Class hour "How not to become a Scarecrow"

PREVENTION OF VIOLENCE IN ADOLESCENT ENVIRONMENT IN THE CONTEXT

SPIRITUAL AND MORAL EDUCATION OF CHILDREN

( methodological development: class hour-thinking with elements of training exercises)

Class hour “How not to become a Scarecrow”

Form of conducting: class hour-thinking with elements of training exercises.

Goals:

Educational:

to continue the formation of a negative attitude of children to such concepts as bullying, mobbing, violence, aggression , hypermobbing, etc.;

continue the formation of the ability to find ways out of mobbing situations;

to continue the formation of a tolerant attitude towards peers

Educational: to consolidate the concepts of bullying, mobbing as sharply negative phenomena of life.

Developing: continue to develop such moral qualities as tolerance for people, kindness, sympathy, compassion, intolerance to any kind of evil and violence.

Predicted result: understanding by adolescents of the importance of the problem of psychological violence; assistance in establishing moral guidelines.

Visual demonstration and handouts: computer presentation (slides), video; materials for art therapy: paper, markers, crayons, pencils.

1. Psychological warm-up. Activation of children’s attention.

Teacher:

I thought for a long time how to start a conversation today on the topic to which we devoted quite a lot of conversations and class hours. Today we will talk with you about what provokes misunderstanding between people and what makes us become cruel, intolerant, aggressive.

How many of you have ever been in a situation where other children rejected you, did not accept you into their company? What did you do in such cases? What happens if the same teenager is constantly not accepted into the company, rejected? (children’s answers) Now you have a little test. But I warn you, it’s not easy.

Stand in one big circle and clasp your hands tightly. One teenager must stay in the circle and try to break out of the circle. Once he succeeds, the next one must enter the circle and try to break out of it. Any of you can open your arms at any moment and let your classmate out without any problems, but this is too easy.

Please be careful not to hurt anyone.

Let as many children as possible leave the circle on their own. If the teenager is unable to do this, please make sure that he is in the circle for no more than one minute. The children must let this teenager out of the circle, and someone else enters it and continues the game.

(Goal: Children who feel rejected for any reason tend to play either the role of tyrant, with particularly aggressive behavior, or victims. This game will help them analyze their feelings of rejection and discuss possible options for constructive behavior in such situations.)

Reflection exercises (sample questions)

· How did you feel in the center of the circle?

What did you feel when you tried to break out of the circle?

How did you feel when you did it?

· How did you feel when you were part of the circle?

· Would you like to be in the place of the one in the center of the circle? Why?

· What arguments did you give to let you out of the circle?

· What was the most difficult for you?

2. Motivation of activity.

Teacher : And now I suggest you watch the video fragment and think about what makes us become rude, intolerant, aggressive.

(Viewing an excerpt from the movie “Scarecrow”).

Teacher: Psychological bullying in an educational institution is a fairly common phenomenon and a classic example of this is the film Scarecrow by Rollan Bykov. Have you met with a similar situation?

Do we always act well towards our peers?

What manifestation of evil did you see when viewing this fragment? (The cruelty of teenagers, the humiliation of peers …)

Now let’s try together to formulate the topic of our class hour today, try to say what we will talk about.

( children’s answers )

Teacher: In the life around you, you often observe both positive and negative actions of adults and peers. I invite you to a conversation on how not to become cruel. Our class topic:

“How not to become a Scarecrow”

3. Working with concepts.

Teacher: Rejection between students. What is the reason for the emergence of rejection and what this situation can lead to – these are the questions that we will try to answer.

I wanted to introduce you to a few words: bullying, mobbing, tolerance. To what category – good or evil, we attribute them? Let’s see some slides: (slide view)

The word mobbing is bullying, psychological violence. Why does it occur and how to resist it? And the main question: what measures should be taken in order to prevent its occurrence in the team and not become a “Scarecrow”.

In the animal kingdom, mobbing is when one of the individuals within the herd is subjected to violence by the rest. For example, in a pack of wolves or dolphins.

In the life of a collective of students, mobbing is “a collective psychological terror, a systematically repeated hostile and unethical attitude of one or more people directed against another person, mostly one.”

Boycott, teasing, mocking physical handicaps, provoking a fight, making fun of accents, clothes, etc. – such manifestations are quite common among adolescents. Moreover, despite the seeming “accident” of the action, the offended teenager always feels that this is done on purpose. The object of mobbing can be the one whom classmates consider strange, not like everyone else. In the film Scarecrow, a girl who came to class from another school, distinguished by her behavior, physical characteristics, clothes, etc., was subjected to such ridicule.

For the unformed psyche of a teenager, mobbing is a serious test. If you do not take action in time, you may experience health problems associated with emotional exhaustion. Unnoticed at first, the experiences of the child accumulate and suddenly result in depression, serious nervous breakdowns.

So, what are the types of “mobbing”? ( children’s answers )

– name calling
– nitpicking
– Taunts
– Pushing
– teasing
– Slander, slander and false rumors
– boycott

– Cybermobbing (deliberate insults, threats, harassment, communication of compromising data to others using modern means of communication)
Possible consequences of such bullying: ( Children’s answers )

– Low self-esteem and its consequences
– Deterioration of health
– Loneliness
– Aggression.

Boys and girls use different forms of mobbing. If young men more often resort to physical mobbing (kicks, pushes, etc.), then girls are more willing to use indirect forms of pressure (spreading rumors, exclusion from social circles).

Teacher : What forms of manifestation of evil did you see in the film?

Children’s answers: both mobbing and bullying. Classmates mock the girl, use physical violence, verbal abuse, …

Teacher : Remember the scenes from the movie … Think to yourself, have I done this … would I like to be in the place of the main character?

Children’s answers

And mobbing, and hypermobbing, and bullying are manifestations of psychological violence.

Teacher : The heroine of the film could not find a way out of the situation in which she found herself. What to do if, for some reason, we find ourselves in a similar situation?

Children’s answers: …

The teacher sums up the children’s statements:

· You need to find an adult ally, strong, wise, who will provide real help. It can be a school psychologist, a social pedagogue, a teacher, a parent.

· You can find an assistant and in the ranks of those who attack, perhaps there are common interests or hidden sympathy. It is easier to resist evil together.

· Try to understand why exactly you became a victim of mobbing, do not bend in front of the offender, do not fawn. Find the instigator of bullying, talk with him, try to make peace and establish contact.

· And most importantly – never be alone with a problem. Contact the helpline – the specialists of this service will listen and give advice.

Teacher : Each of us can feel the cruelty of mobbing, and before you do evil, stop and think, will this evil turn against me?

4. Art Therapy:

Take 2 sheets of paper, number them (#1, #2). In your right hand, take a pencil of the color that suits your mood (the pencil of the color with which you associate yourself). In your left hand, choose a pencil of the color with which you associate the person with whom you had a dislike. You can draw lines, circles, patterns, or a picture of whatever you want to depict about the conflict.

Close your eyes, and when the music starts, you can draw on the paper with both hands. (2 min.) Think of a conflict situation that you find yourself in from time to time, or a person with whom a quarrel is quite likely. Often we try to solve our problems on the principle of “An eye for an eye, an eye for an eye.” When someone offends us, we respond with even stronger resentment. If someone threatens us, we also respond with threat to threat. Thus, we only increase our conflicts.

Then swap the pencils (take the pencil that was in your right hand in your left and vice versa left in your right) and continue to draw on sheet No. 2. (2 min.) conflict and give a hand to another as a sign of reconciliation. Also, in any conflict situation, it would be good to think about the position of the other person.

(Goals: Art therapy, especially good for children who are unable to manage their strong emotions and may be prone to aggression or destructive behavior. It provides them with a great opportunity to clarify their feelings and relax internally by expressing deep-seated feelings, will allow the child to express their attitude to the conflict situation without fear and will help children to accept their feelings and themselves in conflict.To achieve the desired success, this art therapy should be repeated periodically .)

It is important that each teenager can show his drawing, and you positively evaluate it: so that the children understand that such drawing is a good opportunity to notice and name their own feelings and, if possible, ways out of the conflict.

Reflection:

Did I enjoy this exercise?

· Did I manage to resolve the conflict so that both sides emerged victorious from it?

What else do I want to say?

Let’s summarize:

Teacher : Of course, today we will not solve all the problems, such complex cases are not resolved quickly. You also understand this, because. already adults.

And to end our conversation, I would like to say with the words of Richard Louis Stevenson, author of the adventure novel Treasure Island – “Let’s agree to have disagreements.” Let’s agree to have differences in appearance, character, nationality, because a person unlike us is not bad – he is different. And our life, like nature itself, is not easy: kindness coexists with cruelty!!!

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