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Training for teachers
on the topic of:
“Working with Pedagogical Frustration”<\/p>\n
Training for teachers
on the topic of:
“Working with Pedagogical Frustration”<\/p>\n
Purpose: to master modern teaching methods, to work out the main frustration reactions of teachers.
Stage 1: Greeting, waiting. Group work: (time 20 min.)
– a few words about yourself (3 positive and 3 negative qualities of you),
– your expectations from the work in the training,
– what problems in the relationship between the teacher and children are most common.<\/p>\n
Stage 2: Information block (time 15 min.)
– to explain the concept of teacher’s frustration (noise-dominating type, self-protective type, decisive type).
Practical task number 1: (time 30 min.)
Recall the most difficult situation while working at school, related to interpersonal relationships with children (talking in a circle).
Feeling analysis.<\/p>\n
Practical task number 2: (time 40 min.)
Work in groups of 4-6 people.
The group is given a task related to the frustration reactions of the teacher.
Option 1: (13) – “It was not M. who prompted me, but the teacher sent me from the lesson.”
Option 2: (14) – “You didn’t keep your word”
Option 3: (17) – “Even after 5 of your explanations, I can’t do my homework”
Option 4: (19) – \u201cYou made a mistake in writing on the blackboard. Your actions”.
Group analysis of practical task No. 2:
– analyze feelings when considering difficult situations,
– identify the mistakes that the teacher’s behavior led to.
– identify ways to solve this pedagogical problem,
– presentation of group work,
– analysis of the work of participants in practical task No. 2.<\/p>\n
Stage 3. Information block (time 15 min.)
– concept: dispute, discussion, brainstorming, role-playing game, dramatization.<\/p>\n
Practical task number 3: (time 20 min.)
Conducting a debate on the topic \u201cThe need to visit the head teacher of lessons\u201c. Work in two groups (one – there is a need, the second – there is no need)
Analysis of the work of groups.<\/p>\n
Stage 4. Results.
What are your feelings and impressions after the training?
– to determine the level of efficiency of this type of work.
– suggestions and wishes.<\/p>\n
Types of teacher response to frustration<\/p>\n
1. Obstructive-dominant type:
– fixation on an obstacle;
– reaction only as perception.
2. Self-protection type:
– protection from feelings of guilt.
3. Decisive type:
– Willingness to solve a problem.<\/p>\n
Direction of response:<\/p>\n
1. Extrapunitary reactions:
– focus on others or the environment,
– stimulating the activity of others.
2. Intrapunitary type:
– focus on oneself
-perception of the situation as favorable to oneself, actions are aimed at solving the problem,
3. Immunitarian type:
– easy perception of any situation,
– denial of guilt of anyone.<\/p>\n
Portrait of an ideal teacher<\/p>\n
What the teacher should do: _______________________________–
_______________________________
What not to do: _______________________________
________________________________<\/p>\n
Personality of the teacher<\/p>\n
Main qualities:
1. Personal (psychological portrait).
2. worldview and beliefs.
3. moral beliefs.
4. pedagogical opportunities.
5. Pedagogical aspiration and motivation.
6. Responsibility and reliability.<\/p>\n
Advantages of a teacher:
1. Professionalism and deep knowledge of the subject.
2. The ability to express your ideas clearly and easily.
3. High universal culture and erudition.
4. Ability to defend your point of view.
5. Speed \u200b\u200bof reactions and thinking.
6. Ability to use non-verbal means of communication.
7. Ability to understand student psychology.
8. Empathy.
9. Psychological resilience and the ability to find a way out of difficult situations.
10.Neat appearance.<\/p>\n
Negative qualities of a teacher:
1. Rudeness, unkindness.
2. Narcissism.
3. Shyness.
4. Slowing down behavioral responses.
5. Conservatism.
6. Attempts to suppress the child, neglect.
7. Slowing down behavioral responses.
8. Conservatism.
9. Attempts to suppress the child, neglect.
10. Incoherence, laziness.
11. Excessive emotionality.
12. Reactivity.<\/p>\n
The creative process in the activities of the teacher<\/p>\n
Nazarevich V.V.<\/p>\n","protected":false},"excerpt":{"rendered":"
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