Random Musings

American psychologist and psychotherapist Eric Byrne developed the theory of transactional analysis of communication.

The fourth should tell about himself on the first two points (name, age), somehow comment on the third point and add something new (“I – Andrew, I’m eleven years old and I can not skate, but I love my dog “) etc.

During the discussion of the game, you can ask students what was needed by those who entered the game at the very end, and offer to talk about how to listen to the interlocutor.

“Everyone – some – just me”

Chairs for one less number of players are placed in a circle. Everyone sits on them, and the driver stands in the center of the circle. The facilitator names any sign that may be appropriate for all students in the circle, some of them, or one person. Immediately, all those who think that the above applies to him, get up, run to the center of the circle, and then try to take any free chair (but not your own). The presenter behaves in the same way, but he does not have to run to the center of the circle, he is still standing there.

The teacher can start the game by giving the students examples of different signs: “Everyone who came to school today; everyone who likes to chat; all who have a red ribbon in the braid. “The facilitator can use this game by choosing features that will help him learn more about classmates, such as:” Everyone who wants to go camping “or” Everyone who loves the series "Babylon-5"”. At the same time, the presenter should have the right to “veto” questions that may be offensive to someone.

As a homework assignment, ask students to name a few features that fall into each category and then use them in the game in the next lessons.

“Treasure Hunt”

Each of the participants of the game will need such a card.

	Name	Similarity	Divergence
one
2
3
…
ten

The participants of the game move freely around the class and talk to each other. The player’s task is to find one similarity and one difference with everyone he talks to. The more people he interviews and the more interesting the similarities and differences, the better.

Before the game, the teacher can give examples of similarities and differences (both he and I live in the same house, but I have a dog, and none of the animals live in it; both she and I want to become models, but I love cakes with almonds, and she – ice cream).

“Associations”

A presenter is chosen who “conceives” any of the people present here. Then all the players in the circle ask him questions such as: “If it was a tree (house, flower, weather, curtains, book, dog, etc.), then what?” The facilitator thinks, trying to imagine himself as this person, and answers, for example: “It would be an oak growing in a clear field.” All players try to understand which of them is suitable for this definition. Anyone who has decided that they have guessed can try to name the intended name. If he guessed, he becomes the leader, if not – he tries someone else.

Games for the development of unconditional trust and empathy

These games help the teacher to evoke feelings of empathy in children, and students learn to trust each other, to feel the mood of another person.

“Blind and guide”

Game participants are divided into pairs; one player closes (or is blindfolded) – he is “blind”, the other – his “guide”. The task of the “blind” is to wander around the class wherever he pleases; the task of the “guide” is to ensure his safety by directing the actions of the “blind” with his voice or touch, but without taking away his initiative. The task can be complicated by offering “guides” not just to follow the “blind”, but also to actively participate in the game: to describe the environment around; to acquaint the “blind” with each other or with other “guides”; play a game with the “blind” and so on. After 5-7 minutes, the “blind” and “guides” change roles. Discussing the game, we can talk about how the “blind” and “guides” felt, which of the students had an easier role. Was it easy to trust the “guide”? What helped and what hindered trust?

“Walk with a compass”

As in the previous game, the children are divided into pairs. In each pair, one player is a “tourist” (the one being led) and the other is a “compass” (leader). The “tourist” closes (or is blindfolded), and the “compass” stands behind him and puts his hands on his shoulders. The task of the “tourist” is to move around the class (you can place chairs as if on an obstacle course), the task of the “compass” is to direct its movement.

“Ships and rocks”

Half of the players are “ships”, half are “rocks”. “Rocks” sit on the floor, “ships” close their eyes and move chaotically around the room. When approaching the “ship”, the “rock” makes a hissing sound, with which “the waves roll on the stones.” The purpose of the “rocks” – to prevent “shipwreck”. Then the players change roles.

“Maze”

It is better to play this game in class or after lessons – it takes a lot of time. A kind of labyrinth is built from chairs and ropes: chairs are randomly placed on a platform of 10 x 10 m, ropes are stretched between them at different heights in such a way that some can be stepped on and some can be climbed. You can lay out any small objects or cards on the chairs.

Players are divided into pairs. One of them has to go through a maze blindfolded, collecting objects lying on the chairs, and the other will control compare and contrast essay now buy his actions. You can do this with verbal instructions, telling you where to return, what to step on, or where to get the item. The facilitator records the time required for each pair to complete the task. The winner is the couple who coped with the task the fastest.

“Wind in the willows” (“Wax stick”)

This game is designed for older children who already more or less trust each other. Seven or eight people form a close circle, colliding shoulders. The leader stands in the center of the circle, closes his eyes and falls forward or backward, the task of the players is not just to pick up the person, but also to carefully pass him from hand to hand in a circle.

When conducting the game, the teacher must be sure that all children adequately assess the degree of danger of falling.

“Falling on your hands”

The player closes his eyes and begins to fall back into the arms of a friend. Naturally, the partner should try to keep him. When playing this game with children, it is best to use exercise mats.

“Confusion”

The players stand in a circle and extend their right arms forward. At the signal of the presenter, they join hands in pairs. The second signal – now you need to connect the left hands, but with some other player (not with the one with whom the right hands are connected). The task of the players is to try to untangle themselves and stand in a circle without letting go. If players find themselves in an unsolvable situation, you can ask one of the players to take responsibility for the whole group and indicate one of the pairs of hands that can be separated to unravel the “dead knot”.

The game can be repeated several times, noting the time required for participants to complete the task. To complicate the task, you can forbid children to talk.

“Caterpillar”

We will need several balloons – according to the number of players. The children stand in a column at the back of their heads, placing their hands on the shoulders of those in front. Balloons are clamped between the abdomen of the rear and the backs of the front participants. You can’t touch the balls, you can’t fix them. The front player holds his ball in his outstretched hands. The aim of the game is to follow a given route in this way. On the way you can put chairs, pull the ropes, put some objects on the floor.

“Reflection”

Players are divided into pairs. The game will take place in several rounds (five or seven), the winner in each round receives one point. At the signal of the leader, the players of the choir begin to pronounce in syllables “SA-MO -…”. The last composition can be “YEARS”, “CAT”, “VAR”, “DISMISSAL”, “COURT”, “GON”. The task of the first player, let’s call him “the one who adjusts” – is to understand, feel his partner and say the last syllable, the same as him. The task of the second player, “the one who slips out”, is to pronounce the composition, which is different. Note to the players that they must pronounce the last syllable strictly at the same time, focusing on the analysis of the tactics of the partner’s game, and not on the sound that came out of his mouth.

“Robot”

Players are divided into pairs. One player in the pair is a “robot”, the other is an “operator”. The “robot” can only do what the “operator” tells him, his eyes are closed. Together, the couple must, for example, take an object and move it to another place. Then the players change roles.

“Mirror”

Players break into pairs and stand or sit against each other. The first in the pair – “man”, the second – “mirror”. The “man” begins to move his hands slowly and smoothly, and the “mirror” tries to repeat his movements as accurately as possible, to “merge” with him. The “mirror” can feel the rhythm of the “person’s” breathing and synchronize his breathing with it. After a few minutes, the presenter offers the “mirror” and the “man” to switch roles.

At the end of the exercise, you can ask the children to talk about their feelings in different roles. Which role was easier – “mirror” or “man”? Why? What does it take to be a good “mirror”?

“Delayed Mirror”

When children get used to the role of “mirrors” and the exercise becomes quite easy for them, the game can be complicated. The “man” begins to move, and the “mirror” repeats its movements, being one or two bars late. This option requires much more attention and concentration from the “mirror”.

“Trio”

The three players stand side by side. The first person puts his left foot in a cardboard box (or on a sheet of paper). The second player puts his right foot in the same box, he puts his left foot in another box, and the third person puts his right foot there. The players’ task is to cover some distance together. Then a fourth person, a fifth, can join them. How many people will be able to walk together?

Authors: L. Mostyaeva, L. Shanaeva

05.03.2008

Role positions in pedagogical communication