Authors: Galyudkina Oksana Maksutovna, Nefyodova Lidiya Vasilievna, Sheludko Svetlana Ivanovna, KSU "Maikainskaya secondary school No. 2 of the education department of the Bayanaul district", primary school teachers, Pavlodar region, Maikain village

Target: developing skills of cultural behavior in public places;

nurturing respect for others through mastering the rules of cultural behavior in society.

First class hour - mastering the rules of cultural behavior

Target: mastering the rules of cultural behavior in public places, developing communication skills.

Method used: Rivin's technique.

I. Brainstorming (work in groups).

Who is a well-mannered person? What qualities does he have?

Children discuss issues in groups and express their opinions. The group commander organizes the work so that each group member expresses his opinion: each group member names only one quality of a well-mannered person or one judgment about him.

II. The teacher summarizes the students’ answers, presenting the image of a well-mannered person. Then he encourages the children to express their opinion about the well-mannered person, and whether they would like to make the same impression on people. Leads to the conclusion that being a well-mannered person means observing certain rules of behavior in society. Communicates the goal that follows from this conversation - mastering the rules of cultural behavior in public places.

III. Instruction on the procedure for working at this class hour: mastering the rules will take place in shift pairs according to Rivin’s method; The result of the work should be questions about texts and knowledge of the rules. It is advisable that by this class hour the children are already familiar with Rivin’s methodology, so that their attention is focused on the content of the rules, and not on the order of work.

Algorithm of work according to Rivin’s method:

1. Get the text.

2. Find a partner.

3. Agree on who will start work first.

4. Read the first rule out loud.

5. Put together a question for the first rule.

6. Write this question in your notebook. Write your partner's name next to it.

7. Switch roles.

8. Do the same work with the partner rule.

9. Find another partner.

10. Show him the worked out rule.

11. Work according to the algorithm from point No. 3.

If you strictly follow the algorithm presented above, while one student writes down a question, the second one is simply waiting for it at this time. To avoid wasting time, another option seems more appropriate: first, students discuss both paragraphs and formulate questions, and then simultaneously begin to write down these questions.

IV. After mastering one text, the student works with the next partner using the method of mutual testing and mutual training: they check each other, refine each of their texts and then exchange texts. For this work, questions drawn up during the development of the rules according to Rivin’s method are used. Then they continue to work according to the same scheme: Rivin’s methodology, mutual verification, mutual training and exchange of texts.

Texts with rules for working according to the Rivin method

"On the street"

1. Go out neatly dressed so as not to offend others with your appearance.

2. Try to move only on the sidewalk, so as not to create a threat to your life and an emergency situation on the road.

3. It is indecent to talk loudly on the street, laugh, quarrel, sing or whistle, so as not to disturb others.

4. People don’t eat on the street because it’s not hygienic and you can get yourself and others dirty.

5. Paper and other garbage should be thrown into trash bins to avoid polluting the environment.

"In the school cafeteria"

1. Enter the dining room calmly, slowly, so as not to attract the attention of others.

2. Walk between tables carefully so as not to disturb others or touch the dishes.

3. In the canteen, strictly adhere to the queue so as not to create confusion.

4. Sit carefully at the table, do not put your elbows on the table, do not talk, as this is not accepted by the rules of etiquette during meals.

5. Remove dirty dishes from the table to make the work of the staff easier.

"At school"

1. Don’t be late, come to school on time so as not to interfere with the teacher’s lesson and the class’s work.

2. Respect your teacher and comrades, as this is the norm of behavior for a well-mannered person.

3. Do not run during recess, so as not to harm your health and the health of others.

4. Don’t chat in class so as not to distract your classmates from their work.

5. Take care of school property, because the work of other people has been invested in it.

"In the theatre"

1. Dress nicely and cleanly for the theater - this will show respect for the artists and spectators.

2. Don’t forget to undress in the wardrobe so that your clothes do not interfere with you and those around you.

3. Enter the hall on time, no later than the third bell, so as not to distract the audience or disturb the artists.

4. During the performance, behave in a mannered manner, as this is accepted by the norms of behavior.

5. After the end of the performance, thank the actors for the performance, because they tried their best for you.

"Away"

1. Do not come to visit without an invitation, as you may disrupt the plans of your friends.

2. Don’t be late for the appointed time, so as not to let your hosts down.

3. Do not bring friends with you if they were not invited, as this may put the hosts in an awkward position.

4. When visiting, get to know everyone, try to keep up the conversation so that you feel comfortable and do not create problems for the people around you.

5. Don’t stay at a party for too long, so as not to seem annoying or tire your hosts.

As a result of working with texts, children have questions about the texts, which are used for mutual testing and mutual training.

"On the street"

1. How should you dress when you go out?

2. Which part of the street should you move along?

3. What is indecent to do on the street?

4. Why can’t you eat on the street?

5. Where should you throw garbage?

"In the school cafeteria"

1. How should you enter the dining room?

2. How should you walk between tables?

3. What rules of behavior must be observed in the dining room?

4. How should you sit at the table?

5. What should you do after eating?

"At school"

1. When should I come to school?

2. How should you treat your comrades and teacher?

3. How should you behave during recess?

4. What should you not do in class?

5. How should we treat school property?

"In the theatre"

1. How should you dress for the theater?

2. Where should you undress?

3. When should I enter the hall?

4. How should you behave during the performance?

5. What needs to be done after the end of the performance?

"Away"

1. Why should you not come to visit without an invitation?

2. Is it possible to be late for a visit?

3. Is it possible to take friends with you if they were not invited?

4. How to behave at a party in relation to other guests?

5. How long should you stay at a party?

At the end of the class hour, teams are created and given the task of preparing for the tournament.

Second class hour - tournament (application of the rules in practice)

Target: using the mastered rules in practice, fostering mutual responsibility, developing the ability to work in a team, developing student creativity, student self-government, analytical and evaluative skills.

Methodology used : WHO modification.

Preparation for this class hour begins immediately after the first class hour of this cycle and continues throughout the week: children prepare questions, skits, drawings aimed at identifying the team that has best mastered the rules of cultural behavior. Students consult with the class teacher or other people at their own discretion. A continuity-based approach to working on rules of cultural behavior increases the effectiveness of this work.

Class progress

To conduct a tournament, a jury of several people is created, whose duty is, firstly, to determine the responding team (by observing the players, to determine who raised their hand first); secondly, make sure that all team members are responsible in turn; thirdly, keep score of the tournament.

At the beginning of the tournament, the jury communicates the criteria for evaluating teams. It is important that the criteria, along with the correctness and completeness of answers, and artistry, include the activity of all team members and the consistency of their actions.

I. Preparation for the tournament: teams talk through the rules of behavior in order to check their readiness for the tournament (2-3 minutes).

II. Job View: Teams take turns presenting tasks. The jury gives the right to answer to the team that first signaled its readiness to answer (by raising its hand, signal card or some other conventional sign). It is important to ensure that teams follow the following order: each team member can answer again only after all other team members have answered once. If the team has difficulties (students who have not yet answered do not know the answer), knowledge is transferred from the team members who have already answered in the form of reporting answers to the task.

Tasks for the tournament may represent situations of incorrect behavior of people in society that need to be analyzed and the correct option voiced.

These could be skits in which it will also be necessary to evaluate the behavior (actions) of people from the perspective of the rules of cultural behavior.

The tournament may include tasks for artistry and resourcefulness: invite teams to depict a certain situation: for example, a scene of meeting someone at a party.

Third class hour - collecting and discussing opinions on the methodology

Target: children's awareness of the need and importance of observing etiquette and the benefits that correct behavior in society gives a person; development of student self-government, communication and information skills.

Method used: reverse Rivina.

The number of groups is determined by the number of questions on which children collect the opinions of classmates. The optimal number of questions is 4-5. If there are a large number of questions, the survey will drag on, collecting opinions will take a lot of time, and the main thing for which the information was collected (discussion, conclusions) will be done in a hurry and of poor quality.

Groups are tasked with collecting the opinions of their classmates on one of the questions. In groups, commanders discuss with group members who will interview whom. Spontaneous movement around the classroom will waste time.

Sample questions on the topic

1. Do you consider it obligatory to comply with the rules of cultural behavior?

2. Who has an easier life, cultured or uncultured people? Why?

3. What does cultural behavior in society give a person?

Having found out the opinion of their classmates on a given question, students again gather in groups and process the collected information, supplementing it with the own opinion of each group member. The result of information processing should be a brief communication of the main ideas to the class. The teacher unobtrusively corrects opinions, organizing, if necessary, a discussion of positions (opinions, messages) and leading the children to the desired conclusion.

Fourth class hour –meeting with parents

(can be combined with a parent meeting on the topic “Formation of cultural behavior skills in the family”)

Target: strengthening the connection between family and school, managing the upbringing of children in the family through developing a unity of values ​​and approaches to raising children, creating conditions for children to demonstrate achievements, increasing children’s self-esteem, and developing self-esteem.

Method used: modification of VPT.

Class progress

During this class hour, you can use materials from the tournament (second class hour) or prepare new ones of a similar nature.

1. Parents are divided into small groups to which students are assigned. Using knowledge of the rules and questions to texts, students teach parents.

2. The next stage repeats the tournament scheme. Teams present their assignments, but parents answer them. Children act as experts and comment, supplement or correct their parents’ answers. They can show the correct answer in the form of a skit.

Another option for this stage is to show dramatizations of how one should and should not behave. Parents comment on what they see, children complement and correct their answers.

Class hour

"About the culture of behavior at school"

Goals : Development of students’ abilities to behave in accordance with moral standards, rules of conduct, rules of etiquette, developed and implemented by the students themselves as a result of group work on class topics;
prevention of controversial situations among students, prevention of conflict situations between teachers and students.

Motivation for choosing this topic: students themselves must come to the rules of behavior at school and school etiquette, they themselves must realize their necessity, in order to then more consciously adhere to all this.

Task : Development of students' communication abilities.

Equipment and equipment:

• Tables with chairs for groups
• Tasks for groups to discuss one topic
• Hints for each topic (common to all)
• Paper and markers for writing
• Multimedia projector
• interactive board

Form of conduct: work of students in groups to develop rules of behavior at school, school etiquette, as well as developing the responsibilities of the duty class.

The class is divided by the class teacher into 3 groups, taking into account the wishes of the students. The guys sit down at their tables. The class teacher brings students up to date: informs them about the topic of the class hour and introduces them to the goals of the event.

Class progress

Before the teacher starts speaking, B. Okudzhava’s song “Let’s Exclaim!” is played. The meaning of the words of the song is discussed with the class, a connection is sought with the theme of the class hour.

Teacher's introduction

A person lives among people from his very birth. Among them, he takes his first steps and speaks his first words, develops and reveals his abilities. Only human society can become the basis for the development of personality, for the development of the “I” of each person. And such a society can become not only a large association of people, but also a small group - a school class. What is a class? A class is an association of people, where everyone’s “I” turns into a common “we”. And it is necessary for each individual “I” to feel comfortable in this big “we”. And so that the “I” of each does not suppress the “I” of his neighbor. To do this, it is necessary to have certain rules of behavior that would give each “I” the opportunity to fully develop.

Let's count how many people we meet every day. At home we communicate with our relatives: mom, dad, brothers and sisters, neighbors; at school - with teachers, schoolmates, librarian; in the store - with the seller, cashiers, strangers; on the street - with passers-by; old and young people, adults and peers. It's hard to count how many people you see in one day; You’ll just say hello to some, you’ll talk to others, you’ll play with others, you’ll answer a question with others, you’ll turn to someone yourself with a request. Every person is in constant communication with familiar and unfamiliar people at home, at school, on the street, in a store, at the cinema, in the library, etc. We all know that another person’s behavior, a friendly or rude word often leaves a mark on the soul for the whole day. Often, a person’s good mood depends on whether they paid attention to him, whether they were friendly and kind when communicating with him, and how offensive it can be from inattention, rudeness, or an evil word. You and I spend a lot of time at school, so today we will talk about the rules of behavior at school, as well as about moments of disrespectful attitude, that is, one after which grievances arise. As a rule, the grievances are mutual.

Unfortunately, not all school groups adhere to the rules of politeness, friendliness, and delicacy. We need to think about our mistakes in behavior. An even, friendly tone, attention to each other, and mutual support strengthen relationships. And vice versa, unceremoniousness or rude treatment, tactlessness, offensive nicknames, nicknames hurt painfully and sharply worsen your well-being. Some people think that all these are trifles, trifles. However, harsh words are not harmless. It’s not for nothing that people have put together wise sayings about the role of words in human relationships:“One word can lead to a quarrel forever”, “The razor scrapes, but the word hurts”, “A kind word is a spring day”.

What do you think the word “polite” (observing the rules of decency) means?

So, I suggest you do the following work in groups: within 5 minutes, come up with, accurately, briefly and expressively act out scenes of typical situations of observing or violating the norms of cultural behavior and communication in various situations. For example: “How we greet each other, adults at school, on the street,” “How we object to adults, parents,” etc.

Independent work in groups.

Presentations from groups and general discussion. The attitude of other groups to the situation.

Exercise

A little man is drawn on the interactive board in front of you. Let each of you give him the sign of a well-mannered person.

(arrows are drawn from the man in different directions and students take turns writing down the characteristics of a well-mannered person)

The personality traits of a well-mannered person are discussed. Rules of behavior are developed.

Rules:

• Politeness, goodwill, friendliness in relationships are mutual. Develop such qualities in yourself.
• Do not allow quarrels, fights, swearing, shouting, threats. This humiliates a person.
• Treasure your honor, the honor of your family, school, keep your comrades from doing bad things.
• Help the younger, the vulnerable, be fair.
• Treat others the way you would like them to treat you

“Treasury of Folk Wisdom”

The interactive whiteboard contains a table with two columns. The beginnings of popular sayings are written on the left side. On the right side is the end of the proverb. It is necessary to match the beginnings and endings by dragging the phrases on the right side into the corresponding lines.

Compose two parts of a proverb about the culture of behavior:

The meaning of each statement is discussed.

Each group receives a task written on a prepared card. Topics are chosen by each team by drawing assignments from the teacher.

Themes :

1. School etiquette (appearance, speech within school walls, politeness)
2. Rules of behavior at school
3. Duties of the Duty Class

Hints

• Form
• Changeable hairstyle or second shoes
• Greeting students and adults
• Addressing each other
• Garbage
• Thrift
• Politeness
• Lateness
• Truancy
• Players and cell phones
• Everyday speech at school
• Communication style
• Other people's things
• Behavior in the dining room
• Behavior during lines and events
• Arrival at school
• Skipping classes
• School property
• Compliance with safety regulations
• Caring for the younger and weaker
• Resolving controversial issues
• Smoking at school
• Behavior in class
• Behavior during recess
• Using obscene language
• Responsibilities of the senior school officer
• Duties of the Duty Class
• Behavior at school parties and discos

Exercise

The topic is discussed for 15-20 minutes, proposals and recommendations are made, and their wording is discussed. All this is recorded on the paper provided. Students then select the most important points. From the selected material, students prepare a presentation, which they defend in front of the class, defending their work and proving the necessity of this or that point. 25 minutes are allotted for preparing and defending presentations.

At the end of class, a decision is made.

Solution

Make a proposal to other classes to hold similar class hours with the same topics to develop such rules of behavior at school so that all students in the school follow them.

Summarizing.

Teacher: I suggest you now take an exam on the rules of conduct. The best person to complete the tasks will be awarded the “Super Politeness” medal.

Final word.

How to learn “knowledge”

Until the 16th century, the word “vezha” was widely used in the Russian language, i.e. a person who knows how to behave in a given situation. To learn “knowledge” there are several techniques.

Introspection

The reception is complicated. It's like you need to split into two. You live and do everything as usual, and at the same time you observe yourself through the eyes of another person. Every time you set a goal for yourself. For example, today – “manners”. Another time the goals will be different: how do I talk to people? How do I say hello? How do I behave when visiting? Note not only your shortcomings, but also your good traits, qualities, and habits.

Self-esteem

You must not only take care of yourself, but also give an honest assessment, without any discounts. In the evening, when you go to bed, you can remember how the day went, what you noticed about yourself and tell yourself directly. A diary would be very helpful with this, reflecting thoughts about yourself, about the people around you, and assessments of yourself.

Studying other people's opinions

No matter how honestly you try to evaluate yourself, there is always a danger of making a mistake; much is much better seen from the outside. Therefore, it is very important to know what others think of you.

Self-knowledge and observation of the behavior of others helps. One ancient eastern sage was asked: “Who did you learn good manners from?” “The ill-mannered ones,” he answered, “I avoided doing what they do.”

So, the first condition for good manners is knowledge of generally accepted norms and rules of behavior; second, practice practicing correct behavior; third - strong and stable habits of behavior.

Class hour "On the culture of behavior"

Participants: students of 22 groups, curator

Goals:

1) promote the formation of cognitive interest in ethical knowledge, the foundations of ethical culture;

2) encourage students to self-improvement.

Design, equipment and inventory:

On the desk:

a) the theme of the class hour and the words of the poet Alexander Mezhirov:

The work of factories and fields is not easy,

But there is much harder work.

This work is to be among people.

b) a “cup of wisdom” (you can draw it with chalk or use a pre-prepared drawing on paper) and pieces of paper attached to it with situations, pedagogical tasks, sayings or aphorisms from the field of etiquette;

Progress.

I. Introductory speech by the curator, in which the theme of the class hour is named and the words of the poet A. Mezhirov are read. Together with the students, an explanation of the concept of “culture of behavior” is given. ( Culture of behavior is a set of forms of everyday human behavior (at work, in everyday life, in communication with other peoplethe totality of forms of everyday human behavior () is called the theme of the class hour and the words of the poet A. 00000000000000000000000000) , in which the moral and aesthetic norms of this behavior find external expression).

II. It is proposed to work with the “cup of wisdom”. Those who wish take out a piece of paper from the “bowl”, which indicates situations, pedagogical tasks, statements or aphorisms from the field of etiquette. After reading what has been written, the student justifies his decision or comments on the statement.

Questions:

1.Where do you get an opinion about a person you don’t know at all? (In former times, people attached even more importance to the first impression than now. They were judged even by appearance. The ancient Greek philosopher Aristotle wrote that a man whose hands reach his knees is brave, honest, free in circulation, and the one with disheveled shaggy hair - cowardly.

A real sensation was caused by the philosophical treatise of the Swiss writer Lavater, “Physiognomic Fragments,” published in 1775, in which the author tries to find a connection between a person’s spiritual qualities and the structure of his skeleton and facial features. His contemporary argued with him, guided by the thesis: appearances are deceptive. And although the debate continues to this day, it cannot be denied that 90% build their relationship with a person based on the first impression.)

2.If you don’t know the name of the person you are addressing, how to start a phrase? (“Please forgive me...” or “Please be kind...”)

3.Why do people visit? (You can tell an incident from the life of Voltaire.)

4.Why was the saying born: “Don’t look a gift horse in the mouth”? (You can tell an incident from the life of Mozart.)

5.Which famous book are these tips from?

- Don’t grab the first dish and don’t blow into the liquid so that it splashes everywhere. Don't sniffle when you eat (when you eat).

- When they offer you something, take some of it and give the rest to someone else.

- Don’t champ over your food like a pig, and don’t scratch your head. Don't speak without swallowing a piece.

- Don’t make a fence of bones, crusts, bread and other things around your plate... (“An Honest Mirror of Youth”)

6.What do you need to remember so that it flows down your mustache and gets into your mouth? (You need to remember which dishes to eat.)

7.What did the particle “c” serve before? (In Russia in the 19th century, the particle “s” was common as a particle of polite address. It could be attached to any significant word. It arose from the address “sir”. It became especially widespread in the bureaucratic sphere and gradually began to be perceived as an expression of obsequiousness.)

8. How to characterize the behavior of Eugene Onegin from the point of view of etiquette?

Everyone claps, Onegin enters.

Walks between the chairs along the legs...

9.Name the main rules of etiquette, from your point of view.

Having “drinked” the “cup of wisdom” completely, students come to the conclusion that a person lives in society and must follow certain rules of behavior: rules of behavior at home, at school and other public places.

III. Now we will hold a quiz and find out who knows the rules of behavior best of all.

1. You are walking with a friend on the street. He greeted a person you didn't know. Should I say hello to you too? (Yes).

2. You entered the bus from the back platform and saw that your friends were standing at the front door. Should I say hello to them? How? (Nod, wave hand).

3. You often meet someone when you go to college, but you don't know them. Should I say hello? (Greet the people with whommeet us often, even if you don’t know him, definitely).

4. The boy on the bus sits by the window, the girl sits on the side of the aisle. A woman approached with a child in her arms. Who should give way? (The boy and the girl either move to the window, or get up and let the mother and baby through).

5. You are coming from training. You're wearing a warm sweater; I really want to open the window on the bus, especially since there are not many people: the grandmother, baby and dad are sitting in the back. Is it possible to do this? (Need toask permission from other passengers: “It won’t hurt you,if I open the window?)

6. Who should end the phone conversation first: who called or who was called? (The one who called; however, if youcall your elders, let them put an end to the conversation).

7. Is it true that if someone sneezes, you can’t say “Bless you”? What is possible? (It's best to ignore this.)

8. If they brought you a wrapped gift, can you unwrap it and look at it? They say that if you start to unwind right away, you are showing your greed. (You need to unwrap it and thank it; the guest is also interested in whether he liked the gift).

9. At the evening, a boy invites a girl to dance. She refuses. He asks: "Why?" What should a girl answer? ? (Etiquette allows a girl to refuse an invitation to dance without explaining the reason).

10. Your friend is going to another city, and you want to send a letter to your friend with him. Do I need to seal the envelope? (No, thisyou will offend your friend by showing distrust towards him).

11. Katya, Zina, Olya sat down on a bench in the yard. Olya needs to tell Katya in confidence what concerns the two of them. Can this be done right there? (Confidential to two peoplein the presence of a third person it is impossible: he may think that it is about him or that he is not trusted).

12. You were given something that you already have or don’t need or like. What do you say to the person who gave it? (I'm not followingdon't upset someone who wanted to please youyour gift).

13. Guys often borrow money and various things from each other. Make a few lending rules that well-mannered people follow. ( You should only take out a loan in case of emergency.necessity. Repay the debt within the specified time period with an obligationwith sincere gratitude. Never lend such itemslike a comb, a washcloth, clothes - these are unhygienic; do not do itborrow an item that can easily be damagedset, record); you are not supposed to borrow rare and expensiveitems that, in case of loss or damage, no moneywe cannot reimburse, for example, a rare collectible stamp,some special photograph that exists in the onlyNominal copy (an old book, etc.)

Curator: Now you have to find mistakes in people's behavior.

Teachers are talking in the school corridor. Oleg saw the curator among them and politely said: “Hello, Elena Alexandrovna.” (You must say hello to all teachers).

There was a knock on the door. Sergei, continuing to eat, shouted: “Come in, it’s open!” Marina came in, she came for a book. (We need to meet; help undress; if possible, offer dinner; if not, postpone dinner; offer Marina something to do whileSergei will look for the book).

Soon to college. The lessons are not done yet. And my mother asked me to peel the potatoes and wipe the floor. But Igor will not get down to business. In the morning, two neighbor brothers came to him and still did not leave. What to do? (You must politely say that he has business to do, ask for an apology, andinvite guests to come another time).

Lena and mom carefully prepared for the birthday: they fried pies, baked a cake, bought ice cream and even made a milkshake. The guests showered Lena with gifts, sat down decorously at the table, and quickly finished off the treats. And they got bored. The girls huddled on the sofa, leafing through a book, laughing. The boys in the other corner were playing checkers. “Come on, guys, let’s kick the puck,” someone said. And the boys hurried. The girls followed suit. (Lena paid a lot of attention to the table and didn’t think about what the guests would do. If mom hadn’t left, she would haveIf there was a way out of the situation, Lena would help unite the guys).

While the father was buying a ticket on the bus, the son grabbed a comfortable seat, settled down thoroughly and shouted: “Dad, come quickly, I’ve taken a seat for you!” The father came up, leaned towards his son's ear and said: ...What could he say? (“Son, have you forgotten that you and I are men?”)

When handing things over to the cloakroom attendant, never throw your coat over the barrier. Let him do the work himself. If each of the several hundred spectators does this, the wardrobe attendant will develop wonderful muscles in his arms. Is this the right advice?

It is better to hang the number on your finger, so it will be convenient to rotate it in the foyer and during the concert. Do you agree?

If your seats are in the middle of the row, do not rush to take them. Let everyone else sit down first. But then, when you pass, they will have to stand up. It's like exercise and good for your health. Right, guys?

As soon as you are seated, start clapping. It’s simply not fair that you’re already ready and the show or movie doesn’t start.

Don’t forget: you and your friend don’t often have to sit next to each other for 1.5-2 hours. Use this opportunity to share all the news. One bad thing: sometimes you have to strain your vocal cords, as loud music gets in the way.

Buy a chocolate bar from the buffet, but don’t eat it right away. Go into the hall and, rustling loudly, unfold the foil only when the singer or violinist comes on stage. Do you know how nice it is to eat chocolate and candies while listening to music?!

Remember that staying still for a long time is very harmful to the body. Therefore, move more: turn, bend, rest your feet on the back of the front chair and push your neighbors’ hands off the armrests.

Don't be selfish. If you know the content of a film or play, quickly tell your neighbors the most important things.

When presenting a gift, do not hide your grief at the loss of such a wonderful thing. After all, if your face is joyful at this moment, they may think that you are presenting a mere trifle, which is not worth regretting.

Be sure to show the gift to all your acquaintances, friends, and guests and announce: “I gave this to Vovka.” Otherwise, suddenly someone will think that you came empty-handed, it will turn out awkward.

Follow the fate of the gift. From time to time, remind your friend: “Remember, I gave you skate covers?” Be a diplomat: ask casually: “Where, by the way, are the covers that I gave you the year before?”

In those sad cases when the owner of the gift turns out to be an unworthy person and, in your opinion, treats the gift or you personally poorly, be decisive and firm. Demand the gift back. Maybe this will teach the arrogant person to value true friendship and generosity?

A friend brought me to a chess club and said: “Meet me.” I began to shake hands with everyone and call myself by name. And they laugh because I said “Ruslan” 9 times. How then to get acquainted? (I had to introduce Ruslan to my friend and then name the guys’ names).

Curator: Now let's check if you always behave correctly? I offer a test, and you put + or - on the pieces of paper when answering the question.

1. If you have to unexpectedly be late at school, on a walk, or suddenly leave home, do you inform your family about this with a note or by phone?

   Are there cases when your parents are busy with some big work (general cleaning, repairs), and they send you outside or to the cinema, “so as not to get under your feet”?

   Put down the book for a moment and look around the apartment. Are there things in the room that are out of place?

   Can you immediately, without looking anywhere, name the birthdays of your parents, brothers, and grandmothers?

   Do you know what item is urgently needed by the mother or father and when they are going to buy it?

   Does it happen that, in addition to your mother’s instructions, you do some other work “on your own”, on your own initiative (for example, you were asked to wipe the floor in the hallway, and you also put all your shoes in order)?

   Mom treats you to an orange, a cake, and candy. Do you always check if the adults got something tasty?

   Parents have a free evening. They are going to visit. Do you express your desire not to stay at home (ask them not to leave, demand to take them with you, say that you are scared alone, or maybe sit silently with a sour and dissatisfied face)?

   You have adult guests at home. Do your family have to remind you that you need to do something quiet, not disturb adults, not interfere in their conversation?

   Are you embarrassed at home, on a visit, at a museum to give your mother a coat or show other signs of attention?

Now calculate your result. If you have the same number of “+” and “-”, then you are behaving correctly, if “-” is more, then you should think about your behavior.

III. Final part

At the end of our class hour, I would like to say:

What should we put at the basis of good manners, which determines the culture of behavior? (Respect for the person.)

How does respect for a person show itself? (In affability, courtesy, tact, delicacy, naturalness, restraint, tolerance.)

What do they define? (The degree of respect shown to another person and the way it is expressed.)

Class hour No. 1 "Culture of communication"

There is no greater luxury than the luxury of human communication

A. Saint-Exupery

Main questions of the topic:

The class and historical essence of human communication.

Humanistic content of modern etiquette.

The emotional side of communication. Culture of feelings, the ability of empathy as a form of expression of the emotional side of people's relationships.

Class hour No. 2 "Aesthetic and ethical human behavior"

Always especially valuable

There is an appearance of the one

Whose beauty is illuminated

Soulful beauty

Omar Khayyam

Everything in a person should be perfect:

and face, and soul, and clothes, and thoughts

A.P.Chekhov

There is such a difference between beauty and prettiness as there is between a living leaf,

grown by the earth, and a paper flower made in the workshop

K.S. Stanislavsky

Main questions of the topic:

Human culture, internal and external, their unity.

Taste and fashion. Basic requirements for appearance.

What is "manner". Manners are good and bad. How to develop good behavior in yourself?

Tactfulness and delicacy. Why are they so important in human communication?

Class hours No. 3-4 "Your behavior at school"

A series of conversations on this topic should be imbued with the idea that discipline is the discipline of struggle and overcoming difficulties. It is possible and necessary to cultivate such discipline in yourself while studying at school. Conversations on this topic should be based on the Rules for students of the school, as well as the Charter of the school.

Class hour No. 5 “Your behavior in public places”

Main questions of the topic:

How to behave on the street?

Know how to behave in a theatre, concert hall, cinema.

You are in public transport.

If you go to a store, how to behave in it?

Class hour No. 6 “Culture of relationships between boys and girls, boys and girls”

I love you, but I talk about it less often

I love people, but not for many phrases.

The one who is in front of the light sells feelings

Shows off his whole soul

W. Shakespeare "Attitude towards women determines the degree of culture of a nation"

Main questions of the topic:

Are knights needed these days?

Maiden pride. How should we understand it?

Class hour No. 7 "Away and at home"

Main questions of the topic:

Rules of conduct at the table.

You are receiving guests.

A caring attitude towards parents is a sign of a person’s high culture.

Appendix 5

Approximate topics for class hours

for the development of students' intellectual skills.

5th grade

V.I. Dal and his explanatory dictionary.

Me and my abilities.

The world of encyclopedias.

6th grade

My strengths and weaknesses.

How to develop the ability to listen and hear, look and see?

My “why?” and the answers to them.

7th grade

The deepest secrets of human knowledge.

Attention and attentiveness. Words of the same root?

How to learn to manage yourself.

8th grade

Talent and genius. How does it manifest itself?

Memory training is the key to future success.

9th grade

Man and creativity. Great creations of mankind.

A heart-to-heart conversation with yourself.

Grade 10

How to learn to control yourself?

My linguistic abilities. How do they manifest themselves?

A person's shortcomings and their influence on his destiny.

Grade 11

As long as I think, I live.

Humor in human life.

Appendix 6

PEDAGOGICAL COUNCIL

“CLASS HOUR IN THE SYSTEM OF PERSONALLY-ORIENTED EDUCATION”

TARGET: increasing the competence of school teachers in matters of modern educational technologies, promoting the formation of an attitude among teachers to use a student-oriented approach in educational work, mastering by class teachers the methods of preparing and conducting student-oriented classroom hours.

TASKS:

analyze the system of preparing and conducting classroom hours at school;

identify the essential characteristics of a personality-oriented approach to education;

to determine ways and means for teachers to master the technology of preparing and conducting a person-oriented classroom hour.

PREPARATORY WORK:

studying methodological literature on the problem under discussion;

creation of an initiative group for preparing and holding a teachers' meeting;

conducting a survey among school teachers on the issue of preparing and conducting class hours;

visiting classroom hours to study the technologies used in educational activities by class teachers;

development of instructions for class teachers on the technology of preparing and conducting a person-centered class hour;

design of a stand of methodological and fiction literature on the problem of the teachers' council;

preparation by the initiative group of a draft decision of the pedagogical council.

PROCEEDINGS OF THE TEACHING COUNCIL:

Introduction to the topic of pedagogical advice (Deputy Director for Educational Work):

(On the screen is the topic of the teachers’ council “Class hour in the system of personality-centered education”).

In the current period of radical transformation of educational practice, the need to highlight the problem of the classroom is obvious. In the current situation in the development of Russian education, it is treated differently: in some educational institutions, classroom hours have been canceled, classifying them as stagnant, authoritarian forms of educational work. In others, on the contrary, they decided to conduct it every day, devoting the first lesson of the school day to communication between the class teacher and his class. We have to admit that neither one nor the other option for approaching the classroom is pedagogically appropriate. In the first case, teachers simply lost specially allotted time to communicate with their students, and in the second, this time turned out to be too much to use strictly for its intended purpose, and teachers began to conduct additional training sessions instead of communication hours. Of course, teachers today are concerned not only and not so much with the frequency of classroom hours, but with the content and methods of their organization.

The purpose of conducting educational activities in the form of classroom hours should be to promote the formation in a child of primary school age of an active life position, interest in social, cognitive, labor activities, and the development of communication and organizational abilities.

During a survey conducted in grades 3-4 at our school, it was revealed that more than 60% of students feel like they are in a lesson: they listen to the teacher’s “explanation” and answer questions. Among the main types of activities, schoolchildren note the teacher’s monologues “about something” (40%), conversations about academic performance (25%), and discussions of the behavior of individual students (10%). (Questionnaire results are displayed on the screen).

This approach to using a student’s time after school does not in any way contribute to the development of a junior student as a member of the student body, as an individual. What is interesting to a teacher is not always interesting to his pupils, since class teachers do not always take into account the age characteristics of children, their ability to perceive this or that information by ear, or to carry out the task intended by the teacher, even if it is interesting (in the opinion of an adult), the task.

Therefore, today we are talking about new approaches to raising children through the classroom. Most teachers believe that the strategic direction for improving this form of educational work is to increase the role of the classroom in the development of the child’s personality, the formation of his unique individuality. A new type of classroom is being born - student-oriented. This is exactly what we will talk about today.

Class hour as a form of educational work

In order to identify the characteristic features of a person-centered classroom, the features of its preparation and implementation, you should first find out what is meant in pedagogy by such a form of work as a classroom. For this purpose, we will analyze the results of a survey of teachers about their definition of a class hour and the attitude of class teachers to this type of educational work (the results of the teacher survey are displayed on the screen).

Based on the above definitions of the classroom, we can highlight its characteristic features. It is advisable to include the following among them:

Firstly, this is a form of extracurricular educational activity, and unlike a lesson, it should not be characterized by academicism and an instructive type of pedagogical interaction;

Secondly, this is a form of frontal (mass) educational work with children, but it is also important to remember that when preparing and conducting a class hour, it is possible to use both group and individual forms of educational activity;

Thirdly, this is a flexible form of educational interaction in composition and structure, but this does not mean that all pedagogical contacts of the class teacher with the group of students in the class can be considered class hours;

fourthly, this is a form of communication between the class teacher and students, the priority role in the organization of which is played by the teacher. This form of educational work is called the class teacher's hour.

From this we can derive the following definition of the concept of “classroom hour”: a class hour is a flexible form of frontal educational work in composition and structure, which is a specially organized out-of-class communication between the class teacher and class students in order to facilitate the formation of the class team and the development of its members(the definition is displayed on the screen).

In the process of preparing and conducting classroom hours, it is possible to solve the following pedagogical problems:

enriching students’ consciousness with knowledge about nature, society, and man;

developing in children the skills and abilities of mental and practical activity;

development of the emotional-sensory sphere and the value-semantic core of the child’s personality;

promoting the formation and manifestation of the student’s subjectivity and individuality, his creative abilities;

formation of a classroom team as a favorable environment for the development and life of schoolchildren.

Of course, the solution to all of the above problems should be associated not with some separate hour of communication between the teacher and his students, even if brilliantly conducted, but with a well-thought-out and detailed system of their organization, where each class hour is assigned a specific place and role.

What place should a student-oriented classroom take in this system? What is its main purpose? Let's try to find answers to these questions. We believe that its main purpose is related to solving the problem of promoting the formation and manifestation of the student’s individuality and his creative abilities. To realize this purpose, changes must be made to all components of the classroom.

Technology for preparing and conducting personality-oriented classroom hours

(the practical part of the teachers' council is carried out by the head of the methodological association of class teachers)

So that the teachers present at today’s teachers’ council have the opportunity to better understand the technology of preparing and conducting a student-centered class hour, we invite you to model in practice the algorithm for the joint activities of the class teacher and his students (teachers are asked to divide into 4 groups and create an expert group).

First step – the teacher, together with students and their parents, draws up class topics for the new school year. Participants in each group, which includes “students”, “parents”, “class teachers”, using the brainstorming method, are asked to determine the topics of class hours, taking into account the age characteristics and interests of younger schoolchildren. (Work in groups for 5-7 minutes, listening to group representatives, evaluating the work by an expert group).

Second step – clarifying the topic of the class hour and generating ideas for its preparation and conduct. Using the methodology for compiling the “Soil” color chart, from the topics identified by the group participants, it is proposed to distribute the topics of class hours into “layers”. The top “layer” - green cards - are the priority topics to be discussed in class; middle “layer” - yellow cards - what should be discussed secondly; bottom - red cards - something that can be discussed even later (group representatives read out the results of the task). As a result of the work, a refined theme for the class hour “I am in the world, the world around me” is proposed.

Third step – clarification of the purpose, content, date and location of the class hour, formation of a community of its organizers (action council, initiative or creative group). This stage is not difficult for class organizers.

Fourth step - This is an individual and group activity for preparing a class hour. Groups are offered various types of tasks: Group 1 – use dictionaries to find a definition of the concept of “tolerance”; Group 2 – find examples of famous works in which the characters were different from others (literary works, films, songs); Group 3 – develop a set of rules of tolerant behavior; Group 4 – individual task: learn A. Usachev’s poem “The Amazing Dwarf”; The collective task is to select questions for this poem.

Fifth step – drawing up a classroom scenario plan by the teacher together with other organizers. This stage of preparing a class hour is very important, as it determines the algorithm for conducting an educational event. The class teacher must think and find the optimal option for conducting the class hour, rationally distributing its time, at the same time including in the scenario plan the emotional and mental mood and motivational preparation for participation in collective conversation and activities; think through moments when children can show their individuality and creativity; how to summarize the results of the class hour in order to stimulate further activities on self-knowledge and self-development. You should also provide time for unprogrammed situations that arise during the classroom.

Sixth step – conducting a class hour (modeling the progress of a class hour with members of the teachers’ council).

Introduction to the topic of the class hour.

How diverse the world around us is. How contradictory the world is within us. Today we will look at one of the facets of the inner world of each of us - individuality. Is it easy to be individual?

Emotional and psychological preparation for the lesson.

Participants are invited to use different colored sheets of paper to make a model of a bird in any way (cut, fold, draw). Pay attention to the fact that all birds are different from each other, just like all people. You can offer to explain your choice of paper color.

Reading by one of the participants of A. Usachev’s poem “The Amazing Dwarf”. Questions:

What is this poem about?

What makes us different from others?

What is individuality?

Each participant comes up with two qualities that characterize him (condition - the qualities must begin with the same letter as his name. For example, Tatyana - creative, patient, etc.).

Diagnostics “My portrait in the interior.”

Against the background of your self-portrait, draw (or write) what is significant for him and without which the self-portrait is not significant. This will become the interior of the self-portrait.

Watching the cartoon "Adagio". Questions about what you watched:

Explain the reasons why no one liked the white bird and it became the target of attacks from others?

Do these reasons seem reasonable and fair to you?

Do you think that people do not always treat each other fairly?

Remember the known cases of unfair, and maybe even cruel, treatment (answers from group No. 2).

We are all very different, but we must live side by side and understand each other. There is a concept of “tolerance”. It is interpreted differently in different languages ​​(group No. 1 offers options for explaining this concept in different languages ​​- English, French, Arabic, Persian, Russian).

What qualities should a tolerant person have? (the results of the preparatory work of group No. 3 are read out).

Game “Together we will help each other grow”: stand in a circle behind each other, put a piece of paper on the back of the person in front. Write the good things about your neighbor. Take off the sheets and read what is written there.

Final part: Each of us is unique, unique. Let your star named Individuality always live next to you, amazing, unique, independent and friendly!

Seventh step – analysis and assessment of the effectiveness of the class hour and the activities for its preparation and implementation. Participants of the teaching council are asked to answer the questions of the questionnaire to determine the effectiveness of the “educational event”:

Is the topic of the class important to you personally? Yes. No. Can not answer.

Did you feel comfortable or not at the event? Yes. No. Can not answer.

Have you had the opportunity to express your individual or creative abilities? Yes. No. Can not answer.

Have you had the opportunity to enrich your life experiences? Yes. No. Can not answer.

Did the class hour have spiritual and moral value? Yes. No. Can not answer.

What is your level of involvement in preparing and conducting the class? Yes. No. Can not answer.

3. General part (Deputy Director for Educational Work).

From everything we heard at today’s teachers’ meeting, let’s jointly determine the common and characteristic features of a traditional and student-centered classroom (analysis of the memo).

4. Final part. Concluding the conversation about the organizational and methodological aspects of a student-centered class hour, it should be emphasized that the success of such an hour of communication between the class teacher and his students depends not only on the teacher’s mastery of the technology of its organization, but on the extent to which the principles of the student-centered approach are understood and accepted teacher, to what extent they correspond to his pedagogical credo.

It is clear that such a class hour cannot be carried out according to orders from above. It is not only prepared on the basis of the blind implementation of technological designs. To create personality-oriented interaction, the teacher needs to have unlimited faith and trust in students, to see the meaning of teaching activity not in the formative influence on children, but in stimulating and supporting their internal strengths and aspirations.

We wish you success in your work!

DRAFT DECISION OF THE PEDAGOGICAL COUNCIL

Note the systematic nature of conducting classroom hours in accordance with the school work plan.

Class teachers should improve the methods of preparing and conducting classroom hours, diversify the forms, techniques and methods of organizing them.

Actively master the technology of using a student-centered approach when preparing and conducting classroom hours, using materials from the pedagogical council.

The deputy director for educational work and the head of the methodological association of class teachers should develop criteria for analysis and self-analysis of a personality-oriented class hour.