“Training lesson on the topic “Life values, or the art of living with dignity. `I build my own life` Program for the formation of life values ​​in adolescents

Training session on the topic:

"My life values»

The training is devoted to the problem of choosing moral values. This problem is extremely urgent at the present time. Sociologists argue that for today's youth, the values ​​​​of the material and domestic plan are becoming increasingly important, personal life motives and economic goals prevail. In structure value orientations today's youth is dominated not by values-goals, but by values-means. The scenario of the training allows you to organize the communication of children on the topic of true and imaginary values. The problem of life goals is also touched upon. The training does not require long preparation. It is mainly built in the form of a conversation.

Objectives: To give children an initial understanding of moral values; to form the ability to distinguish between true and imaginary values; encourage self-improvement, self-development; promote a responsible attitude towards one's life.

Preparatory work: instruct 2 students to find the interpretation of the words “happiness”, “success”, “goal” in the dictionaries and establish a logical connection between these words (sample answer in the script text).

Equipment:

Paper figurine of Mr. X, scotch tape;

Album sheets of paper (according to the number of students) should be placed on each desk before the training.

Registration:

On the left side of the board, draw with chalk the mountain of life with the "Peak of Happiness", a ladder with three rungs (money, power and fame);

On the right side of the board write: Moral values

Diligence, punctuality, diligence, thrift, responsibility, love of order;

Gratitude, respect, compassion, tolerance;

Sensitivity, ability to empathize, mercy;

Love for neighbor, humility, faith, etc.

Tasks for groups

1. A successful person is one who...

2. A loser is a person who...

3. A person has taken place in life if he has ...

4. A person has not taken place in life if he does not have ...

5. True values ​​are...

6. Imaginary values ​​are ...

Plan class hour

I. Interactive conversation "What is happiness?".

II. Problem situation "Help Mr. X".

III. Discussion of the situation "Imaginary values".

IV. Interactive conversation "True human values".

V. Project "Ladder to Happiness".

VI. Vocabulary work.

VII. Work in groups "Fill in the sentences."

VIII. Final word.

IX. Summing up (reflection).

training session

I. Interactive conversation "What is happiness?"

Psychologist: Guys, raise your hands, who wants to be happy.

And what is happiness?Sample responses from children:

This is when everything works out.

When everyone is alive and well.

When everything is there, whatever you want.

When dreams come true.

When everyone respects you.

When you are famous, everyone admires you.

When you are doing what you love.

Psychologist. And how to become happy?

Sample responses from children:

Win the lottery.

Get the magic wand.

Have rich parents.

Find treasure.

Work hard to make your dream come true.

II. Problem situation "Help Mr. X"

Classroom teacher.

There is probably no person on Earth who would not dream of happiness. Sometimes a dream becomes a life goal, reaching which a person feels happy. Then there are new dreams and new goals.

Life is a ladder leading to the future.

Each step is our desires and dreams.

How to build your life ladder to feel happy?

This is what we are going to talk about in class today.

I called it Up the Ladder of Life.

But before we begin our conversation, I would like to introduce you to our guest, Mr. X. (Puts on the board the silhouette of a man in a top hat.) He has developed his design for the stairs to happiness and has come to hear your opinion on his project.

Mr. X imagines his life as a high, steep mountain, the top of which he called "Peak of Happiness". Whoever conquers this peak will be happy.

People climb steep slopes, clinging to the slightest ledges, but fall again and again, receiving bruises and bruises.

Some manage to quickly climb to the top, but no one manages to stay there for a long time, and they roll head over heels down, stuffing more and more new bumps.

Mister X approached the matter in a scientific way. He decided to build his life ladder and climb it gradually, from rung to rung. Each step is a small goal, reaching which he will also experience happiness. So, moving from step to step, he will reach the cherished"Peak of Happiness" which will illuminate his whole life.

He chose the most noble material for his stairs - his life values. And our hero has only three of them:

money , which can buy almost everything,

power giving what money can't buy

and glory - a symbol of social recognition, when you see the reflection of your success in life in the admiring eyes of people.

III. Discussion of the situation "Imaginary values"

Psychologist:

Do you guys think these steps will be strong?

Will it be possible to climb them to the "Peak of Happiness"?

Did Mr. X choose true or imaginary values ​​for himself?

Let's take a look at each step individually.

Sample responses from children:

Money - this is a very fragile step, even the richest person can go broke and lose everything.

This is an imaginary value.

And power you can also lose: presidents are re-elected, kings are dethroned, cruel tyrants are killed.

Power is also an imaginary value.

Glory - this is also an imaginary value.

Glory can be easily lost.

Even more famous people in old age they feel forgotten and alone.

IV. Interactive conversation "True human values"

Psychologist:

And here is another ladder of life. Orthodox monk John of the Ladder described it in the book "The Ladder".

He also advises his brothers in faith to slowly climb the ladder of life.

At each step, a person must overcome some of his shortcomings:envy, pride, despondency, deceit, talkativeness, gluttony.

Each step is the acquisition of such values,

as faith, love for people, mercy, kindness, humility, modesty.

What do you think, if a person relies on such values, will he reach his peak of happiness?

Sample responses from children:

This is true values. They won't change a person.

- Faith gives a person strength for life, gives hope for help and protection from God.

- Love for people also gives a person strength, gives meaning to life.

Kindness, mercy do not go anywhere, they warm a person.

If he does good, people around him also become kinder.

Modesty always adorns a person.

If he deserves the fame, he'll get noticed anyway

and he will succeed in life.

Humility is such a value that only a believer understands.

He understands that all troubles, sorrows and troubles are sent to him from above for the exaltation and purification of the soul.

A humble person will never fall into depression, into despondency, until the end of his days he will work, believe and hope.

V. Project "Ladder to Happiness"

Psychologist:

So, we have seen that imaginary values ​​create only the appearance of happiness and success.

Only true values ​​can make a person happy.

Look at the desk. Here are the different values:

Values Everyday life: diligence, punctuality, diligence, thrift, responsibility, love of order;

Values ​​of human relations: gratitude, respect, compassion, tolerance;

Values ​​of the highest sphere of spiritual life: sensitivity, ability to empathize, mercy;

Christian values: love of neighbor, humility, faith, etc.

Which of them can we offer Mr. X for his "ladder to happiness"?

Maybe someone can draw their "ladder to happiness"?

(Children raise their hands, the teacher invites 3-4 students to the board, who depict their staircase designs.)

VI. vocabulary work

Psychologist:

The time has come to clarify the meaning of the words with which we operate with such ease. To understand the meanings of the words "happiness", "success", "goal" and to establish a logical connection between them will help us (names, surnames).

VII. Work in groups "Fill in the sentences"

Psychologist:

I suggest you draw conclusions from today's conversation. To do this, you need to work in groups and complete the unfinished sentences that are presented on the board.

VIII. Final word

Psychologist:

In conclusion of our conversation, I will tell you an ancient parable about stonemasons.

Three masons were hard at work in the quarry. The philosopher asked what they were doing.

Can't you see I'm crushing these damned stones! one grumbled angrily.

I earn my living,” another shrugged.

I'm building a temple! - proudly answered the third.

It seems to me that all these three stonemasons are also walking the stairs to happiness.

First will never be happy because he has no purpose.

The second one will be happyas long as he can earn his living.

Only the third can be called truly happy:

he sees a big, beautiful goal for which he works and lives.

I wish you in your daily work not just to crush stones or earn a living, but to build a temple, that is, to set before oneself lofty goals and seek their implementation. Only then will you be truly happy people.

IX. Summing up (reflection)

Psychologist:

Did you enjoy our conversation today? What did you discover in those 40 minutes? Sample responses from children:

The conversation about values ​​was very helpful.

It was helpful to know that dreams come true when they become life goals.

It was useful to think about life, about what values ​​to build it on.

I realized that the most important thing is to have a purpose in life. Life success depends on the goal.

It is not enough to set a goal, you need to do everything to achieve it.

Student 1. We reviewed explanatory dictionaries two authors: S.I. Ozhegov and V.I. Dahl - and found such meanings of the indicated words.

Student 2. The goal is the subject of aspiration, what is necessary, it is desirable to implement.

Student 1. Success - good luck in achieving something, public recognition, good results in something.

Disciple 2. Happiness is a feeling and a state of complete higher satisfaction, success, good luck.

Pupil 1. We can establish such a semantic connection between these words: goal - success - happiness.

Pupil 2. In other words, in order to achieve success in any business, a person sets himself life goals. And, having achieved success, having realized these goals, feels happiness.

"Life Values"

Target: awareness of the value of one's own life and the lives of others.

Tasks:

To promote understanding of the importance of one's own personality;

Increasing self-esteem.

Course progress.

Hello guys! Today we have a very important lesson in which we will discuss one serious topic. What do you think human values ​​are? Values ​​are different for everyone, let's find out today what is valuable for the guys in your class.

Exercise "Candle in a circle."

Goals: inclusion in work, awareness of important life values ​​for oneself.

Now we will pass a lit candle in a circle, and each of you will share your thoughts, what is valuable for you. You need to start with the words: “For me, values ​​\u200b\u200bare…”

Discussion.

The game "Find out who you are."

Goals: generalization of knowledge about the values ​​of life.

What do you think, what will be discussed today? How do you understand the topic of our lesson? In order not to have a boring conversation, I want to invite you to feel the concepts you have named, and some others, to which, unfortunately, we do not always pay due attention, but which always excite a person. We will be holding a small role play, which means that each of you will receive certain roles: these will be different values. The rules of the game are as follows: now I will put a hoop on the head of some of the participants, on which the name of his role is written, but he does not yet know which role. Everyone will see what role someone got, except for themselves, and the task of everyone is to know themselves, to answer the question “who am I?”. We guess one by one, in a circle, starting from the right. All participants will describe this concept without naming it directly. The speaker can ask clarifying questions. When a participant has guessed their role, the next participant “recognizes themselves”, and so on, until everyone recognizes their role with the help of class explanations. If the rules are clear, we start.

Values: love, happiness, friendship, fidelity, truth, family, understanding, kindness, beauty, life, peace, health, wealth, strength, tenderness.

Discussion.

Game "Notes with love"

Goals: creating a favorable psychological atmosphere, increasing self-esteem.

- Today I have prepared some surprises for you. A note prepared by me and your class teacher is hidden in the classroom for each of you. Try to find all the notes. As soon as you find something, bring it to me right away. After you find all the notes, you can find among them the one that is addressed to you.

Discussion.

Exercise "Talking Glasses"

Target: increasing self-esteem.

Guys, all without exception, both children and adults, love to listen to something pleasant in their own address.I suggest you play a yoke, during which you will be able to say to each other a lot of pleasant and kind words. Oleg, be so kind as to put on these glasses, they are magical. Now turn right and look at your neighbor. He should look into your glasses and say the following words: "In reality, and not in a dream, what is beautiful in me?" As soon as Oleg hears this spell, he must immediately, on behalf of the magic glasses, say something kind and pleasant to his neighbor on the right. After that, Oleg takes off his "magic" glasses and passes them to his neighbor on the left. When his neighbor puts on his glasses, Oleg is already addressing him with the spell that I just cast. There is one thing in this game important rule: "Pleasant words must be found for everyone."

Well, let's try, shall we?

Discussion.

Exercise "Come out of the circle"

Goals: determination by the participants of the training of their ability to achieve the goal, to find a way out of difficult situations, the ability not to get lost in trials, to fight at the limit of mental strength, to trust people.

- Now everyone needs to stand in a circle and hold hands. Several people stand in the middle of the circle. The task of the circle is not to let people out, and the task of the people in the circle is to escape by any means.

The circle will release only the one who proves his desire to leave, who will use all his possibilities.

Discussion.

Exercise "In the sun"

Target: defining their best qualities, using them as a resource in overcoming difficult

situations.

- Now your task is to draw the sun assmall children draw it: with a circle in the middle and many rays. Write your name in the circle. Near each beam, write something nice about yourself. Your task is to write about yourself as best as you can. Carry this leaflet with you everywhere

adding rays from time to time. And if you feel sad, take out this sun, look at it and remember why you wrote about this or that quality of yours.

Watch the video "Look for the positive."

Reflection of the lesson.

Target: summarizing.

Did you like our activity?

What did you like, what didn't you like?

What did you learn new for yourself?

training session
"Life values, or the art of living with dignity"
Goals:
1. Help students understand what real life values ​​are, help prioritize life values.
2. Contribute to the formation moral culture a positive attitude towards life, towards one's personality.
Preliminary preparation: conducting a survey of students "What is valuable in my life"
Class hour form: communication hour
The course of the classroom.
1. An hour of communication begins with a parable by a psychologist (showing a video)
A parable full of stones.
The professor of philosophy, standing in front of his audience, took a five-liter glass jar and filled it with stones, each at least three centimeters in diameter.
At the end, he asked the students if the jar was full?
Answered: yes, full.
Then he opened a jar of peas and poured its contents into a large jar, shaking it a little. Polka dots took a free place between the stones. Once again, the professor asked the students, is the jar full?
Answered: yes, full.
Then he took a box filled with sand and poured it into a jar. Naturally, the sand occupied a completely existing free space and closed everything.
Once again, the professor asked the students, is the jar full? They answered: yes, and this time definitely, it is full.
Then from under the table he took a mug of water and poured it into the jar to the last drop, soaking the sand.
The students laughed.
- And now I want you to understand that the bank is your life. Stones are the most important things in your life: family, health, friends, your children - everything that is necessary for your life to still remain complete even if everything else is lost. Polka dots are things that have become important for you personally: work, home, car. Sand is everything else, little things.
If you first fill the jar with sand, there will be no place left for peas and stones. And also in your life, if you spend all your time and all your energy on the little things, there is no room for the most important things. Do what makes you happy: play with your children, spend time with your spouse, meet friends. There will always be time to work, clean the house, fix and wash the car. First of all, take care of stones, that is, the most important things in life; determine your priorities: the rest is just sand.
Then the student raised her hand and asked the professor, what is the significance of water?
The professor smiled.
- I'm glad you asked me about it. I did this just to prove to you that no matter how busy your life is, there is always some room for idleness. Psychologist: - What do you think the video is about?
- What will we talk about today?
Psychologist: today we will talk with you about life values ​​(slide 1)
- I would like you to answer the question, what are “life values”? (slide 2)
-Do you see the statements of two great people about life values, how do you understand them? (slide 3)
Psychologist: In life, you can live in different ways,
It is possible in sorrow and in joy.
Eat on time, drink on time.
Do stupid things right away.
And you can do this: get up at dawn
And, thinking of a miracle,
Reach out the sun with a bare hand
And give it to people!
- What is this poem about?
Do all people have the same values? What does it depend on, do you think?
Psychologist: indeed, we each choose what we should be: good or evil, truthful or false, merciful or cruel.
Among the students of our technical school that year, a survey was conducted "What is valuable to me in life" And I think that you will be interested to know the results of this survey.
-What do you think is the life value of our students in the first place, second, third? (slide 4)
Psychologist: we got acquainted with the results of the survey, and what are the main values ​​in your life? I propose to mark this on the wheel of life. In front of you are leaflets with the image of values, mark on them your today's values ​​(conversation on the results obtained)
Psychologist: do you think your life values ​​will change in ten years, when you will have your own family and children, will have your own business and career growth? (student answers)
Psychologist: and now I suggest you play the game "Auction of Values"
Before the start of the game, each of you will receive ten tokens. Each token represents a part of you - one tenth of your time, energy, funds, interests, personality. For the duration of the game, these 10 tokens will be equivalent to the sum of those qualities and capabilities that make up your personality.
(distribute tokens to each student, prepare a sufficient number of cards with the names of values)
Rules of the game.
Tokens can be "spent" or "save".
You can choose one thing or none, but not both at once.
You can buy each item only at the moment when it is put up for sale.
The transition to the next pair means that the previous one is finally withdrawn from the “bidding”.
If you run out of tokens, you won't be able to buy anything.
So, I propose to make a choice.
First pair of values:
Nice spacious apartment or house. (1 token)
New car. (1 token)
Next couple:
Fully paid holiday for a month anywhere the globe for you and your best friend. (2 tokens)
A full guarantee that the girl (boy) you dream of marrying (who you dream of marrying) will indeed become your wife (your husband) in the future. (2 tokens)
Then:
The biggest popularity in the circle of acquaintances for two years. (1 token)
One true friend. (2 tokens)
Next couple:
A good education. (2 tokens)
An enterprise that brings great profits. (2 tokens)
Further:
Healthy family. (2 tokens)
World fame. (3 tokens)
Then:
Change any feature of your appearance. (1 token)
Be happy with yourself for the rest of your life. (2 tokens)
Farther:
Five years of uninterrupted physical pleasure. (2 tokens)
Respect and love for you by those you value the most. (2 tokens)
Those who chose 5 years of enjoyment must pay another token if they have any left. After all, there are things in life for which we sometimes have to pay more than we thought.
Next couple:
Clear conscience. (2 tokens)
The ability to succeed in whatever you want. (2 tokens)
Then:
A miracle done for the person you love. (2 tokens)
The ability to relive (repeat) any one event of the past. (2 tokens)
And finally:
Seven extra years of life. (3 tokens)
A painless death when the time is right. (3 tokens)
No more purchases can be made. If you have not used up all the tokens, they disappear.
Game discussion.
Answer the following questions:
Was it difficult for you to make your choice? Why?
Which purchase are you most satisfied with?
Have you ever regretted not buying something?
Would you like to change something in the rules of the game?
Psychologist: everyone has their own life values. But the main thing, whatever they are, they must be significant, not harm other people and be good. A person cannot live without a goal, without ideals, without morality, if he wants to be worthy of his title. These qualities are not innate, and genetic code passes them on. They need to be educated.
The foundations of education are laid in the family, but each person can and should educate himself.
Psychologist: they say that somewhere in the Caucasus there is an old cemetery, where on gravestones you can find something like this: “Suleiman Babashidze. Born in 1820, died in 1858. Lived for 3 years”, or “Nugzar Gaprindashvili. Born in 1840, died in 1865. Lived 120 years.
Maybe they don't know how to count in the Caucasus? Or these postscripts on gravestones were made with certain meaning? If so, what is the meaning of these inscriptions?
Psychologist: The meaning of the postscripts is that in this way fellow villagers evaluated
the saturation of a person's life and what values ​​were the main ones in his life. Let us also think about what values ​​we put at the head of our lives, and how we achieve them.

Training session with teenagers

on the topic: "My values"

Goals:

identification of value orientations andawareness of the significance of the loss of identity for a person.

correlation of life values ​​and the meaning of life;

disclosure of one's "I", the formation of the desire for self-improvement;

development attentive attitude to each other, respect for the uniqueness of the other.

Material: cards with a list of values ​​(by the number of participants), scissors, sheets, pens, pencils, stone, pen.

Exercise 1. "A name with an adjective."

Target: introduction of the group members and the trainer

Carrying out procedure: All participants alternately say their name with an epithet in front of it. An adjective epithet must begin with the same letter as the given name. For example, Wise Marina, Valiant Denis. Adjectives should only be positive.

Analysis: This exercise allowed us not only to get to know each other, but also to learn some of the character traits of each of you.

Exercise 2. "General rhythm."

Target: increasing group cohesion, relieving tension and stiffness.

Carrying out procedure: participants stand in a circle. The leader claps his hands several times at a certain speed, setting the rhythm, which the group must maintain as follows: the participant standing to the right of the leader makes one clap, followed by the next, etc. There should be a feeling as if one person is clapping in a given rhythm, and not all members of the group in turn. At the end, it is possible to simultaneously beat the rhythm of the whole group

Exercise 3. "Who am I?"

Target: the formation of a more complete picture of yourself, your features.

Instruction: Please take a sheet of paper and write 20 answers to the question "Who am I?". Try to answer without thinking and write the first thing that comes to mind. And now you can see everything that you wrote (for example, boy, student, friend, son, etc.).

Discussion: Was it difficult to write about yourself? What features did you prioritize? From what position do you consider yourself in this self-description and why? (student, son, athlete, etc.). What difficulties did you encounter while completing this task?

Exercise 4. "My values"

Target: Formation of ideas about universal valuesand the feelings of a person who is forced to give up something important to him; awareness of the significance of the loss of identity for a person.

Tools: a set of cards (each value is written on a separate card of 16 pcs.).

Exercise progress: Ask each participant to refer to the list of valuables and cut them into cards (see Appendix 1)

Individual work participants.

Stage 1. Read value cards

Stage 2. After completing the first task, the participant needs to decompose the values ​​according to their importance for themselves personally: from the most important to the least important.

Stage 3. Participants are asked to put aside the 10 bottom values ​​(least important) and review the list again.

Stage 4. Next, they should imagine that someone very powerful entered their life and decided that he must lose something in his life. It is necessary to remove the value with which you are on this moment ready to part.

Stage 5 The participant must again exclude something else from the values, because. a powerful man came into their lives again. This time they have no choice and must put aside the item labeled "Friends".

Stage 6 With the help of the image of a “powerful person”, remove 1-2 more values.

Discussion.

1. “How did you feel when you had to part with any value? How do you feel now that you don't have many valuables left?

2. Emphasize that resistance to attacks on values, on identity, is a natural reaction of a normal person.

3. Emphasize that people differ in what is important to them. For example, some people don't have any religious beliefs and feel they have little to lose by giving them up. And for another person it would be a terrible loss.

4. Do you think there are situations where your values ​​might change? What does it depend on? Is it good or bad?

5. Do our values ​​influence our actions and deeds, the events of everyday life? How?

6. Do our values ​​affect the lives of people around us? Why?

7. Tell the group that nothing has changed in their lives and all values ​​are returning to them. You can take the pending cards, connect them with the remaining ones.

8. Ask if feelings have changed since the values ​​returned. Pay attention to the physiological reaction to what is happening “What does your body feel now - arms, legs, head? Have your feelings changed? As a rule, all participants report relief.

Conclusion: values ​​are inextricably linked with the meaning of life. The meaning of life is a deep sense of contentment own life associated with the satisfaction of basic human needs.

Exercise 5. "I am unique."

Target: the formation of an idea of ​​\u200b\u200bone's own uniqueness.

Instruction: So we greeted each other, and now I propose to perform the following exercise, which is called "I am unique." As we all know, there is not a single person on the planet like us. Each person is unique. But sometimes we forget about it. Now I will give you two balls different color. I'll pass one to the left, the other to the right. The student on the left, having received the ball, continues the statement "I, like everyone else ...". The students who received the second ball continue the statement "I, not like everyone else ...". When two balls meet in the hands of one of the participants, he is given the right to choose which statement to continue.

Discussion : At the end of the exercise, the psychologist leads students to the conclusion that we all have some common qualities, but there are also unique, inimitable, inherent in only one person.

Exercise 6

Target: disclosure of one's "I", the formation of the desire for self-improvement.

Instruction: On sheets of paper with felt-tip pens, you will need to draw your personal coat of arms. You already have material for your coat of arms. Ideally, a person who sees your coat of arms would be able to understand who he is dealing with. Draw the outline of the coat of arms, in any shape, but at the same time follow one rule: the outline must be divided into several areas.

Discussion: great, and now let's try to analyze what you got. Was it easy or difficult to draw your coat of arms? How fully, in your opinion, did you manage to reflect your features? Do you think your relatives and friends could understand that this is your coat of arms? What difficulties arose in creating the coat of arms? What was the first thing you tried to reflect? Are there flaws in the coat of arms? Why?

Exercise 7. "Stone and feather."

Target: show that each participant has a number of advantages and difficulties.

Material: stone, feather

Training: participants stand in a circle. The leader has a stone in one hand and a feather in the other.

Instruction: “There are many difficult and unpleasant things in our life, but, of course, there are moments when our hearts are light and joyful.(Symbols are shown in the hands).

I suggest that you take these symbols in your hands one by one and tell me when it is difficult for you with your values, and when it is easy and pleasant.

All participants take turns doing the task. .

Exercise 8. "I am writing to you."

Target: the development of empathy, an attentive attitude towards each other.

Carrying out procedure: Each participant is given a piece of paper. The name is signed at the top. At the signal of the leader, the participants pass the sheets to their neighbor on the left. On the received sheets from below they write their wishes or thoughts regarding the person whose name is written on the sheet. At the second signal of the host, the participants tuck the bottom edge of the sheet to the width of the written message and pass it to the left. So eventually everyone gets a "group letter".

Analysis: time is given to read the received letters.

Appendix 1

Finish school successfully, gain knowledge

Money, personal property, financial savings

Status, respect, recognition

Achieve personal success

Complete interesting life

Have honest, loyal friends

- health, sports, beauty

Freedom is to live the way you want

Great house

Do something good for everyone, help people with problems

Continue your studies, career success

Passion, entertainment and relaxation

Family traditions, life with parents

Belief in God or Beliefs

Children, their own future family

Master Class

on the topic:

“Values. Their role

In human life"

Compiled by: Popova Tatyana Nikolaevna,

teacher-psychologist MBOU Naro-Fominsk secondary school No. 9

Subject : “Values. Their role in human life.

Goals: - awareness by participants of their own life values; level up communicative competence; the formation of the ability to cooperate; team building.

Tasks:

- creation of a positive emotional background, an atmosphere of trust;

Formation of ideas about various ways and means of communication;

Activation of the process of knowing yourself and others.

Equipment: printout for the exercise "My Universe", a set of cards for the game "Price and Value", ribbons for a friendship bracelet, flowers of 2 colors, a transforming ball, notes-wishes.

Technology: communication and dialogue technologies, ICT.

Course progress.

1. Acquaintance. Warm up.

1. Exercise "Sing your name"(slide 1)

Target: creating an emotionalpositive attitude.

I am glad to welcome you. Now we will get to know each other by singing our name, and passing the ball around in a circle. And now I ask you to choose a flower of the color that you like. (Participants are divided into groups)

2. Repetition of the rules.(slide2)

Let's outline the rules by which we will work today:

List of rules:

1. Listen carefully to each other.

2. Do not interrupt the speaker.

3. Respect each other's opinions.

4. Sincerity.

5. Non-judgmental judgments.

6. Activity.

7. Rule "stop".

1. Exercise "My Universe"

Target: give participants the opportunity to look at their lives from the outside and at the same time from the inside.

Instruction. Each participant on a separate sheet of paper draws the "galaxy of his life" with all its "planets" and "stars".

Look, when the ball came back to me, it changed its color. So in our life we ​​see others from the outside, not always remembering the inner world.

You have your universe in front of you. Each of you is the center of this universe. Complete the sentences and talk about your universe."

Comment. If desired, participants, choosing the role of an astronomer, can tell everyone about the "planets" of their "life galaxy". (one participant from each team)

II. Main part.(slide 3)

The topic of our meeting is “Values. Their role in human life.

Seeing your work, we can say that everyone has their own universe.

1. "Epigraph".

Discussions of the key phrase that is written on the board:“Every person moves through life based on their values. Each person is the center of the world, but it is precisely everyone, and the world, that is valuable only because it is full of such centers. E. Canetti»

1. Exercise "Life Values".

Target: increasing the level of self-regulation, self-control, determining one's own vital values, their correlation with the life values ​​of adolescents.

Working with a table:

Instruction: The facilitator reads the core values ​​of adults. (work in subgroups)

And now let's see what values ​​exist, first we will get acquainted with the values ​​of adults(slide 4)

Let's think about how we can communicate these values ​​to teenagers (group work).

1. Exercise "List of values".(slide 5)

Target: defining their life values.

Now I invite you to think a little and decide which values ​​are very important to you and which can be relegated to the background. And put next to each value indicated in your leaflet its number in descending order of importance.

A list of values ​​is proposed, from which it is necessary to choose important ones for yourself and write them down, put the numbers of significance next to each other:

Comment. If desired, participants can introduce others to the list of values. (one participant from each team)

• Interesting study;
• Recognition from others;
• Material wealth;
• Family;
• Friends;
• Pleasure and entertainment;
• Health;
• Kindness;
• Honesty;
• Creation.

1. Exercise "Price and Value"

Target: show the fundamental difference between what has a price and what is commonly called value.

Plot: there are auctions between the owner and the buyer, the buyer is ready to give the highest price for what is in the hands of the owner. He says, "Sell to me, I'll give you a good price." In response, he will hear either "I'm selling" or "No, I can't sell even for the highest price."

(work in subgroups)

I suggest that you sell the thing or item that is indicated on the card. Think about whether you can sell it to me and for what price?

1. A cat that has lived with you for ten years;
2. A kilogram of chocolates;
3. Family photo album;
4. A pen given by a best friend;
5. Red wool scarf;
6. A typewriter inherited from my grandfather.

Discussion.

- Why is one sold easily and calmly, while the owner cannot sell the other, no matter how much he is begged?(slide 6)

Conclusion: It turns out that there is a concept of “price” and “value”, their essential features are noted:

Price is anything that has a monetary value.

Value is everything that is significant for a person's life.

What is the most important value?

(this is our LIFE) (slide 7)

1. Summarizing.

Our lesson is coming to an end. During this time we got to know each other, learned many ways proper communication. I would really like you to share your new knowledge with your friends.

1. Exercise "Friendship Bracelet".(slide 8)

Target: to promote the formation of friendly relations with participants through inclusion in joint creative activities.

Instruction:

There are ribbons in front of you. Take them from your table and give them to any person with a wish for something good, good.

Outcome: As long as we are together, side by side, we feel the shoulder and support of friends, we will do good deeds and help each other. And this is also very valuable.

2. Exercise "Today I ... .."(slide 9)

Thank you for your candor!

But the time is drawing near to the end of our meeting, and I propose to end it like this:

Each participant continues the phrase, expressing their attitude to the lesson, what they liked or caused a feeling of discomfort.

Questionnaire "Feedback"

1. Name of participant _____________________________________________

2. Date of class _______________________________________________

3. Degree of involvement: 012345678910

4. The most significant (useful) episodes, exercises for you: ________________________________________________________________________________________________________________________________

5. Your comments and wishes to the facilitator (in content, in the form of the lesson, etc.): _________________________________________________________________________________________________________________

Literature.

1. Smirnova E.E. I know myself and learn to manage myself. (Program of psychology lessons for younger teenagers) S.-Pb., SPEECH, 2007.
2. Fopel K. How to teach children to cooperate? (Psychological games and exercises, part 1-4) M., GENESIS, 2010.
3. Khukhlaeva O.V. Path to your Self (Psychology lessons in high school) M., GENESIS, 2012.
4. Shchurkova N.E. Game techniques: a cool guide. M., PEDAGOGICAL SOCIETY OF RUSSIA, 2002.