Forms of organizing joint activities. Features of organizing joint activities in speech development lessons Method of organizing joint activities

Signs of a group subject of labor

The object of study of joint psychology labor activity are group subjects of labor - teams, brigades, labor collectives, etc.

The group form of work presupposes the formation of a certain integrity (a group subject of labor and its joint activities) and is not a simple mechanical unification of the labor efforts of independently working people, it is a new, complexly organized formation.

Signs of collective work were identified by B.F. Lomov (1972) and supplemented by A.L. Zhuravlev (1987). Zhuravlev considers the following eight components to be the main reasons for identifying a group subject of labor:

1. Having common goals for various participants labor process.

2. Formation of general labor motivation, which is not limited to individual motives.

3. Division of a single labor process into individual actions and operations and distribution of roles in the group, which leads to the formation of a structure of relationships between group members.

4. Association/jointness of production functions of participants in the labor process as components of a group subject of labor.

5. Strict consistency, coordination of the implementation of distributed and at the same time organizationally united actions of group members in accordance with a pre-planned program.

6. The need to highlight the management function in joint labor activity, aimed at the participants and through them at the subject of labor.

7. The presence of a single final result, common to the work collective and characterized by greater efficiency and quality compared to the individual form of labor organization.

8. Unity (linking) of the spatio-temporal functioning of participants in joint activities

B.F. Lomov considered the key feature of joint professional activities the presence of a common work goal among group members. The group unites as a new organizational entity and exists as such as long as the group members retain common goal activities.

The minds of members of collective work must reflect their responsibilities and the way they interact with each other, which depend on the nature of the organization and the type of its activities. Let's consider the following classification organizations:

1. Governmental and non-governmental(the status of a government organization is given by official authorities).

2. Commercial and non-commercial. Commercial organizations are those whose main goal is to make a profit. Non-profits define the satisfaction of public needs as their main goal.

3. Budgetary and non-budgetary. Budgetary organizations build their activities based on funds allocated by the state.

4. Public and economic. Public organizations build their activities on the basis of meeting the needs of members of their society.

5. Formal and informal. Formal organizations- ϶ᴛᴏ companies, partnerships, etc. registered in accordance with the established procedure, which act as legal and non-legal entities.

As a special type of organization we can distinguish socio-economic organizations. A socio-economic organization is characterized by the presence of social and economic ties between workers.

Social connections include:

· interpersonal, everyday relationships;

· relationships across management levels;

· relations with members of public organizations.

Economic ties include:

· financial incentives and responsibility;

· living standards, benefits and privileges.

Organizations can also be classified according to the way they work together.

O.I. Zotova (1987) distinguishes between the external and internal structure of the brigade.

External structure maybe clean external form workers' associations.

Internal structure reflects the brigade as a single informal organism, a team that could be developed at different levels.

Team of low level of development represents a group as an association of individuals (there is no role and status pressure, and group norms of behavior have not been developed).

Mid-level team has signs of external and internal organizational structure, but there are often no connections between them, and there are contradictions.

Team top level development has an interconnected external and internal structure, group norms and values that are recognized and meaningful to its members.

The effectiveness of joint work is determined not so much by quality interpersonal relationships team members and the opportunity to directly interact in the process of work, as well as the way of combining their labor efforts through the choice of a form of remuneration, which created in the minds of workers the image of the final product as a single, common final goal.

The minds of members of collective work must reflect their responsibilities and the way they interact with each other, which depend on the nature of the organization and the type of its activities. Consider the following classification of organizations:

Governmental and non-governmental(the status of a government organization is given by official authorities).

Commercial and non-commercial. Commercial organizations are those whose main goal is to make a profit. Non-profits define the satisfaction of public needs as their main goal.

Budgetary and non-budgetary. Budgetary organizations base their activities on the funds allocated by the state.

Public and economic. Public organizations base their activities on meeting the needs of members of their society.

Formal and informal. Formal organizations are duly registered societies, partnerships, etc., which act as legal and non-legal entities.

As a special type of organization we can distinguish socio-economic organizations. A socio-economic organization is characterized by the presence of social and economic ties between workers.

Social connections include:

interpersonal, everyday relationships;

relationships across management levels;

relations with members of public organizations.

Economic ties include:

financial incentives and responsibility;

living standards, benefits and privileges.

Organizations can also be classified according to the way they work together.

O.I. Zotova (1987) distinguishes between the external and internal structure of the brigade.

External structure may be a purely external form of association of workers.

Internal structure reflects the brigade as a single informal organism, a team that could be developed at different levels.

Team of low level of development represents a group as an association of individuals (there is no role and status pressure, and group norms of behavior have not been developed).

Mid-level team has signs of an external and internal organizational structure, but there are often no connections between them, and there may be contradictions.

Team of the highest level of development has an interconnected external and internal structure, group norms and values that are recognized and significant for its members.

The effectiveness of joint work is determined not so much by the quality of interpersonal relationships of team members and the ability to directly interact during the work process, but by the way of combining their labor efforts through the choice of the form of remuneration, which created in the minds of workers the image of the final product as a single, common final goal.

9.3. Group psychology

A group, uniting a particular number of people, does not represent their simple sum. In a group, qualitatively special phenomena always arise, which are called “group effects.” They characterize the group as a whole. Such effects, for example, are group mood, psychological climate in the group, collective will, group norms of behavior, etc.

Group- a collection of people, acting not as a sum of individuals, but as an integral association; it reflects the social nature of the society of which it is a part.

There are large and small associations of people. This division is based on the characteristics of contacts between their members. IN large groups(nation, demonstration, members of a particular sporting society) contact between all people, their components, is not necessary. In small groups (crew, sports team, family), each member of the group personally knows all the other members and can come into contact with them. All group members communicate directly with each other. In large and small groups, organized (official, formal) and unorganized (informal) groups are distinguished. They differ in the way they arise. Organized groups are formed to implement certain social goals, their existence is confirmed by official documents. Unorganized groups ( friendly companies, playmates, crowd, queue) arise spontaneously, as if by themselves. No one specially creates them, no one officially manages them. The reason for their appearance is common needs, interests, views, sympathies, and often simply the conditions of the meeting that arose by chance.

Small organized group– the immediate social environment, the primary microenvironment that influences a person.

Social and psychological characteristics of a small organized group: the presence of a common goal, joint activities, organizational structure, communication, group norms, business and personal relationships.

Target . Goals differ in social meaning (socially significant, group, personal) and in relation to perspective (prospective, immediate, specific). Socially significant goals are those whose achievement is beneficial to the whole society; group and personal goals are related to the interests of one group of people or one person. A twofold connection is possible between socially insignificant goals, on the one hand, and group or personal goals, on the other: personal or group goals correspond to public interests (for example, winning personal-team competitions); group or personal goals are contrary to the interests of society; they are antisocial. Long-term goals are related to the future, specific goals are short-term, built for a month, week, day. The presence in a group of promising, socially significant goals, accepted by its members and perceived by them as their own, is favorable for the development of the group.

Joint activities . The main reason small scale development organized group and its effective functioning is joint activity aimed at achieving goals. Collaborative activities are common labor, training, etc., in which mutual actions and mutual dependence of the persons involved take place. Joint activities can be interrelated and unrelated. In interconnected activities, the actions of one participant are impossible without simultaneous or previous actions of other group members. This is the activity of the airplane crew, the surgeon and his assistants during the operation, and the singers in the choir. With interrelated activities, each group member contributes to achieving a common goal, acting individually. This is typical, for example, for study group, labor collective. Joint activity teaches group members to take into account individual characteristics other labor participants, provide them with assistance, and obey general requirements.

Organizational structure of the group. A small organized group is characterized by a certain structure, that is, a stable set of connections and relationships between its members. The structure is divided into external (formal) and internal (informal) substructures.

External substructure determined by orders, instructions, installations, regulations, staffing and other official documents. It includes the official leaders of the group. By order of command, for example, in sports teams they occupy leadership positions coach and his deputies. Associated with this substructure is the exercise of formal management of the group.

Internal substructure arises within the group itself. It is born as if by itself, spontaneously and often puts forward a leader. A leader is a member of the group who is not included in the staffing schedule and is not appointed. He unofficially leads the other members of the group. So, along with the official leader in the work group (team), there may be a very authoritative worker, whose influence on the behavior of workers is greater than the influence of the foreman. Associations of group members usually arise around the leader. A group can have several leaders and several factions.

External and internal substructures can complement the group for its life and fruitful activities. Discrepancies between substructures are also possible. This entails the emergence of disagreements, even conflicts and, naturally, has an adverse effect on group life as a whole.

Communication. Interaction in a small organized group is always carried out through direct communication between its members. Questions, requests, conversations, discussions, disputes - all this various shapes communication. It is an indispensable condition for the existence and development of a small group. It is in communication that exchange occurs various information and an agreement arises between group members.

In professional activities, communication is usually of a businesslike, pre-thought-out and organized nature. It depends on the complexity of the tasks being solved and the rules of the activity, the number of people participating in it, and the degree of their preparedness. Personal communication is free contacts between people that allow you to satisfy a person’s need for communication.

Group norms . Norms are rules that are established, approved and accepted as a standard of behavior in a group . Group norms are determined by the norms of society, its moral principles. Each specific group has its own additions to general rules, determined by the peculiarities of life and activities of this community.

Business relations – manifestation of formal substructure. They are formed on the basis of the distribution and performance of official duties and arise in the process of activity. This is a “relationship of responsible dependence,” as the outstanding teacher A. S. Makarenko called them. Business relationships include not only relationships between management and subordination, but also business relationships between equal members of the group.

Personal relationships The informal substructure of the group is based on likes, dislikes or indifference between group members, on the needs of people for emotional contacts. These relationships are found in friendship, affection, and comradely contacts between some members of the group and in hostility and hostility between others.

Depending on the nature of the joint activity and the degree of internal unity in its implementation, the following levels of group development can be distinguished:

1. Association. People are united by a common goal, but not everyone accepts it equally; the group’s activities are carried out, although the actions of its members are disunited. The group constantly needs the intervention of the leader. Personal relationships are established quite quickly, but in the form of friendly companies, they are not determined by business.

2. Cooperation. The unity of actions of group members is more clearly expressed, there are common views on its basic values. The group has a truly and successfully functioning organized structure. Personal relationships and communication are of a business nature and are subordinated to the achievement of common goals. However, at this level, the direction of the group’s activity is not yet very significant, and therefore it is possible that it will move either positively – towards the collective, or negatively – towards the corporation.

3. Team. Characteristic feature team - cohesion. It manifests itself in the fact that all the thoughts, feelings and efforts of its members are united by the desire to achieve a common goal. Group norms and values are implemented in practical actions when performing joint activities. Business relationships are as coherent and clear as possible, ensuring interaction between all group members. Each member of the group feels like a part of it, is satisfied with his position in the group, and is ready to sacrifice himself for the common interests of the cause.

4. Corporation. The group is characterized by organizational cohesion, clear interaction, but is closed, isolated from other groups, its activities are aimed at narrow group goals. In corporations there is no consistency of purpose with the goals and objectives of society. Group goals can even be antisocial (for example, in religious sects).

The minds of the members of collective work must reflect their responsibilities and the way they interact with each other. Consider the following classification of organizations:

1. Governmental and non-governmental(the status of a government organization is given by official authorities).

2. Commercial and non-commercial. Commercial organizations are those whose main goal is to make a profit. Non-profits define their goal as meeting social needs.

3. Budgetary and non-budgetary. Budgetary organizations base their activities on the funds allocated by the state).

4. Public and economic. Public organizations build their activities on the basis of meeting the needs of their members of society).

5. Formal and informal. Formal organizations are duly registered societies, partnerships, etc., which act as legal and non-legal entities.

As a special type of classification of organizations are socio-economic organizations. A socio-economic organization is characterized by the presence of social and economic ties between workers.

Social connections include:

Interpersonal, everyday relationships;

Relationships across management levels;

Attitudes towards people of public organizations.

Economic ties include:

Financial incentives and responsibility;

Living standards, benefits and privileges.

The relationship between these connections plays a decisive role in the creation or diagnosis of an organization.

Classification according to the method of organizing joint activities.

O.I. Zotova (1987) distinguishes between the external and internal structure of the brigade.

External structure may be a purely external form of association of workers.

Internal structure reflects the brigade as a single informal organism, a team that could be developed at different levels.

Team of low level of development represents a group as a sum of individual individuals (there is no role and status pressure, and group norms of behavior have not been developed). A team of average level of development has signs of an external and internal organizational structure, but there is often no connection between them, and there may be contradictions.

Team of the highest level of development has an interconnected external and internal structure, group norms and values that are recognized and significant for its members.

Let us draw attention to the fact that there is a relationship between the quantitative composition of the team and the level of development of both the team and the effectiveness of joint work. For a long time it was recognized that a group of people working together should be between 7-15 people, this corresponded to the size of informal small groups. In production organizations this principle was not always adequate. O. I. Zotova compared indicators of the level of development of teams of a production organization formed according to for various reasons: specialized and complex.

Specialized Brigade "C" consisted of 12 people. All team members are representatives of the same profession. The method of activity of each member in the brigade is individual. The brigade got along well friendly relations, but these relationships did not affect labor efficiency (everyone actually worked for themselves; when determining monthly wages, disputes arose over the principle of using the labor participation coefficient).

Integrated Brigade "K" united workers of different profiles, their wages depended on the production of the final product, in which the contributions of all participants were realized. The composition of the brigade was significantly higher - 44 people. Moreover, some of the team members worked geographically at another site, and they did not have direct contact. However, the combined efforts of all team members on the final result led to a 32% increase in productivity.

The effectiveness of joint work is determined not so much by the warmth of interpersonal relationships among team members and the opportunity to directly interact in the process of work, but by the way of combining their labor efforts through the choice of the form of remuneration, which created in the minds of workers the image of the final product as a single, common final goal.

Group psychology.

Group- a collection of people, acting not as the sum of the individuals included in it, but as an integral association; it reflects the social nature of the society of which it is a part.

There are large and small associations of people. This division is based on the characteristics of contacts between their members. In large groups (a nation, a demonstration, members of a particular sports society), there is no contact between all the people who make up them. In small groups (team, sports team, family), each member of the group personally knows all its other members by first name, last name, any personal characteristics, or business qualities; all group members communicate directly with each other. In large and small groups, organized (official, formal) and unorganized (informal) groups are distinguished. They differ in how they arise. Organized groups (technical school group, factory workers) are created specifically on the basis of official documents and staffing schedules. They are formed to achieve certain social goals. Unorganized groups (friends, playmates, crowds, queues) arise spontaneously, as if by themselves. No one specially creates them, no one manages them. The reason for their appearance is common needs, interests, views, sympathies, and often simply the conditions of the meeting that arose by chance.

Small organized group– the immediate social environment, the primary microenvironment that influences a person.

The socio-psychological characteristics of a small organized group are: the presence of a goal, joint activities, organizational structure, communication, group norms, business and personal relationships.

Target. Goals differ in social meaning (socially significant, group, personal) and in relation to perspective (prospective, immediate, specific). Socially significant goals are those whose achievement is beneficial to the whole society; group and personal goals are related to the interests of one group of people or one person. A twofold connection is possible between socially insignificant goals, on the one hand, and group or personal goals, on the other: personal or group goals correspond to public interests (for example, winning personal-team competitions); group or personal goals are contrary to the interests of society; they are antisocial. Long-term goals are related to the future, while specific goals are built for a month, a week, or a day. The presence in a group of promising, socially significant goals accepted by its members and perceived by them as their own is favorable for the development of the group.

Joint activities. The main reason for the development of a small organized group and its effective functioning is joint activity aimed at achieving goals. Joint activity is common work, learning, games in which mutual actions and mutual dependence of the participating persons take place. Joint activities can be interrelated and unrelated. In interconnected activities, the actions of one participant are impossible without simultaneous or previous actions of other group members. This is the activity of an airplane crew, a surgeon and his assistants during an operation, singers in a choir, members of a rowing team, athletes in a doubles figure skating skating. With interrelated activities, each group member contributes to achieving a common goal, acting individually. This is typical, for example, for a study group or work team. Joint activity teaches group members to take into account the individual characteristics of other labor participants, provide them with assistance, and obey common requirements.

External substructure determined by orders, instructions, installations, regulations, staffing table and others official documents. It includes the official leaders of the group. By order of command, for example, the coach and his deputies occupy leadership positions in sports teams. Associated with this substructure is the exercise of formal management of the group.

External and internal substructures can complement each other. Then the unity of the group arises, which is very necessary for all its fruitful life and activities. Discrepancies between substructures are also possible. This entails the emergence of disagreements, even conflicts and, naturally, has an adverse effect on group life as a whole.

Communication. Interaction in a small organized group is always carried out through direct communication of its members, in direct appeal them to each other. Questions, requests, conversations, conversations, debates - all these are different forms of communication. It is an indispensable condition for the existence and development of a small group. It is in communication that various information is exchanged and an agreement arises between group members.

Group norms. Norms are rules that are established, approved and accepted as a standard of behavior in a group . Group norms are determined by the norms of society, its moral principles. Each specific group has its own additions to the general rules, determined by the peculiarities of the life and activities of this community.

Business and personal relationships, formal and informal substructures should be considered not only from the position of leading the group, but also in terms of business and interpersonal relationships in it.

Business relationships are a manifestation of a formal substructure. They are formed on the basis of the distribution and performance of official duties and arise in the process of activity. This is a “relationship of responsible dependence,” as the outstanding teacher A. S. Makarenko called them. Business relationships include not only relationships between management and subordination, but also business relationships between equal members of the group. Business relationships also exist between group members who perform more or less equal and non-overlapping responsibilities. Personal relationships informal substructure of the group are based on likes, dislikes or indifference between group members, on the needs of people in emotional contacts. These relationships are found in friendship, affection, and comradely contacts between some members of the group and in hostility and hostility between others. Business and personal relationships arise and develop in the same group, between the same people. Leading, as a rule, are business relationships. However, their influence depends on the level of development of the group.

The considered socio-psychological characteristics of a small organized group characterize it as an integral entity, in which the main system-forming feature is the joint activity of people aimed at achieving a common goal.

Depending on the nature of the joint activity and the degree of internal unity in its implementation, the following levels of group development can be distinguished:

1. Association . People are united by a common goal, but not everyone accepts it equally; the group’s activities are carried out, although the actions of its members are disunited. The group constantly needs the intervention of the leader; its assets are just beginning to take shape. Personal relationships are established quite quickly, but in the form of friendly companies, they are not determined by business.

2. Cooperation. The unity of actions of group members is more clearly expressed, there are common views on its basic values, and the desire for them. The group has a truly and successfully functioning organized structure. Personal relationships and communication are of a business nature and are subordinated to the achievement of common goals. However, at this level, the direction of the group’s activity is not yet very significant, and therefore it is possible that it will move either positively - towards the collective, or negatively - towards the corporation.

3. Team. Collaborative activities become the core of his life. A characteristic feature of the team is cohesion. It manifests itself in the fact that all the thoughts, feelings and efforts of its members are united by the desire to achieve a common goal. Group norms and values are implemented in practical actions when performing joint activities. Business relationships are as coherent and clear as possible, ensuring interaction between all group members. Personal relationships, on the one hand, are mediated by deeds, on the other hand, they are quite broad, humane, characterized by sensitivity and attentiveness, and goodwill of team members towards each other. Each member of the group feels like a part of it, is satisfied with his position in the group, and is ready to sacrifice himself for the sake of common interests affairs.

4. Corporation. The group is characterized by organizational cohesion, clear interaction, but is closed, isolated from other groups, its activities are aimed at narrow group goals. In corporations there is no consistency of purpose with the goals and objectives of society. Group goals can even be antisocial (for example, in religious sects).

Group members' attitude towards common cause, to each other, to themselves is determined by its psychological climate. In a healthy psychological climate, business relationships are leading. They provide the necessary mutual understanding and are combined with high discipline, responsibility, mutual demands, mutual assistance, camaraderie and support. Personal relationships are characterized by warmth, sympathy, high level of communication, lack of mental tension and negative emotions.

Sections: School psychological service

The school now actively uses group forms of work in class and outside of class.

Group work is one of the forms of organizing joint activities of students and involves temporarily dividing the class into groups of 4 to 8 people (depending on the age of the children) to jointly solve certain problems. Students are invited to discuss the problem, outline ways to solve it, implement them in practice and, finally, present the joint result found.

Studying teaching experience, the results of research in the field of educational psychology led to the conclusion that group work has a number of undeniable advantages. It opens up great opportunities for cooperation and for the emergence of cognitive collective activity among students.

Joint activities in a group based on cooperation - important factor mental development, contributing to the emergence of two types of important neoplasms:

1).Mastering a new subject matter (mutual exchange of methods of action), which ensures a person’s success in individual activities (an “internal opponent” appears, controlling and evaluating his own actions).

2).Mastering the very form of cooperation, which makes a person capable of establishing relationships with people around him and with himself.

However, work in groups does not always turn out to be effective in practice, and sometimes even gives the opposite result: teachers are disappointed in the usefulness and accessibility of this form of work for themselves and students; and children even develop either a reluctance to join groups or a persistent negative attitude towards group work.

This is explained by the fact that students and their teachers are not psychologically prepared for the work itself in a group and for organizing the work of groups. This opens up prospects for cooperation between a teacher and a psychologist. Both teachers and students need to be specially prepared for group work.

At training seminars, it is necessary to familiarize teachers with the psychological conditions for organizing group work.

In order for group work to take place it is necessary:

Create a situation for schoolchildren to develop a general positive attitude towards joint activities in the group. For younger schoolchildren, this situation will be a game; for teenagers – discussion, exchange of opinions, demonstration of abilities and capabilities; for high school students – exchange of information, the opportunity to provide and receive meaningful assistance;

- teach children to work in a group and only then invite them to solve problems of various nature and content in a group form;

Ensure an active exchange of operations (one draws, the other writes); exchange of roles (one is a teacher, the other is a student); exchange of functions (the student performs the function of conscious control, checking the work of his partner); exchange of positions (on the existing product - the work of one’s partner - reveals the author’s intention, his position, considers the correspondence of this idea to the result obtained); exchange of information (this exchange must be organized in such a way that the child begins to process information depending on the knowledge and capabilities of the partner, rebuild it, and supplement it);

Organize meaningful cooperation in completing a task, when students master a large number of complex operations (the ability to analyze their own activities, compare various ways actions with each other, compare methods with the general task and with the expected result, check and evaluate your own actions and the actions of your comrades);

Equip children with the means of intra-group communication: teach them to work according to the rules, act within a given role, communication skills (verbal and non-verbal); conflict-free communication; interpersonal interaction, which includes business communication on an equal basis with the determination of ways effective achievement performance results;

Please note that group work is not effective for all types of tasks. It is most applicable and appropriate when organizing technologies for educational research, design, modeling, problem-based learning, and developing the ability to think creatively;

Determine the teacher’s place in joint activities.

To diagnose the effectiveness of a teacher’s activities in organizing intragroup interaction, you can use a standardized map - characteristics “Levels of formation of motivation for joint activities.”

(see Appendix No. 1).

It is of great importance to train teachers in the basic techniques of organizing group work. These include:

1. Formation of groups.

There are various ways to form groups; the choice of one or another method will depend on the teacher’s goals in at the moment. The success of the work as a whole will depend on how correctly and successfully the group is formed (see Appendix No. 2).

The composition of the group does not remain constant; it is selected taking into account that the capabilities of each group member can be realized with maximum efficiency for the team, depending on the content and nature of the work ahead.

2.Organization of intragroup interaction. It is carried out on the basis of:

compliance with the rules for working in a group, which are given to participants in finished form, or developed by a group (see Appendix No. 3);
taking into account principles (conditions) efficient work in a group (see Appendix No. 4);
role distribution (see Appendix No. 5).
determining how to organize a discussion of the task and its solution. This can be “brainstorming”, doing work in mini parts - groups, pairs or individually.

3. Organizing the group’s work on the task (see Appendices No. 6, 7).

4. Teacher guidance of group work.

If the group is mature enough and knows how to act independently, the functions of the organizer are to evaluate the group’s report on the results of its work. But if students are only taking their first steps in group work, constant monitoring of the group’s work is necessary. The organizer monitors the progress of work in groups, answers questions, regulates interaction, helping to reach agreement in the group, and, in case of emergency, provides assistance to individual students or the group as a whole.

When preparing students for group work, it is necessary to solve the following tasks:

teach children to work in a group according to the rules;
teach to accept and maintain a given role during group work;
practice completing the stages of working on a task;
develop students' reflective skills;
introduce various ways of interaction between group members;
teach effective techniques working on a task;

Forms of training can be different: a special course, training conducted by a psychologist, a series of lessons within a subject, a series of classes conducted by class teacher together with a psychologist (see Appendix No. 8).

REFERENCES.

1. Zeltserman B. Learn! Create! Develop yourself! – Riga: “Experiment”, 1997.

2.Markova A.K. Formation of learning motivation. – M.: Education, 1990.

3. Interregional bulletin of schools of personality development “Phoenix”. - M.: “Russian Encyclopedia”, 1996, issue 5

4. Dancers S.T. Group work in developmental education. Riga: “Experiment”, 1997.

5. Tsukerman G.A. Types of communication in teaching. – Tomsk: Peleng, 1993.

Appendix No. 1.

“Levels of formation of motivation for joint activities.”

Levels	Type of relationship in the COURT	Motives for inclusion in the court	Goals that the child sets	Emotions	Ability to work collaboratively.
1.	Negative attitude	Lack of motives, refusal to work with a partner.	Obtaining a specific learning product (text, solution to a problem)	Openly expresses dissatisfaction with being forced to participate in “useless” work	Doesn't know how to work together. Does not make any attempts to establish interaction.
2.	Indifferent or neutral	They are not realized, are not clearly manifested and are not explained.	Fulfill the teacher's request. Result or method collaboration not interested	Shows neither negative nor positive attitude towards work.	Follows the teacher’s recommendations exactly, but does not make any attempts to establish meaningful contacts.
3.	Positive, undifferentiated, amorphous attitude.	The attractiveness of the external attributes of teamwork: communicating, changing the nature of the activity, having fun.	Participate in new, unusual work.	He is emotionally attuned to work, but when it is difficult to establish business contacts, he gets lost.	Can either refuse to cooperate, or follow the instructions of the teacher, or find a means of cooperation in his experience.
4.	Positive, conscious attitude based on previous experience.	Opportunity to apply your knowledge of collaborative activities in UD.	Find reasons for working together.	They do not demonstrate a burning desire to work together, but they are aware of the need this method work	Goes beyond the models proposed by the teacher and actively seeks his own approaches to establishing SD.
5.	Positive, personal, effective attitude	Business qualities partner. Expediency in joining forces to solve problems.	Finding means and ways of cooperation.	The joy of being able to combine our efforts, coordinate our actions, and obtain a joint product.	Looks for ways of business interaction, evaluates his own and others’ actions in terms of contribution to overall result, sets intermediate goals for cooperation.

Appendix No. 2.

WAYS OF FORMING GROUPS.

Group at will

The basis for the formation is that the participants themselves choose those with whom they would like to work.

Uniformity – heterogeneous;

The result is difficult to predict;

Formation task – “Divide into groups of ... people in each”, “Divide into equal groups.”

“Random” group

Basis for formation - participants are forced to unite to perform some kind of work, although they do not interact together under any other conditions.

Uniformity – heterogeneous;

The result is difficult to predict, since incompatibility may cause serious conflicts and make work almost impossible.

The task of forming is from those who are sitting nearby; according to the colors of the issued tokens; invite one player to turn away and, without looking, name the number of the group to which the participant indicated by the organizer will go.

Group formed by a leader

The basis for formation is that leaders (appointed by the organizer or chosen by participants) choose the most efficient participants (sometimes friendship and sympathy fade into the background);

Uniformity – relatively homogeneous;

The result is predictable, since the leader chooses those who are able to achieve a certain result;

Formation task - the organizer of the work asks those whom he appoints as leaders to leave, and then the leaders take turns naming those with whom they wish to work in the group.

If the choice of leaders is made by the players, then the organizer of the work says: “For the game we will need to divide into groups. Let’s choose (name the required number) leaders who will form these groups.”

Group formed by the organizer

Basis for formation – is formed in accordance with the goals that the organizer sets for himself at the moment. This group, due to its composition, solves certain problems.

Homogeneity – 1).Homogeneous if the composition of the group is selected from participants of equal opportunities (leaders, advanced, with the same rate of performance, level of knowledge, abilities, etc.)

2).Heterogeneous if the composition of the group is selected from students different levels training, awareness on this subject, compatibility.

The result is predicted in advance: in the first case, for example, to prepare participants for the Olympiad, in the second case, mutual complementation and enrichment.

Formation task - the organizer names the names of the participants who should work in a particular group.

Appendix No. 3.

SAMPLE RULES FOR WORKING IN A GROUP.

(given ready-made or developed by participants).

Everyone needs to actively participate in the group.
We need to listen and understand each other.
You need to be able to negotiate.
It is necessary to follow the procedure for working in a group (set time, special conditions for completing the task).

Appendix No. 4.

CONDITIONS FOR EFFECTIVE WORK IN A GROUP.

The desire of each participant to work with each other.
Clarification of the purpose of the group work. The group is formed to achieve a result (finding a way to solve a problem, posing a problem), and not for pleasant, friendly communication.
It is important to properly organize the search for a solution to a task or problem, which will dramatically reduce the time it takes to complete a task:

follow the rules of working in a group;
distribute roles; It is better if there is an organizer in the group;
regard the participation of each participant not as a hindrance, but as an additional resource that will enrich the group and increase the pace of work;

4. It’s good if group members have approximately equal opportunities. And if this does not happen, the voluntary consent of students of different strengths to work on equal terms is necessary.

Appendix No. 5.

APPROXIMATE ROLE DISTRIBUTION IN THE GROUP.

Organizer (leader) - organizes discussion and mutual understanding, involves everyone in the work of the group.

Secretary– formalizes the group’s decision.

Assistant Secretary – writes down all suggestions from group members.

Speaker – presents the results of the group’s work.

Assistant Speaker– monitors compliance with the rules in the group.

Timekeeper – monitors compliance with the group’s work regulations.

Each group member simultaneously acts as an “idea generator,” “understander,” and “critic.”

Appendix No. 6.

ORGANIZATION OF WORK ON A TASK.

Consists of the following stages:

A). Preparing for the task:

setting a cognitive task;
instructions on the sequence of work;
distribution of necessary didactic material by groups.

B). Group work:

familiarization with the material, planning work in a group;
distribution of tasks within the group;
individual task completion;
discussion of individual results of work in a group;
selection and discussion general solution;
preparation for presenting the results (formalization of the decision, preparation of speakers).

IN). Presentation of work results:

reporting the results of work in groups (in a visual form or orally);
discussion of the results of the work (questions for understanding from other groups, selection of the most successful solution);
discussion of the work process, reflection.

Appendix No. 7.

SAMPLE QUESTIONS

TO DISCUSS THE PROCESS OF WORK ON THE TASK.

What was good, what worked?
What difficulties did the group members encounter and how did they try to solve them?
Was the group work effective and why?
What did each group member do, how did they understand their goals and objectives when completing the task?
What new did each participant learn about organizing work on the task?
What do you need to consider to improve your performance in the future?

Appendix No. 8.

Experience in conducting lessons on students’ mastery of ways to organize interaction in a group.

The non-profit educational institution “Gymnasium “Kvant” in Veliky Novgorod has experience in conducting joint lessons between a psychologist and a subject teacher to teach schoolchildren group work.

The task of the teacher in such a lesson is to guide the activities of students as the group works on a task in the subject, and the task of the psychologist is to assist the children in mastering methods of meaningful cooperation and organizing communication while completing the task.

Mathematics lesson “Basic properties of geometric figures” in 10th grade.

At the beginning of the lesson, the psychologist addresses the students:

Guys, on the poster you see geometric shapes - a circle, a square, a triangle, a broken line (zigzag). Look at them carefully and choose a token with the image of one of the figures that you like the most based on the principle: “I look like this figure.”

A psychologist takes part in discussing the process of working in a group on a task.

PSYCHOLOGIST: Guys, you know quite well many of the properties of geometric shapes, such as a square, a triangle, a circle, a zigzag (broken line).

But it turns out they have one more feature. There is a connection between geometric shapes and human character traits. This connection is studied by such a direction of psychological science as PSYCHOGEOMETRY - a unique system of personality analysis.

To get to know her better, I suggest you complete a small task. Now you will receive cards with a set of character traits (see table).

Discuss them in a group and try to correlate character traits with geometric shapes (by association). Justify your answer.

The groups take turns expressing their guesses, the teacher gives the correct answer, and a point is counted for each of them. The most insightful team is revealed.

PSYCHOLOGIST : You can “try on” the set of character traits that corresponds to the icon you chose at the beginning of the lesson, deciding: “To what extent does this suit me? Does this sound like me? Am I like this?”

We can draw the following conclusion: if a person has a certain set of character traits (psychological type), then from the proposed set of geometric figures he will choose as the one he likes more than others a very specific figure corresponding to his type.

Do you think the work in the group was effective if it included guys of the same psychological type, for example, only triangles?

Is it possible to collaborate effectively in a group with people of different psychological types?

How can you apply knowledge of psychogeometry in group work?

As a result of the discussion, students come to the conclusion that knowledge of a person’s psychological type can be used to increase productivity in a group:

during role distribution, especially when choosing a discussion organizer;
when choosing a communication style;
in forecasting, understanding human behavior in typical situations;
to take into account the strong and weaknesses personality.

Table

PSYCHOLOGICAL PROPERTIES OF GEOMETRIC FIGURES.

Organized

Hardworking

Reasonable

Tenacious, persistent

Firm in decisions

Patient

Thrifty

friendly

peaceful

good listener

empathetic

conflict-free

fair

indecisive

leader leading

decisive

aiming to win

self-confident

vigorous

risk-averse

feeling beauty

witty

loving change

fickle in hobbies

creative

independent

looking to the future

enthusiastic, enthusiastic

dreamer

Square (1), triangle (2), circle (3), broken line (4).

Signs of a group subject of labor

The object of study of the psychology of joint labor activity is group subjects of labor - teams, brigades, work collectives, etc.

1. The presence of common goals for various participants in the labor process.

2. Formation of general labor motivation, which is not limited to individual motives.

3. The division of a single labor process into individual actions and operations and the distribution of roles in the group, which leads to the formation of a structure of relationships between group members.

4. Association/jointness of production functions of participants in the labor process as components of a group subject of labor.

5. Strict consistency, coordination of the implementation of distributed and at the same time organizationally united actions of group members in accordance with a pre-planned program.

6. The need to highlight the management function in joint labor activity, aimed at the participants and through them at the subject of labor.

7. The presence of a single final result, common to the work collective and characterized by greater efficiency and quality compared to the individual form of labor organization.

8. Unity (linking) of the spatio-temporal functioning of participants in joint activities

B. F. Lomov considered the presence of a common work goal among group members as a key feature of joint professional activity. The group unites as a new organizational entity and exists in this capacity as long as the group members maintain a common goal of activity.

The minds of members of collective work must reflect their responsibilities and the way they interact with each other, which depend on the nature of the organization and the type of its activities. Consider the following classification of organizations:

1. Governmental and non-governmental(the status of a government organization is given by official authorities).

2. Commercial and non-commercial. Commercial organizations are those whose main goal is to make a profit. Non-profits define the satisfaction of public needs as their main goal.

3. Budgetary and non-budgetary. Budgetary organizations base their activities on the funds allocated by the state.

4. Public and economic. Public organizations base their activities on meeting the needs of members of their society.

5. Formal and informal. Formal organizations are duly registered societies, partnerships, etc., which act as legal and non-legal entities.

As a special type of organization we can distinguish socio-economic organizations. A socio-economic organization is characterized by the presence of social and economic ties between workers.

Social connections include:

· interpersonal, everyday relationships;

· relationships across management levels;

· relations with members of public organizations.

Economic ties include:

· financial incentives and responsibility;

· living standards, benefits and privileges.

Organizations can also be classified according to the way they work together.

O.I. Zotova (1987) distinguishes between the external and internal structure of the brigade.

External structure may be a purely external form of association of workers.

Internal structure reflects the brigade as a single informal organism, a team that could be developed at different levels.

Team of low level of development represents a group as an association of individuals (there is no role and status pressure, and group norms of behavior have not been developed).

Mid-level team has signs of an external and internal organizational structure, but there are often no connections between them, and there may be contradictions.

Team of the highest level of development has an interconnected external and internal structure, group norms and values that are recognized and significant for its members.

Forms of organizing joint activities. Features of organizing joint activities in speech development lessons Method of organizing joint activities

9.3. Group psychology

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