the purpose of which is to introduce psychology students to strategies social interaction and improving their communicative competence. In the course of work, they get the opportunity to realize the features of their individual style of interaction with people around them, which is significant for the effective implementation of their future professional activities. The peculiarity of this technique is that the creation of collages occurs in a group form, which allows participants to be included in joint activities and trace the features of their social interaction.

Purpose of the exercise: develop the group's ability to come to general opinion, compromise, be able to negotiate.

Materials: whatman paper, simple pencils, glossy magazines, glue, music appropriate to the work and the imagination of the participants.

Progress of the exercise

The group sits around a table and is offered whatman paper, simple pencils, glossy magazines and glue. The group is determined by the theme of the collage (nature, animals, etc.), and together they agree on who will draw the selected picture (preferably together, the picture should be three-dimensional). Participants must distribute the colors and the place on the Whatman paper that they will fill.

Issues for discussion:

Was it easy to decide on the topic? Were there any difficulties in choosing a design? Did any disagreements arise during the work?

3. Stage Development of emotional perception

Exercise "Transfer"

Necessary materials : not required.

Time : 5 minutes.

Description : Participants form a tight circle. Then the facilitator invites everyone to put their hands on each other’s shoulders and close their eyes. You need to mentally convey to each other all possible positive emotions, feelings, wishes.

Discussion: opinion exchange.

Exercise “Chips on the River”

Necessary materials : not required.

Time : 10 minutes.

Description : Participants stand in two long rows, one opposite the other. These are the banks of the river. The distance between rows should be greater than an arm's length. Chips will now float down the river. One of those who wish must “swim” along the river. Participants in the “shore” game help the movement of Sliver with their hands and gentle touches. When Sliver swims all the way, it becomes the edge of the shore and stands next to the others. At this time, the next Sliver begins its journey...

Relaxation. Sage from the Temple

Psychotherapists often use meditation techniques archetypal images an ancient old man-sage, a temple, a candle flame and the like (see, for example, J. Rainwater, (1992), since they allow a person to access the resources of his own subconscious. In the psychotechnics described below, all of the listed archetypes are used.

Imagine yourself standing in a clearing in summer forest. Thick grass rises to your knees and flower petals touch your feet. There are trees around, their leaves rustling in a warm breeze. Sun rays create a bizarre mosaic of light and shadow. You can hear the whistling of birds, the chirping of grasshoppers, the crackling of branches. You enjoy the aroma of herbs and flowers. Curly lambs in the blue summer sky foretell excellent weather.

You cross the clearing and go deeper into the forest. There is a narrow path under your feet. She is barely noticeable in the grass. Apparently, it is not often walked on. You are slowly walking through the forest and suddenly see through the treetops the roof of a building of unusual architecture. You are heading towards this building. The trees recede and you find yourself in front of an amazing structure. This is a temple. He stands far from the bustle of cities and street crowds, from the pursuit of illusory happiness. This temple is a place of peace and tranquility, a place for reflection and deepening into oneself. Several wide steps lead up to a heavy oak door. The sun's rays play on the gilded patterns decorating the door. You go up the steps and, holding on to golden pen, open the door. It gives in unexpectedly easily and silently. Inside the temple there is semi-darkness and pleasant coolness. All sounds remain outside. There are ancient paintings on the walls. There are shelves everywhere, on which there are many books, strange tomes, scrolls. Opposite the door through which you entered is a large oak table, behind which sits an old man in snow-white clothes. His kind and wise eyes are fixed on you. A candle is burning in a candlestick right in front of him.

Come closer to the old man. This is a sage who knows all the innermost secrets of the world, events of the past and future. You can ask him about what worries you, and perhaps you will get the answer you have been looking for for so long... The sage points you to the candle. Look into this living flame, into its magical core. Look at him... Inside the flame, first a blurry, and now increasingly clear image appears... Turn your gaze to the sage. He is holding a calendar in his hands. The date is clearly highlighted on the calendar sheet, remember it...

Temple visiting hours are ending. Thank the sage for meeting you... You leave the temple and close the door behind you. It's still a sunny day here outside. You go down the steps and again emerge onto the forest path, along which you return to the clearing where your journey began. You stop at last time you look around at the landscape... and are transported again here, to this room...

Conclusion Exercise "Exchange"

Necessary materials : not required.

Time : 5 minutes.

Description : The presenter invites the training participants to greet each other by shaking hands. However, this will not be a simple handshake. Each of the group members should approach everyone else in turn, cross their arms, take their partner’s folded hands in them and, while shaking hands, tell him something very pleasant (a compliment, wishes, etc.).

Discussion : not required.

Lesson reflection:

What did you like about this lesson? What caused difficulties? What did the lesson contribute to?

Literature:

Gretsov exercises for developing creativity. / Educational and methodological manual. - St. Petersburg, St. Petersburg Scientific Research Institute of Physical Culture, 2006, – 44 p. “Psychology of creativity, creativity, giftedness.” - St. Petersburg, Petersburg Series: Masters of Psychology, 2009., – 448 p. Jiri Scherer. Creativity techniques: how to find, evaluate and implement an idea in 10 steps / Jiri Scherer: [trans. with him. O. Gleissner].-M.: SmartBook, 2009., – 136 p.: ill. – (Innovative management strategies). 4. “Games that are played with.” Psychological workshop. Dubna. Phoenix.1996 Practical seminars and trainings for teachers. Issue 1 Volgograd 2008

Valeria Morozova
Training “Uniting the teaching staff”

Training

« Uniting the teaching staff»

Compiled teacher-psychologist Yurasova V.M.

Before the beginning training, I asked for an answer teachers to the survey questions:

Please indicate which of the following statements you most agree with agree:

A) the majority of our members teaching staff- good, nice people;

B) in our there are all sorts of people in the team;

C) the majority of our members the team are unpleasant people.

Do you think that it would be very nice if your Colleagues Did you live near each other?

2 - rather no than yes;

4 - more likely yes than no;

5 - yes, of course.

Do you think you could give a sufficiently complete characteristics:

A) business qualities of the majority teachers ___;

B) personal qualities of the majority teachers.

2 - probably not;

3 - I don’t know, I haven’t thought about it;

4 - probably yes;

Number "one" on the scale below characterizes team, which you really don’t like, but the number "nine" - team, which you really like. What number would you use to describe your teaching staff?

1 2 3 4 5 6 7 8 9

If you had the opportunity to spend a vacation with members of your teaching staff, then how would you approach this reacted:

A) this would suit me completely;

B) I don’t know, I haven’t thought about it;

C) this would not suit me at all.

Could you determine with reasonable confidence who the majority of your members are willing to communicate with on business matters? team?

A) no, I couldn’t;

B) I don’t know, I haven’t thought about it;

B) yes, I could.

What atmosphere usually prevails in your team? On the scale below the number "one" corresponds to an unhealthy atmosphere, and the figure "nine"- on the contrary, an atmosphere of mutual assistance, mutual respect and understanding. What number would you use to describe your team?

1 2 3 4 5 6 7 8 9

What do you think, if for some reason you did not work for a long time (illness, maternity leave, pension, etc., you would strive to meet with members of your team?

2 - rather no than yes;

3 - I don’t know, I haven’t thought about it;

4 - more likely yes than no;

5 - yes, of course.

After analyzing the answers, I came to the conclusion that team cohesion is at an insufficient level, teachers rarely turn to each other for help, team tense situation. This is explained by team new and therefore the emotional connections of its participants are not established at the proper level. Therefore, I decided to conduct training, aimed at consolidation of the teaching staff, development of communication skills, emotional stability, self-confidence, friendly attitude towards each other, . Doing the exercises training, teachers learn to understand each other. The training motivates teachers to self-improvement, reflection, mastery of the mechanisms of communicative competence.

Tasks training:

Improve communication skills teachers;

Promote team cohesion;

Relieve emotional and muscle tension;

Develop emotional stability and self-confidence;

Promote consolidation of the team of teachers;

Introduce the technique of restoring emotional balance;

Increase mutual understanding between teachers;

Increase self-esteem teachers;

Increase your mood for luck, happiness, kindness and success.

Material: calm music for relaxation, newspaper, Whatman paper, pencils, glossy magazines, glue, felt-tip pens.

Progress of the training:

Educational psychologist:

Dear Colleagues! Today we will talk to you about the psychological climate team, as well as the importance team cohesion.

Psychological climate is interpersonal relationships, typical for labor team, which determine his basic mood.

A plant may flourish in one climate, but wither in another. The same can be said about psychological climate: in some conditions people feel uncomfortable and tend to leave team, spend less time in it, their personal growth slows down, in others - team functions optimally and its members are able to realize their full potential.

Construction of a psychological climate, team cohesion- this is the most important matter not only for the administration, but also for each member team.

The climate is called favorable if team There is an atmosphere of goodwill, care for everyone, trust and exactingness. If members team ready to work, show creativity and achieve High Quality, working without supervision and taking responsibility for the business. If in everyone in the team is protected, feels involved in everything that is happening and actively engages in communication.

A game "Molecules"

Target: relieving tension, creating a friendly atmosphere.

Group members – "atoms"– move freely around the room to the music. At the leader's signal (cotton) Atoms are combined into molecules in groups of 2, then 3, etc. at the end of the exercise the whole group is united.

Exercise "Islands"

Target: all participants will be posted on the newspaper (all, half of the newspaper, third).

Participants are divided into groups of 4-6 people and complete tasks at speed.

Creating conditions for the implementation and promotion of ideas about ways to act in a non-standard situation, group cohesion, physical warm-up. Participants exchange emotions and feelings and voice all their ideas.

Psychotechnical exercise "Pressure".

Target: awareness of different models in communication and interaction with a partner, installation of equal communication. (10 min)

Instructions: Stand opposite each other, raise your arms at chest level and lightly touch your palms to each other. Agree who will be the leader. The leader's task is to apply light pressure to the palms of his partner. Then, switch roles and repeat the pressure movement on the palm of your playing partner.

Perhaps you did not experience pleasant moments either in the first or in the second case (it was unpleasant for you to put pressure on your partner, and it was very unpleasant when they put pressure on you).

Then, try not to put pressure on each other, perform joint movements with the palms of your hands facing each other so that a mutual feeling of warmth arises between you (psychoenergetic contact).

Have you felt how much more pleasant it is to interact as equals rather than to achieve superiority? Do not forget that in seeking psychological pressure on a communication partner (there will be a parent, colleague, child, we risk causing in him a reaction not of submission, but of indignation. And instead of helping, he will simply refuse contact with us.

Exercise " Collaging on the theme -"Our team»

Collaging, like any visual technique, makes it possible to reveal a person’s potential, assumes a greater degree of freedom, is a painless method of working with an individual, and is based on positive emotional experiences associated with the creative process. In addition, during the manufacture collage There is no tension associated with the lack of artistic ability of the participants; this technique allows everyone to achieve a successful result.

The peculiarity of this technique is that the creation collages occurs in a group form, which allows participants to be included in joint activities and to trace the features of their social interaction.

Purpose of the exercise: develop the group’s ability to come to a common opinion, compromise, and be able to negotiate.

The group sits around a table and is offered whatman paper, simple pencils, glossy magazines and glue. The group decides what they will depict, together they agree on who draws the chosen picture. (preferably together, the drawing should be three-dimensional). Participants must distribute the colors and the place on the Whatman paper that they will fill.

Issues for discussion:

1. Were there any difficulties in choosing a design?

2. Did any disagreements arise during the work?

Psychologist:

Take your seats. (turns on relaxing music)

Relaxation "The Sage of the Temple"

Imagine yourself standing in a clearing in a summer forest. Thick grass rises to your knees and flower petals touch your feet. There are trees around, their leaves rustling in a warm breeze. The sun's rays create a bizarre mosaic of light and shadow. You can hear the whistling of birds, the chirping of grasshoppers, the crackling of branches. You enjoy the aroma of herbs and flowers. Curly lambs in the blue summer sky foretell excellent weather. You cross the clearing and go deeper into the forest. There is a narrow path under your feet. She is barely noticeable in the grass. Apparently, it is not often walked on. You are slowly walking through the forest and suddenly see through the treetops the roof of a building of unusual architecture. You are heading towards this building. The trees recede and you find yourself in front of an amazing structure. This is a temple. He stands far from the bustle of cities and street crowds, from the pursuit of illusory happiness. This temple is a place of peace and tranquility, a place for reflection and deepening into oneself. Several wide steps lead up to a heavy oak door. The sun's rays play on the gilded patterns decorating the door. You go up the steps and, holding the golden handle, open the door. It gives in unexpectedly easily and silently. Inside the temple there is semi-darkness and pleasant coolness. All sounds remain outside. There are ancient paintings on the walls. There are shelves everywhere, on which there are many books, strange tomes, scrolls. Opposite the door through which you entered is a large oak table, behind which sits an old man in snow-white clothes. His kind and wise eyes are fixed on you. A candle is burning in a candlestick right in front of him. Come closer to the old man. This is a sage who knows all the innermost secrets of the world, events of the past and future. You can ask him about what worries you, and perhaps you will get the answer you have been looking for. The sage points you to the candle. Look into this living flame, into its magical core. Look at him. Inside the flame, a blurry, but now increasingly clear, image appears. Turn your gaze to the sage. He is holding a calendar in his hands. The date is clearly highlighted on the calendar sheet, remember it. Temple visiting hours are ending. Thank the sage for meeting you. You leave the temple and close the door behind you. It's still a sunny day here outside. You go down the steps and again emerge onto the forest path, along which you return to the clearing where your journey began. You stop and take one last look at the landscape around you. and again you are transported here, to this room.

Reflection training:

1. What did you like?

2. What caused difficulties?

3. What contributed to the conducted training?