ТРЕНИНГ-МАСТЕРСКАЯ
Составлено на основе материалов Британского Совета в России
Цели и задачи тренинга:
· Определить значение каждого из основных типов поведения;
· Дать определение понятия “Rapport”;
· Объяснить и оценить важность каждого из компонентов “Rapport”.
The outcomes:
l To Identify Some Body Language Patterns and their meanings
l To Give the Definition of Rapport and List its Components
l To Explain and Evaluate the Importance of Particular Rapport Components
Объединение в группы.
Участникам тренинга предлагается разделиться на подгруппы, найдя партнера с идентичной картинкой.
To have a good, energetic start for our today’s session I’d like to offer you one activity. Each of you will get a picture, you need to keep it secret, make sure others don’t see it. Your task is to find a partner or partners with absolutely identical pictures. To make the matter a bit more complicated, as you’re all too good to do such a simple task, you CAN’T talk or pronounce any words. So as soon as you hear the music, get started. As soon as it finishes, your time is over. Right, let’s go over the procedure once again, you help me.
Now comes the reflection: so, what body language did our brave participants use?
1 ЭТАП. ИНДУКТОР.
Создается эмоциональный настрой, мотивирующий творческую деятельность, включающий чувства, подсознание, формирующий личностное отношение к предмету обсуждения.
Positive and friendly working atmosphere in the classroom is ultimately important. At English lessons, when speech generally has limited application, our body language (mimics, gestures, smile, and posture-осанка) plays a key role not only for building up rapport but have direct influence on efficiency of the learning process and acquiring knowledge. Often the result of our work depends on HOW we speak and move, WHAT position in the classroom we choose and WHERE we look during the class.
It’s not surprising that this aspect of teaching is paid much attention to in the international practice whereas in our everyday work we hardly give enough time to the analysis of these problems.
Now we ‘re going to watch 2 pieces of video, I’m not going to announce the movies they’re taken from as I can speak about them for ages. Let’s first just watch them
How would you describe in a couple of words the state atmosphere in the classroom which you could read by the body language? (The teacher is confident but furious. The students are frightened)
Let’s watch the second episode. Now what would you say about the teacher’s state? ( cheerful and positive, then insecure, looking for support and finally frightened. The students are confident, aggressive)
а) Сформулируйте тему тренинга.
So, I’ve given you some hints. Could you name the topic of our today’s discussion?
Why is building-up rapport (ræpɔ:) so vitally important? What methods can help us make our work more effective, develop confidence and get job satisfaction? Does our body language change when we speak a foreign language? How to work out an individual strategy of building up rapport? Within the session we’ll identify some body language patterns – образец), give the definition of the report and list its components, we’ll explain and evaluate the importance of particular Rapport components.
в) Какой язык жестов мы используем в классе, чтобы общаться друг с другом.
Let’s have a look at this slide and see what everyday body language we use in the classroom to communicate
It’s no secret that 93% of the message we want to communicate refers to non-verbal aspects and only 7% to the words that we say. No doubt we are all aware of the fact that the way we move, look at people, the way we talk, our position in the classroom has its positive or sometimes negative effect on the way we teach and thus on the final result. To my mind it’s part of a teacher’s personality as I believe that everyone has his/her own style of teaching though there are many thing s that we can share to make our work more effective and to enjoy it more.
2.ЭТАП. РАБОТА С МАТЕРИАЛОМ.
Учитель предлагает ученикам разнообразный материал в виде предметов, объектов, текстов, иллюстраций, таблиц, схем, фактических данных - все, что способно пробудить фантазию, мысль, позволяет по-новому взглянуть на давно известное.
Участникам тренинга предлагается подобрать понятия к каждому из основных типов поведения.
The Core Body Language Patterns for Clusters of Body Movements
Find the meaning which corresponds to each pattern
(draw lines to connect them)
1. Moving Forward | a. Aggression |
2. Striking | b. Anger |
3. Expanding | c. Anger/Superiority |
4. Crossing | d. Defence |
5. Moving Away | e. Defining Personal Space |
6. Repeating | f. Irritation/ Impatience |
7. Shaping | g. Reinforcement of One’s Words |
8. Opening | h. Trust/ Absence of Fear |
9. Touching | i. Uncertainty/ Discomfort |
Crossing | Defence Crossing is usually an act to cover up the torso, defending it from attack. The torso contains important organs, whilst the arms, particular on the outside, are just muscle, which can be re-grown. |
Expanding | Anger/Superiority Making the body bigger says 'I am powerful' and is a typical male action. This warns other men not to attack and may indicate that the person is thinking of attacking. It can thus be a response to a threat. If one man expands, then others have the choice of retreating or expanding also ('If you attack, I'll fight back!'). Expansion can thus indicate anger. |
Moving Away | Defining Personal Space When people are conversing in close proximity, they are also within reach of the other person and thus vulnerable to attack. Whilst this is unlikely, we are programmed to be cautious and a movement away often shows a desire to continue moving away. Politeness, though, often keeps us in place so we just lean back or turn away. |
Moving Forward | Aggression Moving forward can be an act of aggression and so signal anger, especially if it is done quickly and in concert with other aggressive signals such as an angry expression on the face. As such it is an invitation for the other person either to move away or to fight. |
Opening | Trust/ Absence of Fear Opening is a signal of readiness to listen and accept others. In particular the transition of going from closed to open shows a change of heart, of going from suspicion and anxiety to comfort and acceptance. |
Repeating | Irritation/ Impatience When a person is bored, they seek other things to do and a repetitive movement can provide a simple distraction. The stimulation of movement may also be seen in dancing and moving along to music. Curiously, repetition leads to a trance state which can be pleasurable, and which may explain why some people repeat actions |
Shaping | Reinforcement (ri:ɪnfɔ:smənt) подкрепление of One’s Words When people talk, they use their whole body to describe what they are talking about, shaping what they are saying as a reinforcement and emphasis of their words |
Striking | Anger Striking (without actually hitting others) is usually an open act of aggression, saying 'I want to hit you!' and can be very intimidating, particularly if the person involved could clearly do damage. It is thus closely associated with anger. |
Touching | Uncertainty/ Discomfort Touching oneself is often a sign of uncertainty or discomfort. It is as if the person is reassuring themselves, using their own hands in place of the hands of a non-present parent or friend. |
3 ЭТАП. СОЦИАЛИЗАЦИЯ И АФИШИРОВАНИЕ.
Это этап предъявления созданного продукта, наработок, идей, планов, их реализации всем участникам, аудитории.
а) Участникам предлагается соотнести типы поведения с конкретным действием или ситуацией, предложенной в следующем задании.
Body movements: find a match between the patterns listed above and the actions listed below (put a number to match each point):
1. Articulating words with your lips, demonstrating something big with your arms
2. Flaring the nose, thrusting out the chin, standing upright as tall as possible
3. Holding hands, inter-twining fingers, crossing legs
4. Pulling back the head, stepping back
5. Reaching forward with arms and hands, leaning forward, stepping forward
6. Rubbing one’s nose, touching the cheek in surprise or horror
7. Tapping of feet, drumming of fingers, bouncing or swinging a leg
8. Unfolding arms, spreading palms around from front to side, raising head
9. Wagging one’s finger in admonishment, warning someone, stamping the ground with a foot
в) Из предложенных слов составьте понятие Rapport
So what are your associations with RAPPORT? Now let’s try to reconstruct the definition of Rapport:
the, and (x2), of (x2), between, understanding, trust, feeling, people (x2), groups.
4 ЭТАП. КОРРЕКТИРОВКА, ИЛИ РАЗРЫВ.
Существенно, что на этом этапе происходит кульминация творческого процесса: озарение, новое видение предмета, явления, внутреннее сознание неполноты или несоответствия своего старого знания новому, побуждающее к углублению в проблему, либо выдвижению новых проблем, к поиску ответов.
Составьте список вещей, которых вы особенно цените для установления связи.
So, make a list of things which you value in rapport most of all. What things you do to establish a good relationship with your students.
And a video again, we’ll watch a video which gives us very good examples of establishing rapport in specific national context, and we can use these principles, adapting them to our environment.
In this video some the components of the report are going to be discussed. I’d like you distinguish them find the examples to illustrate them in the video.
5 ЭТАП. РЕФЛЕКСИЯ.
Это этап возвращения назад, предметного рассмотрения самого знания, критический анализ его содержания и методов познания, самоанализ, обобщение чувств, возникших в мастерской.
Участникам предлагается определить, что в из полученной информации они смогут использовать сразу же, что требует переосмысливания и доработки, а что никогда не пригодиться.
Unfortunately at this I have to finish the session, we come back to the outcomes and feedback.
Could you please write down on your stickers what you are going to put in your case. The information that you’ll use at your English lessons.
On the flipchart with a grinder I’d like to see something that needs rethinking or changing.
And the bin. Could you write down what you’ll never use at your teaching English development and immediately throw away when you go out of this classroom.
It was great to work with you, so see you next time!
