The traditional scheme (structure) of a training session

In training practice, a peculiar structure of both a separate training session and the training as a whole has developed.

Against the background of a stable structure of the training session, each leader has his own developments that make the training more perfect, rich, attractive, and the like.

Since we believe that the novice leader should have a clear idea of ​​the structure of the training session (training as a whole), which he should form on the basis of different approaches, it will be useful to present various approaches (schemes) for constructing a training session (training).

At the beginning of the training, the facilitator formulates the goal, objectives of the training and helps the participants to determine their own goals. They can be:

Conscious and verbalized (i.e., expressed in words - orally or in writing);

Conscious, but non-verbalized (not expressed either in writing or orally);

Unconscious and non-verbal (against this background, as a rule, resistance is born);

Unconscious, but verbalized (reservations).

Goals are long-term or strategic, medium-term or tactical and short-term - in the process of training.

The training is carried out according to a clearly defined structure. The typical structure, purpose and objectives of the training together serve as the basis for drawing up a plan for its implementation. Such a plan can take various forms (a table, a list of sequential actions, a diagram, etc.), but the main thing is that it is well worth learning for the future leader that a training plan must be drawn up. Naturally, this does not mean that the training will go completely as planned, but the plan will help the trainer to stick to the main issues that must be worked out during the group work, otherwise it will not be possible to achieve the set goal of the training. During the training, there are bound to be many sub-topics for discussion, and each of them turns out to be more or less attractive to the participants. However, their processing will serve other purposes. In the meantime, class deadlines will pop up, and mandatory questions may remain pending. Therefore, it is a pre-planned plan that will help stick to the chosen topic and achieve the desired goal.

In training practice, the structure of the lesson has developed, which has its own slight differences for different authors. Let's imagine different interpretations of the structure (scheme, stages, parts, phases) of a training session, which consists of the following parts:

- greeting ritual allows you to unite group members, create an atmosphere of group trust and acceptance;

- warm-up sets up participants for productive group activities, allows you to establish contact, activate group members, cheer up, relieve emotional stress. A warm-up is carried out not only at the beginning of the lesson, but also between individual exercises in the case when it becomes necessary to somehow change the emotional state of the participants. Warm-up exercises are selected taking into account the current state of the group and the tasks of the upcoming activity;

- the main content of the lesson there is a set of exercises and techniques aimed at the development of cognitive processes, the formation of social skills, the establishment of relationships between group members;

- reflection involves the exchange of opinions and feelings about the lesson;

- farewell ritual contributes to the completion of the lesson and strengthening the feeling of unity in the group.

To deepen the understanding of the structure of the training session, it will be useful to familiarize yourself with such a scheme.

Introductory part of the training provides for the solution of such tasks:

Evaluation of the level of assimilation of the material of the previous training (receiving feedback). Usually this happens in the form of a survey (what was most remembered or liked from the last training) or checking homework;

Updating the topic of the current training and identifying expectations;

Creating a friendly and productive atmosphere (this stage is called the general term "acquaintance"). It takes place in the form of self-presentation or mutual presentation of the training participants;

Maintaining democratic discipline in the form of adopting, clarifying, or repeating group rules.

Main part of the training- several thematic tasks in combination with exercises to relieve muscle and psychological tension.

In the main part of the training, theoretical and practical blocks are sometimes distinguished. However, this division is highly arbitrary. After all, knowledge (as skills and abilities) at the training is replenished in the process of performing practical tasks (mini-lectures in the form of a conversation, presentations, mutual learning, work in groups).

Final part of the training includes:

Summarizing;

Getting feedback on the topic of the current training;

Relaxation and procedures for completing the training.

The organization of group work is carried out in stages, the stages are interconnected. G. Smid divided group work into three stages:

i stage. Pre-training which includes:

Assessment of the needs, capabilities of the client;

Preparation of a group work project;

The choice of methods for evaluating the work of the group;

The procedure for selecting group members;

Preparation of materials.

Stage 2. Conducting group classes:

Conducting classes;

Stage 3. Completion of work:

Conducting a final survey;

Final evaluation of results;

Summing up the meeting of the group.

Training has certain attributes.

These include:

training group;

training circle;

Specially equipped room and utilities for the training (flipchart, markers, etc.);

Leading;

Group rules;

Atmosphere of interaction and communication;

Interactive teaching methods;

The structure of the training session;

Evaluation of the effectiveness of the training.

The structure of the training session is most informatively disclosed in the following phases, which we follow in our work.

Explanatory note is a document that provides general information about the training. The content of the explanatory note depends on the training program to which it is attached.

A training report may include the following items.

- What was ordered. The previously approved training program is briefly outlined, including the topic, audience, goal, objectives and means of training.

- When, where, with whom, under what conditions was the training conducted?. This item can contain important information, since the quality and effectiveness of the training largely depend on the conditions of its conduct, duration, number and composition of participants. The manager will be able to draw corrective conclusions about the price / quality ratio next time by ordering a training on certain conditions.

- General characteristics of the group and the psychological climate in it. An important point, since the training takes place in a living organization and bears the imprint of internal relationships in the company. In addition, focusing on the emotional potential of the group, which is reflected in the psychological climate, it is possible to predict the results of the impact of future management decisions on the team.

- The structure of the training in brief.

- Training results.

- What was done. Practical result for each block.

- What skills have the participants mastered and what can they use in their work?. What knowledge has been acquired.

- What topics were raised in the discussions and caused a resonance.

- Definition of activities and types of work carried out between trainings(homework, supervision, "reports on achievements", etc.).

4.2 Structure of the training

Introductory stage of training- familiarity and orientation

Acquaintance participants is usually held at the very beginning of the training, after a brief introduction by the trainer, but before discussing expectations and agreeing on the program. This is an important element of the installation block of training. Acquaintance is carried out even when the training participants know each other, and is aimed at solving the following tasks:

orientation in the situation (who takes part in the training, “who is who”);

remembering each other's names (the coach also remembers the names of the participants during the acquaintance);

establishing contacts between the participants, their rapprochement, the formation of an atmosphere of trust;

involvement of participants in game, training forms of work.

If there is a need to save training time, the introduction procedure can be combined with the collection of participants' expectations. In this case, when introducing themselves or introducing each other, they also talk about expectations from the training.

What is - warm-ups for training and what is their meaning?

The central purpose of warm-ups is that they promote group dynamics. Warm-ups should be tied to a specific task, the subject of the training. In this case, discussing the results of the warm-up builds the emotions and thinking of the participants in the right direction - then the energy of the warm-up is beneficial to the whole process.

The next function of the warm-ups is to help the participants loosen up and relieve tension. Another important task of the warm-ups is the formation of group cohesion. Often, it is after the warm-ups that the group feels a sense of common interest, and group creativity begins to appear.

At the beginning of the training, you need to reduce the distance between the participants and "settle in" the space. For this, group warm-ups are held, which involve movement and interaction between participants.

The very last warm-up in a workout (also called a cool-down) is the most intimate, and takes place shortly before the feedback. Such warm-ups should be positive - words of gratitude and compliments to each other, applause. The state obtained as a result of such warm-ups extends to the entire previous training time and creates an atmosphere of warmth and openness.

The main training stage of the training

AT main part training reflects the key content, built in a certain logical sequence. These are exercises in which those skills and abilities for which the participants came to the training are directly trained. In quality training, this type of exercise should take up most of the training time.

The main exercises are usually long in time, because each participant in the training should have time to work in them and he should have enough time to develop skills. Most often, the main exercises are carried out in pairs or triples, less often in microgroups. This allows you to make sure that each participant gets their own experience and practice their skills.

This type of exercise is used throughout the training, usually at the beginning of the training, simpler basic exercises are put, in the second half - more complex, deep ones. Often the main exercises are put after the corresponding mini-lecture.

The final stage of the training

AT final part the results of the training are summed up, key points and conclusions are highlighted, it is possible to include exercises for self-reflection. The last exercise can be aimed at getting positive emotions, relaxation, and preparation for further work. Important questions at the end of the training:

"What was important to you?"

What will you take with you to work? (“What did you learn? Under what conditions will it bring you the desired result? How and when can you use it? Why? What will you personally get from it?”).

In the structure of the training, it is necessary to describe each exercise based on the following criteria:

Procedure

Instruction

Required Resources

Reflection (questions for discussion)

Training sessions, like any other form of psychological work with children, require getting used to, the participants adapting to new procedures, ways of working, organizing space, etc. Therefore, it is desirable from the very first application of them to introduce certain norms and mandatory procedures and adhere to them throughout the entire duration of psychological training, up to the graduation class. It should be understood that the introduction of each new form of work for some time distracts the participants from the content and switches their forces to adapt to a new situation of activity and communication.

The traditional norms of a training session may include working in a circle, the rules of "one microphone" and "raised hand", keeping notes in a special notebook, accepting the opinion of everyone sitting in a circle, the right to one's own opinion and arguing it. That is, these norms are both organizational and substantive in nature.

It is very good if, from the very beginning, children are offered a certain structure of such an activity, to which they gradually get used, beginning to understand its inner meaning. Consider two options for structuring the lesson. Each of them has its own advantages and limitations.

First option. The “basic” structure of a training session might look like this:

1. Welcome Ritual
2. Warm up.
3. Reflection on a past lesson.
4. Introduction to the topic of today's lesson (in the main content).
5. Exercises and procedures to master the main content of the lesson.
6. Reflection on the past lesson.
7. Homework or "bridge" to the next meeting.
8. Farewell ritual.

Greeting-farewell rituals are the psychological "frame" of the lesson, the boundary that separates it from the previous and subsequent "pieces" of the child's life and class (group). They perform the function of a "lock" that unlocks the door to the training situation (setting) and then locks it. The second is no less important: the participant must leave the lesson enriched with new content, but at the same time ready to switch to another activity, other people as leaders. In addition, rituals are a way of creating and maintaining a community of participants, their “WE feelings”. Rituals, if possible, should be developed by the group itself (in elementary school this is not always possible; then the leader offers them to the group). And they should not be treated arbitrarily: they should be sufficiently stable and mandatory for execution in every lesson. That's why they are rituals.

Warming up is a means of influencing the emotional state of children, their level of activity, and performs an important function of setting up productive group activities. A warm-up can be carried out not only at the beginning of the lesson, but also between individual exercises if the psychologist sees the need to somehow change the current emotional state of the children. Accordingly, warm-up exercises must be chosen taking into account the current state of the group and the tasks of the upcoming activity. Certain marking exercises allow you to activate children, cheer them up, others, on the contrary, are aimed at removing emotional excessive excitement. If the current state of the children fully meets the objectives of the lesson, it is possible to conduct thematic warm-ups: in addition to the psychophysical and emotional mood, they serve as an introduction to the topic of the lesson.

Reflection of the lesson involves a retrospective assessment of the lesson in two aspects: emotional (liked - disliked, it was good - it was bad and why) and semantic (why it is important, why we did it).

Reflection of the past lesson suggests that children remember what they did last time, which is especially memorable, why they did it. The psychologist offers to remember with whom they discussed these exercises after the meeting, whether they showed other people and what came of it, explains how this could help them in their studies or communication outside of class.

Reflection of the lesson that has just taken place assumes that the children themselves or with the help of an adult answer the question of why this is necessary, how it can help in life, show an emotional connection with each other and the leader. Reflective techniques in working with children is a topic for a separate discussion. A number of serious requirements are imposed on them: they must be compact, very informative, diverse and unobtrusive.

Each time, the facilitator needs to very clearly set the task, first to himself, as the creator of the scenario, and then to the participants. What kind of reflective activity is important to us now, in the context of the topic of the lesson and the general task of the course? How much time can we devote to each lesson? Obviously, for training programs focused on the development of the emotional sphere, it is important to teach children to record and analyze their feelings and the feelings of other people. For programs of a communicative nature, it is extremely important to reflect on relationships, positions in communication of one’s own and partners, behavior patterns, etc. According to programs focused on the development of cognitive functions, it is necessary to develop and train reflective skills related to understanding the characteristics of one’s own memory, attention, will, thinking, perception. But there is also a reflection of one's own values ​​and expectations, a reflection of the mode of action and its consequences, which is especially important when teaching children the methods of effective activity (thinking, collaborative in a group, etc.).

All these forms of reflection need to be taught, but they cannot be done at the same time. Each time we select and set a reflexive task for the children in accordance with the general goals of the training course or a specific lesson. Reflection cannot and should not be reduced to the question:

“Did you, children, like the lesson, what feelings did you have?”

An introduction to the topic of the current lesson can be carried out even earlier, at the stage of thematic warm-up. Or it can be an independent and very important stage of the meeting. Its function is not only to convey to the children the topic and the main task of the meeting, but also to motivate them for serious, deep work. Various techniques can be used to introduce content. For example, the topic could simply be communicated and the tasks listed. This can be effective (in terms of the fact that the topic has been heard and the motivation to study it has been formed) in cases where children (teenagers, high school students) trust the leader very much and willingly tune in to any content he offers, as well as in cases where when the topic is undeniably interesting or super-relevant. You can formulate a topic and, together with the participants, determine the objectives of the lessons, based on the topic and the interests of the students. This approach can be effective at different school ages, but on one condition: the participants must have experience in such work (experience in independently setting tasks for their own activities). The use of the problematic method is very effective: students are asked an open question related to the topic, and in the process of discussion it is established what information the group already has to answer it, and what information is required to be obtained in this lesson. It is possible to interest the participants in some amazingly vivid fact and work further on the energy of involuntary interest, etc. It is important that a psychologist, like a teacher, master a variety of methods of motivation for learning activity, since children are different, classes are different, and what suits one, categorically does not work for others. An important feature of such techniques in the work of a psychologist who conducts not lessons, but training sessions: they should motivate not only to receive new information, but also to self-change, mastering new ways of behavior and activity.

Pedagogical University "SEPTEMBER ONE"

Igor VACHKOV,
Doctor of Psychology

METHODS OF PSYCHOLOGICAL
TRAINING AT SCHOOL

Course Curriculum

Lecture seven.
ORGANIZATIONAL ASPECTS
IMPLEMENTATION OF TRAINING METHODS

P Before starting trainings at school, the psychologist must give himself an answer to two important questions:
1. What is the purpose of psychological training?
2. Are there any minimum necessary conditions for organizing training sessions?

PURPOSE AND CONDITIONS
It seems obvious that if the goal is not sufficiently understood by a specialist, then it is not worth starting work. First of all, because in this case this work becomes completely meaningless and it is impossible to understand what type of psychological training should be implemented.
As already mentioned in the second lecture of our course, psychological training, unlike other metamethods of work of a practical psychologist, is aimed not only at solving the current problems of the participants, but also at preventing their occurrence in the future, in particular, due to the opportunity provided to them. learn to solve problems.
However, this general goal can be specified in a number of narrower goals.
It is rather conditionally possible to suggest a set of possible goals for group psychological work at school and the type of training with which each of these goals can be achieved (see Appendix 1).

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The answer to the second question assumes that:
a) the required level of qualification of a psychologist as a group trainer, that is, his readiness to conduct training sessions;
b) premises for conducting such classes and its sufficient equipment;
c) groups of people (students or teachers) who want to take part in such work;
d) a carefully designed program of psychological training.
The preparedness of a psychologist to conduct a training means not only familiarity with the theoretical foundations of various training methods, but also necessarily personal experience of multiple participation in psychological trainings of various types, as well as leading groups, at least as an assistant.
The training room must be soundproof and located in a place that ensures that there is no accidental outside interference and interference with work. A strong recommendation is not to conduct the training in the same classroom where the children have their training sessions. Training with teachers should not be held in the teacher's room, conference room, and even more so in the director's office. If we want to help participants get rid of certain stereotypes, we must exclude factors that can automatically trigger the action of these same stereotypes.
Since classes can last three to six hours, care should be taken to ensure that the room is spacious and periodically ventilated. It is good if the room is so spacious that the circle of participants occupies only half of it, and in the second half there are mats or a carpet on the floor (this is convenient for meditation and a number of body therapy exercises). Breaks in work are done on average after an hour and a half for 10 minutes.

SIMPLE ALGORITHM
The most important requirements for the organization of psychological training at school are presented in Appendix 2.
An important point is the desire of students (or teachers) to become members of the training group. Voluntary participation is a necessary professional and ethical requirement. Therefore, when inviting potential participants to the training, the psychologist must clearly explain the goals of such work and its forms and form their motivation for this activity. Students cannot be required to attend training sessions. For children under 14 years of age, parental permission is required to participate in the training.
Before starting classes, the psychologist should prepare an exemplary program of psychological training. Of course, this program is only a guideline, since deviations from the prepared scenarios are inevitable in the process of work, and sometimes cardinal changes in the group management strategy are inevitable. However, the presence of a program seems to be mandatory, since its preparation makes it possible to clearly understand the main ways to achieve the goal.
S.D. Deryabo proposed a simple algorithm for choosing the content of the training (see).
It seems that the program developed by the psychologist should be discussed with more experienced colleagues (it may need to be approved by the district (district) methodological council for psychology or the school administration, provided that the leader is sufficiently professionally trained in the field of psychology). At the end of the course, the program can be revised, refined and - as having passed the test - finally approved.

EXAMPLE STRUCTURE
It is possible to offer an approximate structure of the psychological training program at school.
Title page showing the title of the program and the name of the author(since a school psychologist most often uses already known training games and exercises and his program is usually of a compiling nature, it is not entirely ethical to be called the author of the program).
Explanatory note(the goals and objectives are indicated, the content of the program and the methods used are substantiated, the most important theoretical provisions are revealed, the organizational conditions for conducting classes and the total number of hours are indicated).
Thematic lesson plan(numbers and titles of topics, approximate number of classes and hours, sequence of blocks or training modules).
Class structure(the stages present in each lesson are highlighted and briefly described).
Content of the training(is the main part of the program, scenario plans for all classes are presented with a fairly detailed description of the exercises, games, psychotechnics, etc. from literary or other sources - even if modified - it is desirable to provide references or notes indicating the number of the source from the list of references).
Bibliography.

FIXING PARAMETERS
Each lesson can be built approximately according to one scheme (see Appendix 4).
Promising in terms of the formation of new skills of training participants is the cyclic model of D. Kolb ( D.A. Kolb, 1984), in which learning goes through four phases in succession (see Appendix 5).
Upon completion of the training, the psychologist should analyze his work, take into account mistakes and achievements, summarize the accumulated experience. Apparently, it can be useful to write an "Analysis of the implementation of the training program ...", in which it is necessary to reveal the features of the group process, highlight successful and unsuccessful moments of work, evaluate the effectiveness of the developed program and draw conclusions.
To facilitate such an analysis, it seems appropriate to constantly record the most important parameters throughout the entire period of the program. Therefore, it is necessary to analyze the results of each lesson immediately after its completion. Summing up the results of each training session, you can use a simple, but, as experience shows, convenient scheme. Regular completion of this form will allow the facilitator to accumulate important and interesting material that will certainly come in handy in the future (see Appendix 6).
It is necessary to make a fundamentally important remark: all of the above is only advisory in nature and reflects the opinion of the author, arising from his experience.

LITERATURE

1. Vachkov I.V. Group methods in the work of a school psychologist. - M.: Os-89, 2002.
2. Vachkov I.V.., Deryabo S.D. A window into the world of training. Methodological foundations of the subjective approach to group work. - St. Petersburg: Speech, 2004.
3. Kolb D.A. Experiential Learning: Experience as a Source of Learning and Development. Englewood Cliffs: Prentice-Hall, 1984.

QUESTIONS AND TASKS FOR SELF-CHECKING:
1. Analyze the requirements for the organizational side of psychological training at school and compare them with the conditions available in your educational institution.
2. In your opinion, is it possible to sacrifice the fulfillment of some requirements and conduct successful training in conditions of limited opportunities?
3. Reread your answers written on the form that was given to you in the third lecture. What changes would you make to this form? What would you cross out?
4. Do the training programs you have developed correspond to the schemes proposed in this lecture?

Organization Requirements
psychological training at school

Organization of the spatial-subject environment:
an office (at least 18 sq. m), suitable both as a traditional classroom and as a game room;
carpet covering;
freely movable study tables and chairs.

Minimum required hardware requirements:
table and chair for each student;
board (poster stand or flipchart);
colored pencils (or felt-tip pens), paints and brushes for each participant;
sheets of thick paper in sufficient quantities (A4 and A3 format);
cardboard cards (9x12 cm or slightly smaller)
mats;
set of various toys.

Desirable:
television;
video and audio recorders;
a computer;
mirrors on the walls, hidden by curtains.

Lesson time:
duration of each lesson: from 35-45 minutes to 3 hours with one 10-minute break;
frequency: recommended at least once a week; it is possible to conduct a training-marathon on weekends (6 hours a day).

It's hard to believe, but the history of trainings in Russia goes back over 100 years! The founder can be safely called Konstantin Sergeevich Stanislavsky. He developed a unique system for actors, consisting of three hundred exercises, which, by the way, are still used today to develop emotional flexibility. The peak of the popularity of training came in the 70-80s of the last century. In the early nineties, people simply had no time for psychological and esoteric studies. But in the end, an unprecedented interest arose in them: with their help, one could find a way out of difficult situations, acquire a new system of values, increase the capabilities of the mind and body.

We decided to analyze the difficulties that we will face during the trainings, and prepared a kind of "instruction" that tells about the structure of the training, subject, goal, methods and tasks! We hope that this article will be useful not only for beginner coaches, but also for those who have been conducting such classes for more than a year!

idea of ​​learning

As soon as you have a desire to become a coach and conduct interesting trainings, think about who (other than you, of course) will be interested in it. You need to make a list of potential participants and conduct a survey among them. If every second event seems like a good idea, feel free to structure the training!

Here it is important to answer the following questions:

1. What are the training goals and objectives?
2. What audience is it intended for?
3. How is this training different from competitors' trainings?
4. Do the selected exercises correspond to the information blocks?
5. How cost effective is training?

In textbooks on creativity, you can find the basic rules that allow you to compose the structure and scenario of the training and stage it in a quality manner. Here is just a small part:

1. The program can be borrowed from the best trainers, and then adapted to fit your goals. In this case, it is best to combine modules taken from different programs.
2. It is important to know that the best program is the new program. Materials for it can be taken from different spheres of life!

Topic of the training

Before you start working on the structure of the training, you need to conduct a deep analysis to determine the objectives.

There are three main types of such activities: clearly business, clearly personal, both personal and business.

Personal, in turn, can be divided into psychological, esoteric, worldly and developing. All of them are aimed at changing the personal characteristics of the participants of the event. In turn, business trainings, which can also be called business trainings, do not concern human qualities. Their goal is to develop the skills necessary for business.

Sales training

In general, the structure of the training can be called a clear logic of presenting information. A properly structured lesson will allow participants to learn the maximum amount of information. And the process itself will be dynamic and easy.

We invite you to get acquainted with the main blocks of sales training and the structure of such an event:

Personal Growth Training

The structure of personal growth training is different from the scheme of business training. Of course, similar stages cannot be dispensed with, but there is a difference.

1. The lecture part should not take more than 25% of the time allocated for the training.
2. Practical exercises depend on the level of training. There are only three of them: basic and advanced courses, a leadership program.
3. The final stage, the so-called debriefing, should take about 25% of the training. It is necessary to discuss the practice, to analyze the mistakes made.

Team building training

If you decide to conduct team building trainings, it is important to remember that they are impossible without an immersion stage. Without it, further work simply loses its meaning. The next part in the structure of the training is the division into teams. You can divide the participants both in a predetermined way, and completely random. Working in small teams (from 6 to 13 people) will allow not only to feel the team spirit, but also help to unite in the gaming competition. Everyone will be able to feel part of the team and contribute to success.

When the teams are formed, it is necessary to hold the so-called ice-breakers: the participants within each group must get to know each other, choose a captain, come up with their own attributes.

The next step is teamwork. During the training, participants must perform exercises. Moreover, the level of complexity should also depend on the initial preparation of the team: it can vary from entertaining to deep and complex.

An analysis is required. This can be done between exercises, or left at the end of the training. Teams should take stock of their activities, pay attention to the work of rivals.

The final part of the team building training structure is a general exercise. This action involves the involvement of all teams and combining them into one.

Training leader: requirements

The success of the training and its results are influenced by the presentation of the material by the trainer. There are a number of qualities that a good coach must have:

• emotionality, wit, developed sense of humor, artistry;
• the ability to influence the course of the discussion, oratorical skills;
• sufficient professional and life experience;
• in-depth knowledge related to the topic of the training.

It is important that the coach himself showed interest in what he is talking about. After all, the openness of the audience and its readiness to perceive information depends on the emotional upsurge. In addition, feedback must certainly be present: participants in the training always want to know which exercises were performed correctly and where they made a mistake.

If you're running a business training, be sure to run a demo with the best people on the team! Have them show you how to negotiate and sell. Use the potential of the participants to the maximum. And, of course, after completing the training, try to conduct a written or oral survey and exam.