Class hour I appreciate my family for. Class hour in the form of a conversation "My family is a wonderful place to live. Training "For family hearth"
Class hour "I and my family"
Classroom teacher: Tkachev Valentina Petrovna
(Class hour is held with the participation of parents)
Objectives:
1) reveal the role of the family in the life of every person; To draw the attention of students and their parents to the meaning of the word "family" in their lives;
2) make joint conclusions about the qualities of the mature personality and the use of them in real life, in family relationships;
3) awareness of the value of family relationships.
Tasks:
Disclosure of the essence of the concept of "house";
Disclosure of the culture of other families for his own personality;
The formation of the ability to be a good family man;
Formation of a sense of duty and responsibility in front of their family.
Equipment: Presentation, Cards "Houses", Cards "Bricks", Markers, Bilateral Scotch, Poster "Family", bell.
During the classes:
1. We will spend today class hour…("I and my family").What do you think we will talk about in a class hour? (About the house, about the family, about family relationships). You are right, we will talk about the values \u200b\u200bof family relationships.
Classroom teacher. Our meeting wants to start with parables.
One morning, a fisherman with two sons went fishing. The catch was good, and by noon, three men were ready to return home. But when they began to pull the net, a storm suddenly flew around and completely hidden the coastline. And at the same time, the storm did not spare their small house. He caught fire, the fire was burned by her dotley their accommodation and all the property. When the fisherman with his sons climbed onto the shore, I was waiting for a crying wife, who told her husband and children about their misfortune. But the fisherman and eyebrow did not lead. The wife was indignant: "Husband, we lost all that we had, and you and there are no business." Then the fisherman replied: "The fire that destroyed our house turned out to be the light that in the fog pointed us the road to the shore."
Light in the window at home ... What feelings does he cause from our children? Joy that you are waiting for? Tears of relief: "Well, here I am at home." Irritation: "Well, what do they need from me, what they won't sleep?" Fear: "How to get quietly to cost without scandal and screams?"
2. Test "Unfinished offer"
I really want to know the opinion of boys and girls who themselves, after a short period of time, become dips and mothers, and light light in their windows.
Students are offered in advance the test "unfinished offer".
1. Family is ...
2. My parents are ...
3. Light in the windows of my house is ...
4. Joy in my family is ...
5. My family grief is ...
6. Away from the native home I will remember ...
7. From the traditions of my family, I would like to take into the future family ...
8. I would not want in my future family ...
9. I believe that the most intimate desire of my parents is ...
10. Most of all my parents are afraid that ...
The board presents the result of a statistical study based on the above test.
Classroom teacher .
2. What is a family?
"My house is my fortress," says the English proverb. It turns out that this wise saying has a deeper than us earlier, meaning. It is difficult and uncomfortable in today's world. Ideals are hardened, the powers fall apart, they fly from the pedestals of monuments ... But there are values \u200b\u200bthat remain eternal and unshakable, and they own a family.
Family, a house is a fortress, which is not amenable to the unrest of the very time. This is the world where they are preserved and preserved in relations to people, dedication, self-sacrifice. This is a rescue circle that helps us not to kill in the ocean of chaos and failed, with the help of which we nail to a calm and reliable harbor every night, where the comfort reigns, joy, peace of mind.
What keeps "afloat" our family fortress does not allow it to collapse into this fragile world? What is the most difficult family life? Of course, this is a weekday, prosaic life, quarrels, conflicts. Especially "Burlit Life" in the family, when children, ground, begin to believe that they have the right to their own Word and on their own deed. "Hard" age ... Do you know the best medicine from family troubles? All together laughing on them or do a common matter.
3. Construction of the house
When evening thickens darkness,
So this truth is clear and simple -
That from the palms to the window is filled house
Your warmth.
Of course, in your young hearts it is born since childhood and fastened with the years old love for your home.
Listening to the musical work.
I think you will agree with the justice of these words. What could be more important than a cozy home, where you will always understand, let's stop, will support? How to build such a house? Where to begin? I suggest you play "builders."
There is such a tradition before starting construction, brigade is generally symbolic handshake.
Perform a handshake.(one two Three)
Construction of the house begins with the foundation.
First task: Find on the "pink" bricks offered to you, the word that is associated with you with the word "house". For me, this word is "shelter". And for you? (The house is ... The beginning began, fortress, shelter, hearth, pier)
Each brigade will attract the brick to the sketch of the house.
Continue the construction of the foundation.
Second task: Write on empty bricks the word that is associated with the word "family". (Family is ... I and relatives; Mom, Dad, sister and me.)
Family - a group of close relatives living together.
Well done! The foundation of the house is ready. We start building walls at home. And the walls of our house will be family relationships.
Third task: From "green" bricks, choose only four, most important in your opinion.
With difficulties, contact the dictionaries.
Do not forget that everyone in the house is cozy and warm.
So, listen to the representatives of the first brigade. (Read and attach)
House ready. Well done! You have chosen a durable building material. Each of you gave the soul particle during construction.
And now let's "revive" the houses that you settled at the beginning of the classroom. Each back side The house will write those concepts that he considers necessary to create warm family relationships. You did not forget to populate yourself in this house?
And the house made good is not a house yet.
And even the chandelier over the table is not yet a house.
What is missing in this house?
(People, loved ones, animals)
So let's take in the hands of the house and set them out their relatives and close people. It can be classmates, friends, and parents, and relatives, that is, people close in spirit. Enter their names into window rectangles.
Let always reign in it in him, friendship, respect, etc.
4. Family traditions. Family values.
"One family lived in ancient times, and love and consent reigned in it. Solva about it flew to the ruler of those places, and he asked the head of the family: "How do you manage to live, never quarreling, not offending each other?" The old man took the paper and wrote something on it. The ruler looked and was surprised, on the sheet it was written a hundred times the same word ...
What is this word? ("Understanding".)
What qualities are needed to develop the ability to understand understanding?
A person who can critically think is capable of self-analysis, will not blame the other that he is not understood. It does not wait for changes in other people or circumstances. He changes herself.
The students are invited to the "cart of opinions", where there are sheets, they are written on the rules of life, the implementation of which leads to mutual understanding. Students pull out the sheets from the "basket" and read them out loud (see the application).
Rules of life, the execution of which leads to mutual understanding
1. Put the interests of other people above our own.
2. Be devoted to his family, avoid the opportunity to betray it.
3. Be faithful and reliable.
4. Respecting other people, respect yourself.
5. Turning to other points of view.
6. Perceive people as equal to themselves.
7. Learn to empathize with others, putting himself in their place.
8. I will be able to forgive and do not be offended.
9. Live in harmony with themselves and other people.
10. Show sensitivity.
11. Be confident and worthy of your home.
12. Be free from lies and deception.
13. Quality to control their desires and actions.
14. Persistently go to the goal, despite obstacles.
15. Strive everything to do as much as possible.
4. Class teacher . I have a chamomile with one petal. (It is proposed to remember the Fairy Tale "Flower-sevenceticism".) If you were wizards, what would you change in your family? If you had one desire, what would you fueled?
With this question, the presenter refers to several students and their parents.
Light in the window - I want
So that it is not Gus.
Light in the window - light
Anxious loved eye!
Light in the window - the turn of the year run!
Light in the window - let it never go out.
Final part.
Our cool hour comes to an end I would like to know your opinion?
Recording on the board:
Was it interesting to build a house?
And how to work in a construction brigade?
Do you think useful work that we did with you?
Where and how can you use what we have learned today?
Poster on the board "Family together, soul in place"
Let all this only play
But we wanted to say:
Great Miracle Family!
There is more important in life!
Keep it! Take care!
Thanks for the help of the classroom. Bye!
Purpose:formation among students of respect for the family.
Tasks:
- Education : Expand the knowledge of students on the subject of the family.
- Educational: Education of respect for family and family traditions.
- Developing: Development of students of creative abilities, cognitive activity, skill work in the group.
Type of class hour: thematic.
Equipment:
- Posters for the design of the board (the name of the class hour).
- Beans (in an amount equal to the number of class students).
- Lamers (for each student).
- Colored pencils, markers.
- Soft toy.
- Family photos.
- Distribution material with tasks.
Classroom time
I. Org. Moment, motivation, setting the goals of the classroom
purpose: Motivate students to actively work at a class hour through communication with the life experience of students, acquaintance with the goal and tasks of the classroom.
Hello guys.
Our class hour will begin unusual. Sit, please, all in a circle. Now each of you I have been distributed over the same beaholine. You need to carefully consider your own, find her differences. (Students for one minute consider their beans.)
Each of you found, what your beans differs from others, although at first glance they are all the same. Now I will collect all the beans, mix it, and you need to find it in this basket. (Students perform the task.)
At first glance, all the beans seemed the same, but it turned out that they were all different. So we are with you. We have features that are different from each other, but there is a lot in common. What are all students of our class?
(Students offer their own options who are of the guys say the word family.)
Indeed, each of us has a family, and just the subject of the family and is devoted to our class hour.
What do you think, what is the purpose of the class hour? What do we learn in the classroom?
That's right, we must remember what a family is, to think for what the family is needed by a person, remember his relatives.
For further work It is necessary to divide into two groups to do this, remember, in which month your mom was born. I call a month, those of you whose moms were born this month, go to me and take hands. (Play).
In order, calculate the first and second numbers. First numbers take the table under the number "1", the second - "2".
(Pupils occupy their places).
II. Conducting an event
Goal:
- expanding students' knowledge on the topic of family, upbringing respect for family and family traditions;
- development in children of creative abilities, cognitive activity, teamwork skill.
- "Family" - this word we hear every day and are so accustomed to him that sometimes we do not even think that this word means. Guys, how do you understand what kind of family is?
(Student responses: relatives, the most expensive in life, the place where they understand me, the people who know me well and love).
All you said correctly, family is, indeed, relatives who love us, support, understand. An unusual guest came to us on a class hour - a mouse, she doesn't know you at all, and now you need to introduce yourself to the mouse and tell about your family using photos from the family archive.
Or can a person live without a family?
Why do family need a person? Choose three options for answering the card number 1 ( attachment 1), And explain your choice. (Students perform the task, then voiced their options.)
At all times there was a very respectful attitude towards the family, I found a lot of evidence to this in folk creativity. Many proverbs and sayings are folded about the family. Now we will check how well they are known for you. Pay attention to the card number 2 ( attachment 1). You need to restore proverbs. Students perform the task, then read the correct answers.
Guys, one person is not easy to live. And in order not to say, and the family is the main wealth in life.
But I wonder what family is easier and more fun to live: in a big large or be the only child? I ask you a little blowing and make a small story about Masha's girl . 1 group You need to make a story about a girl who lives in large family, 2 team should tell about the girl who has no sisters and brothers. (Pupils perform the task and read their options.)
I agree with you better and more fun to live in a big and friendly family. Imagine that your close and distant relatives came to visit you. Who are they coming to you: daughter-in-law, Shurin, Svat, Kum, etc.? Turn the card number 3 ( attachment 1), read the task. Relate information from the list with the information of the bottom row.
(Pupils perform a task, then the teacher reads the correct answers, and the number of correct answers is calculated.)
Guys, please remember, the names of your closest relatives, they will be useful to you to compile your family trees.
(Pupils according to the sample make up their genealogical tree, then told about their family.)
III. Reflection
purpose: Summing up the class hour.
Guys, tell me what a place is the family in your life?
Can someone live without a family?
And at the end of our classroom hour I suggest you write a letter to your parents, which will begin with the phrase: "Dear mom and dad ... .."!
Thanks for the job, goodbye!
Cool hour "My family is my wealth"prepared
teacher primary classes
Kovaleva Marina Ivanovna
from. Ensure
Purpose:
Expand the ideas about the family, family traditions, the importance and role of the family in a person's life;
Influence emotional feelings.
Promoting the formation of students with the sense of love and respect for the older generation, a positive attitude towards members of their family.
Tasks:
Educational: Expand the knowledge of students on the subject of the family.
Educational: Education of respect for family and family traditions.
Developing: Development of students of creative abilities, cognitive activity, skill work in the group.
Type of class hour: thematic.
Equipment:
Beans (in an amount equal to the number of class students).
Distribution material with tasks.
Classroom time
- Head, my little friends! I am glad to meet you and I suppose the topic you have chosen very important to you.
-Why? (Children's responses)
Now I suggest you take one beagon. You need to carefully consider our, remember it, find her differences.
(Students for one minute consider their beans.)
Tell us about Ne.
(Warm, smooth - smooth, with specks ...)
Each of you found, what your beans differs from others, although at first glance they are all the same. Now I will collect all the beans, mix it, and you need to find it in this basket. (Students perform the task.)
At first glance, all the beans seemed the same, but it turned out that they were all different. So we are with you. We have features that are different from each other, but there is a lot in common. What are all students of our class?
(We have one teacher, one class, one school, we have brothers, sisters, parents, family)
Indeed, each of us has a family, and let's devote this topic to our class hour.
And what is family? (These are native people who live together, mom, dad, brother, sister ...)
Right. Family from the first minutes of our birth is next to each of us. If we are bad, it is difficult if misfortune happened to us - who will listen to us, will help, will calm down, will give advice, will protect?
Of course, people relatives to us: Moms, Pope, Grandparents, brothers, sisters - our family, the closest and most expensive people, our support for life.
Or can a person live without a family? (Not)
Why do you need a family?
- Take off statements.
Read. It is necessary to choose the statements with which you agree (choose)
Right. A family
teaches love
responsibility
care and respect
faith in the need for a family
need for happiness
The family is rich in joy, which we give each other.
The family is rich in experience in overcoming conflict situations.
The family is rich in values.
The family is rich in tradition.
The family is rich in love.
The family is rich in concerns about relatives.
Relatives often come to you? Do you have relatives? Who are they coming to you?
(Answers)
- Take the following task . Title relatives from the first and second column.
(Pupils perform the task)
Let's see what you did?
- Guys, do you remember the names of your closest relatives? (Yes)
Now they will use us to compile their pedigree.
We have a tree depicted, which has a root, trunk, branches. And on the branches are empty windows, they need to sign the names of their relatives (write names)
At all times there was a very respectful attitude towards the family, I found a lot of evidence to this in folk creativity. Many proverbs and sayings are folded about the family. Do you know them?
(put the proverbs on the board)
House without hostess - orphan.
Being a guest is good, but being at home is better.
I don't need a treasure, if in the family of the way.
The whole family together and the soul in place.
In the friendly family and in the cold warmth.
- let's stop at one of them
"Do not need a treasure, if in the family of the way
How do you understand the meaning of this proverb? (children's responses)
-And now I suggest you write a letter to your parents which will begin with the phrase: "Dear mom and dad ... .."! (On the desk)
(Children are written stickers on which they writeWatman is hung out on which is recorded"Recognition Board")
Let's read that you have happened. (Children read as desired, then stickers are attached to the board)
Guys, tell me what a place is the family in your life? (the main thing)
Can someone live without a family? (not)
I suggest with the help of men to show how much your cool family is friendly.
(fasten)
Cool hour I want to finish the lines of one poem
Love! And appreciate happiness!
It is born in the family,
What could be more expensive
On this fabulous land.
Let both of the peace and kindness shine in your families.
Thanks to all!
"I and my family"
class hour in grade 8-11
Offer classroom scriptdevoted to the relationship between students with parents and other family members, problems, difficulties, conflicts, family education rules.
Class hour is designed for students of 8-11th grade and consists of training exercises that should help schoolchildren in creating their own family in the future, in establishing benevolent, trusting relationships with parents and other family members, teach them to smooth conflicts with relatives, maintain a comfortable Psychological climate in the family.
Classroom objectives:
- personal development of members of the training group through knowledge and adoption of themselves and other people;
- assistance in mastering effective ways interactions with classmates, members of their family and communicating with the surrounding people;
- support for readiness for the implementation of significant changes in their own life and the lives of surrounding people.
Before moving to training exercises, the teacher should remind the guys the rules:
- voluntary participation;
- willingness to listen to the interlocutor and recognize his right to have his point of view;
- personification of statements;
- underline the strengths of the person during the discussion of exercises and tasks;
- inadmissibility of direct human estimates (you can not say: "You are a rude man", "you have a bad character", "I don't like you." It should be said: "You said it is very rude," "It's hard to talk to you today," "You are annoyed with something, calm down" etc.);
- sincerity in communication;
- the confidentiality of the whole thing happening.
Training "Family is ..."
Students in turn call the word that is associated with them with the concept of "family." Words should not be repeated. If the student is not ready to name an answer option, he can miss his turn and say the word at the end.Questions students:
- It was hard to perform a task?
- What were there any more associations - positive or negative?
- What do you think there were more positive statements?
- What words do you want to "take" in your family?
- What else could we call the associations to the concept of "family"?
- What of the listed you would not want to "take" into your family?
- Do you tell me at home about this training, about your conclusions, impressions? If not, why?
Training "For family hearth"
Not all people create a family. There are supporters of a family hearth, there are opponents. Students are divided into pairs and get up in two circles. The inner circle is "opponents" of the family hearth. External circle - his "supporters".
The task of those in an external circle is to convince the partner in the fact that without a family a person cannot be happy, successful, he will not work normally and fulfill his civil duties. Such people are more likely to hurt, commit crimes, etc.
The second (inner circle) - supporters of a lone lifestyle. Their task, responding to the arguments and arguments of supporters of family bonds, to defend their point of view. They should also give certain arguments to listen to and agree if these arguments are convincing.
Time for one dialogue with a partner - 3 min. Then, according to the teacher's sign, the guys standing in the outside circle make one or two steps to the right and turn out to be in front of a new partner. 3 min for another dialogue is given.
Students should be reminded that it is necessary to respect the opinion of the partner, to carefully listen to his arguments, but also time to speak. If the partner gets into a tactfully stop it and bring their arguments and arguments "for" or "against" opponent's arguments.
Again, on the teacher's pedagogue, the guys standing in the outside circle make one or two steps to the right and turn out to be in front of a new partner. Now supporters of family bonds become their opponents, and vice versa. It contributes to the work and strengthens interest. At a pedagogue signal after 2-3 minutes, the dialogue stops.
The teacher asks students to sit in a circle and briefly repeat the content of the most convincing dialogues, paying attention to the facts and arguments of their own and partners. Interestingly, these statements are systematized; For example, on the blackboard on the left to record the arguments of supporters of family bonds, and on the right - opponents.
Questions students:
- Did you like the game?
- Who, in your opinion, was a more convincing, passionate adherent of one or another position?
- Who did the arguments of the enemy, and who changed their point of view?
- Look at the board, maybe someone will lead other good up-water "for" or "against" family bonds.
- Do you know when you can marry, make a family?
- Who can not be married, why?
- Where and how do people find their companion or companion of life?
Training "Marriage Announcement"
Students are divided into 5-6 groups of 4-5 people. They are offered a set of cardboard circles. different colorslaid on the table so that they could not see the color of the circle chosen by them. The guys who choose the same color fall into one group. Each takes a piece of paper, handle or pencil.
At the first stage (for 3 minutes), each individually constitutes an exemplary text of the marriage announcement of itself, where you need to specify your basic attractive features, but not only external. It is desirable that most of the ads are devoted to the disclosure of human advantages. But, in principle, schoolchildren can write what you want.
At the second stage (3 min), it is necessary to discuss ads in groups, everyone reads its own text, will add something in their own words to what he managed to write, answer questions from the other members of the group.
At the third stage (3 min), the guys conduct mutual "psychological consultation" to help improve the text of the marriage announcement of each member of the Group.
This training causes a different reaction in adolescents. Some are immediately involved in the work, they are interested in them, they have no problems with taking themselves. They understand that thus acquire the first experience of making their resume. Others are afraid to seem funny, refuse to write, begin to laugh, joke, hiding internal alarm. It is necessary to help these teenagers very tactfully, offering other members of the group to take part in the discussion of their ads. Or such guys can write an approximate text of the marriage announcement for an older brother, sisters, etc. and also discuss it in a microgroup. After 8-9 minutes, a discussion is terminated in the group of teacher or his assistant.
Questions students:
- Did you want to write about yourself? What did the problems experience?
- What declaration to you in your microgroup seemed the most interesting?
- Maybe someone wants to read their ad for all?
- Let's ask for permits from the one who refused to write to themselves, to make a collective marriage announcement for him. In a circle, let each wishes call the most attractive character traits, personal qualities, the habits of this modest classmate.
Training "How to attract attention"
In this training, the guys answer the question: "How to attract the attention of the one who is sympathetic to you, but does not notice you?" For discussion, the problem is given 3-4 minutes. Each group, during this time, should write 3-4 recommendations. The teacher can give advice in the process of discussion, but not all of the class, but only a group that asks for help.
The teacher's signal begins a discussion of recommendations with all students. From the group is one representative and reads the results of the work. Explanations are given if members of other groups or teachers are asked about this.
Social teacher sets all participants in the lesson attentive care and patience, explaining that the ability to argue is, first of all, the ability to listen. The most impatient people can be deprived of words until everyone comes.
After the speeches and discussions, the guys themselves summarize, cutting off everything too much and summing up the most valuable. And you can restrict ourselves to the reflection when children are simply sharing in a relaxed state of work. It is useful to ensure that they learn to praise each other: for an interesting thought, for the hardness in defending the point of view, etc. They need to be taught and the fact that silence is the form of unspoken disapproval. It is better to keep silent than to hurt a pride or worse - humiliate, offend.
Questions students:
- How do you feel about these recommendations?
- What categorically disagree?
- Do you agree with what you need to know what a person's favorite is interested in and starting to be interested in the same, so that there are topics for conversation and common interests?
- And how can you have any signs of attention, for example, in class, school?
- Do you need to congratulate on your birthday, will it cause a ridicule of classmates?
- How to do if they picked up on the wall of misunderstanding?
Training "Dream House"
Each person, and even more so each family should have a house, and not just a roof above the head, but the place where it loves and is waiting, they understand, take it, what it is; A place where a man is warm and cozy, where you want to go back.
Each microgroup must "build" the house of his dream. Consider, from which "bricks" you build your home, what is the foundation, what kind of roof, walls, etc., are the time for the construction of the house - 3 min. According to the teacher's sign or his assistant, work should be finished. From the group there is one person and tells what their home will be. Each next protruding should only be called those "bricks", which were not named before.
Question student:
- What do you think every member of the family should do so that the house really has always remained such as you built it?
Training "Family scales"
Combining the pairs, the guys start performing the following task. For 3 minutes, they must list the basic difficulties faced by spouses during their lives. In compiling this list, students should rely on their idea of \u200b\u200bfamily life.
At the first stage, they work together, discussing a list of family difficulties and recording them in a column. On the right you need to leave a bit of place so that later next to each "difficulty" one could put the appropriate number. The resulting list should be each, it is necessary for the next step of work.
At the second stage (3 min), each participant must run the list of difficulties on the basis of personal ideas about the degree of "danger" of this difficulty for family happiness. For example, if in the first place according to the degree of danger to the family, "material difficulties" are facing, opposite this difficulty in the list is set No. 1.
At the third stage (2 min), schoolchildren compare their presentation with the partner's opinion and if there are discrepancies, discuss them, trying to understand the arguments and arguments of each other.
Then the collective discussion begins. The general scale of family difficulties is recorded on a blackboard. As a rule, the approximate list is:
- Material difficulties due to the inactivity of one of the family members.
- Drunkenness of one of the spouses.
- Permanent late walks of the son or daughter.
- There are no uniform rules, requirements for raising children.
- Every in itself, there are no common interests.
- Frequent business trips or search for entertainment outside the house, outside the family of one of the parents; etc.
Questions students:
- Did you like work?
- What did you experience difficulties, reflecting on the problems of the family?
- What do you think, what benefit did you get, what lesson got during this brainstorming?
- Do these difficulties lead to conflicts in a family or strengthen it?
- Think that you can change in your family. Would you like?
Role-playing game "Family conflicts"
In the course role-playing game Participants are trying to resolve some family problems with the distribution of roles specially invented acting persons. This game shows more questionsthan answers. It's good! It is not useful not with their results, but the process of participation itself in it. It is most important to see moves in the development of the child's personality. Children should understand: from how conflicts are resolved, the microclimate in the family is depends, and much at the same time in their power.
Work again passes in the already formed microGroups. The disciples choose a conflict situation, one can be written on the board, you can all other, distribute the roles between all members of the group, discuss the actions of the conflict participants, and then try to offer new versions of actions that should contribute to reconciliation, family strengthening (5 min).
Task teacher and it assistants - to trace so that the groups chose different topics Conflict situations, help distribute roles in the group, taking into account the desire of the guys themselves, suggest that you must first lose the situation of the exacerbation of the conflict, the traditional development in our families, then offer new non-standard action options, some replicas if children have difficulty. But we must try not to impose anything to them, but to encourage their initiative and finds. For example, if the group chose a conflict in a family about different approaches to upbringing, it is possible to offer children a set of basic rules of family education on the Family Council, which should be guided by parents, grandparents, as well as aunt and uncle, who participate in the education of the child. If the conflict is chosen when the family is chemless and each in itself, it is possible to propose to organize a conference on which you choose your favorite classes, offer options for class time for the whole family. Topics such as the late walks of the Son, skipping school classes, the idleness of the child, siting at the computer, deceptions - do not cause difficulties from the guys, and, as a rule, they find quite non-standard options for the resolution of these conflicts. Such a training can be carried together with parents and children, it brings them closer to them, adults begin to show interest in the work of the socio-psychological school of the school, the parent lecturing is visited more actively, which works at school.
Finally, when all participants are ready, they begin to play the situation, each fulfills their role in the measure of their own understanding and artistry. The task of the rest is to closely monitor the development of the conflict and the search for the exit from it.
Questions students:
- Do you experience satisfaction from your work?
- Which participants really entered the role and resisted in it to the end?
- What group did you like the best, and why?
- What did you understand from the playful conflicts?
- What conclusions did for themselves for the future?
- What situation seemed to you the most interesting?
- Who was able to resolve the conflict well?
- What kind of wish will give parents, coming home today?
L.P. Lapto
social teacher GBOU SOSH No. 757, Moscow