How to conduct a round table event. Organization and holding of round tables. Presenter's opening remarks

3 .4. "ROUND TABLE"

The methodology of a round table discussion is, as is known, based on the principle of collective discussion of a problem. This form of conducting a seminar lesson is attractive, first of all, because it gives everyone the opportunity to express their point of view on an equal basis. It is important to create a friendly environment. Respectful attitude of the teacher towards students and students towards each other is a very important condition for the success of the round table conversation. So, a round table discussion by its nature requires strict adherence to the principles of equality and democracy.

Principle of equality means the absence of any privileges for some participants in the conversation over others, the refusal of any subordination between the participants. No one dominates, everyone is equal in a dispute.

Compliance the principle of democracy should exclude at round table meetings any manifestations of authoritarianism, suppression of criticism, or imposition of one’s own views and beliefs. Any form of prohibitions, as well as conformist relations with students, are unacceptable.

It is very important for the teacher to ensure that the conversation is not scholastic. The main and most difficult task is the ability to connect evidence and conviction during the discussion.

A round table conversation can be presented in a simplified form as a chain consisting of a sequentially posed thesis in the form of a question, its proof, possible and real counterarguments, their refutation, and the transformation of the thesis as a result of the discussion into the conviction of the participants.

When preparing to conduct a seminar in the form of a round table, the teacher should think about formulating the topic, filling it with content that has not only theoretical but also practical significance, and also affects the interests of students and excites them.

Preparation of the round table "requires serious work by all future participants in the conversation.

The organizing function of the teacher is very important. The discussion needs to be managed. Teacher thinks through the logic of presentation, outlines key issues, the sequence of their consideration, and selects a presenter. He should be the most prepared student who enjoys great authority in the group.

To the presenter the most responsible role is assigned. He, like a conductor, directs the course of the dispute. He has to show consistency, firmness and integrity in order to defend his beliefs, the ability to compare the points of view of all participants in the discussion and affirm the ideals of the scientific worldview in the minds of students.

Leading must study all available required and additional literature, think through, together with the teacher, the logic of disclosing the material, the sequence of the conversation; prepare blocks of problematic questions in advance, naturally, think through the answers to them, develop a script for the conversation.

The teacher needs to orient all students in advance to the specific problems that are planned to be discussed, and provide advice on all issues that arise. Students study the topic using primary sources, the most interesting monographs, and articles.

During the conversation, it is advisable to seat all students at the same table so that they look not at each other’s backs, but at each other’s faces. This expands the circle of participants, seems to liberate the interlocutors, and promotes a free exchange of opinions.

The next important stage of methodological work is building a round table discussion.

Scenario for the round table discussion:

1) introductory part,

2) raising problematic issues,

3) discussion on them,

4) summing up the discussion,

5) development of recommendations or information material for subsequent use by meeting participants.

The introductory part may consist of information about the subject of the discussion, its plan, and regulations. It is also associated with the formulation of problematic and search questions. It is important to formulate them in such a way as to provoke discussion and stimulate the formulation of new questions.

In a round table conversation, deadlocks may arise, the discussion does not flare up, and the audience does not accept proposals for the exchange of opinions. In such cases, it is necessary to take measures to activate the participants in the conversation, but in no case should you resort to calls or demand activity from the audience. If one problem does not “work”, you can propose another one, similar in content, for discussion.

An extremely valuable quality for getting out of dead-end situations is the ability of a teacher and presenter to improvise. The ability to rearrange a conversation plan during a meeting, show resourcefulness and courage in presenting pressing problems, and demonstrate methodological skill in a difficult situation means overcoming the unfavorable flow of the discussion, giving it dynamism, and returning it to the mainstream of a fruitful exchange of opinions.

The discussion ends when the possibilities for new convincing speeches have been exhausted and the students have already formed an idea of the truth, but an objective assessment of the positions must be made by the teacher. It is very useful to note the positive and negative points in the argumentation of both sides, to highlight the position towards which the majority is inclined. It is good when a round table discussion leads the majority of participants to a common opinion. However, this cannot be demanded, since the discussion is intended not only to provide answers, but also to promote the search for truth, the process of raising new questions, and thereby stimulate the development of new problems.

The results of the meeting are summed up in a brief concluding speech by the teacher, and questions for discussion at the next lesson are outlined.

Analyzing the work of the presenter, one should emphasize his strengths and weak sides(for example, it is bad if there was a desire to impose one’s opinion). The assessment of speeches is given based on the student’s general preparedness on the topic and taking into account his activity in the discussion, skill in conducting a dispute, mastery of polemics, and ability to argue for the positions being defended.

Typically, this form of conducting a seminar lesson contributes to the development of students’ creative initiative and the formation of their independent thinking skills.

SAMPLE TOPICS OF ROUND TABLES

Topic 1.Ecological problem. Threat of global environmental disaster

Literature

Topic 2. Globalization and interaction of civilizations

Literature:

Bell D. The Coming Post-Industrial Society. – M.1999.

Vavilov A.M. Environmental consequences of the arms race. M. 1984

Global Studies: Encyclopedia. – M., 2003.

Global problems and universal values. – M., 1990.

Global problems of civilization. – M., 1987.

Global evolutionism. Philosophical analysis. – M., 1994.

Moiseev N.N. The fate of civilization. The path of the mind. – M., 2000.

Panarin A.S. Global political forecasting. – M., 2000.

Toffler E. The Third Wave. – M.1999.

Utkin A.I. Philosophy of global problems. – M., 2000.

Utkin A.I. American strategy for the 21st century. – M..2000.

Huntington S. Clash of Civilizations?//Polis. -1994. - No. 1.

Chumakov A.N. Metaphysics of globalization. Cultural and civilizational context. – M., 2006.

Chumakov A.N. Philosophy of global problems. – M. 1994.

Topic 3. Modern philosophical and scientific hypotheses

human origins

Literature

Adler A. Understand human nature. St. Petersburg, 1997.

Andreev I.L. The origin of man and humanity. M., 1988

Porshnev V.F. About the beginning of human history. – M., 1974.

Stevenson L. Ten theories about human nature. – M., 2004.

Teilhard de Chardin P. The Phenomenon of Man. – M., 1987.

Human. Thinkers past and present on his life, death and immortality. – M., 1991.

Man in the system of sciences. M., 1989.

This is a man. Anthology. M: Higher School. 1995.

Round tables - This is one of the most popular formats for conducting scientific events. In essence, the Round Table is a platform for discussion of a limited number of people (usually no more than 25 people; by default, experts, respected specialists in a particular field).

But you should not use the concept of “round table” as a synonym for the concepts of “discussion”, “polemic”, “dialogue”. It is not right. Each of them has its own content, and it only partially coincides with the content of the others.A “round table” is a form of organizing an exchange of opinions.This term does not indicate what the nature of the exchange of opinions will be. In contrast, the concept of “discussion” presupposes... Within the framework of the discussion, there is a free exchange of opinions (open discussion of professional problems). “Policy” is a special type of discussion, during which some participants try to refute and “destroy” their opponents. “Dialogue,” in turn, is a type of speech characterized by situationality (depending on the situation of the conversation), contextuality (depending on previous statements), a low degree of organization, involuntary and unplanned nature.

Purpose of the Round Table – provide participants with the opportunity to express their point of view on the problem under discussion, and subsequently formulate either a common opinion or clearly distinguish between the different positions of the parties.

Organizational features of round tables:

relative cheapness of holding compared to other “open” event formats;
lack of a rigid structure and regulations. That is, the organizer has practically no tools for direct influence on the program (you cannot force guests to say what the organizers want), but only indirect ones. For example, you can divide the entire discussion into several semantic blocks, thereby formalizing the structure of the event, but everything that happens within these blocks depends entirely on the host of the Round Table; significant restrictions in terms of the number of visitors;
intimate event.

Moderation (conducting).

A key element of any Round Table is moderation. The term "moderation" comes from the Italian "moderare" and means "mitigation", "restraint", "moderation", "restraint". The moderator is the host of the round table. IN modern meaning Moderation is understood as a technique for organizing communication, thanks to which group work becomes more focused and structured.

Presenter's task – not just announce the list of participants, outline the main topics of the event and give a start to the Round Table, but keep in your hands everything that happens from beginning to end. Therefore, the requirements for the professional qualities of Round Table leaders are high.

The presenter must be able to clearly formulate the problem, not let the thought spread out, highlight the main idea of the previous speaker and, with a smooth logical transition, give the floor to the next one, follow the rules. Ideally, the Round Table leader should be impartial.

Do not forget that the moderator is also an actual participant in the Round Table. Therefore, he must not only direct the discussion, but also partially take part in it, focus the attention of those present on the information that is required, or, conversely, try to move the conversation in a new direction as quickly as possible. It should be remembered that the presenter must have the minimum required knowledge on the stated topic.

The presenter of the Round Table should not be:

Confused and intimidated. Such qualities are typical for novice presenters and are associated with anxiety and lack of practice.
Authoritarian. The desire to control and regulate the course of discussion to the maximum extent, to maintain strict discipline, is not conducive to discussion.
Conniving. The facilitator must focus the discussion on the issues being discussed and concentrate it in time. Connivance on his part will contribute to the activation of alternative leaders who will try to shift attention to themselves. The discussion will begin to move away from the topic and break up into local discussions. Too active. The task of extracting information requires limiting the activity of the leader.
Poor listeners. The facilitator's lack of listening skills will result in a lot of useful information being lost from what was said during the discussion. In this case, the more subtle comments received as a result of public discussion, which represent the basis for deepening the discussion, will remain unheeded. The reasons for this behavior may be the desire of the Round Table leader to strictly follow the discussion questionnaire, as a result of which he concentrates his attention on it. Or a concern about effectively listening to everyone in the group without leaving anyone out and giving everyone equal time.
Comedian. Involves focusing on the entertainment aspect of the discussion more than on its content.
Exhibitionist. Such a leader uses the group mainly for self-affirmation purposes and puts personal goals above research goals. Narcissism can be expressed in pretentious poses, unnatural gestures and intonations, moralizing and other forms of “working for the public.”

Rules for round table participants:

the participant must be an expert on the topic being discussed;
You should not agree to participate in the Round Table just for the sake of the very fact of participation: if you have nothing to say, then it is better to remain silent.

Stages of preparing round tables:

1.Choosing a topic. It is carried out with a focus on the areas of scientific work of the department and teachers. Departments propose topics for “Round Tables” with justification for the need for its discussion and development. In this case, the general rule should be taken into account: the more specifically the topic is formulated, the better. In addition, the topic should be of interest to the audience.

2. Selection of the presenter (moderator) and his preparation.The moderator must have such qualities as communication skills, artistry, and intelligence. Personal charm and a sense of tact are also important. The competence of the presenter plays a special role for the Round Table, therefore the moderator is obliged to independently carry out preparations within the framework of the given topic of the Round Table.

3. Selection of participants and identification of experts for the Round Table.The essence of any Round Table is to attempt a “brainstorming” on a specific problem and find answers to some important questions. To do this, it is necessary to gather in one place people who have the necessary knowledge on the issue that requires coverage. These people are called experts or specialists. The initiator needs to identify potential experts who could give qualified answers to questions that arise as part of the discussion of the stated topic of the Round Table. If the scale of the event extends beyond the boundaries of the university, it is advisable at the preliminary stage of preparation of the Round Table to send out information letters and invitations to participate in this event to the intended participants. It should be remembered that the formation of a group of participants requires a differentiated approach: these should be not only competent, creatively thinking people, but also officials, representatives of the executive branch, on whom decision-making depends.

5.Preparing a questionnaire for Round Table participants– the purpose of the survey is to quickly and without a lot of time and money to get an objective idea of the opinion of the Round Table participants on the issues discussed. The survey can be continuous (in which all participants of the Round Table are surveyed) or selective (in which part of the Round Table participants are surveyed). When compiling a questionnaire, it is necessary to determine the main task-problem, break it down into components, and assume on the basis of what information it will be possible to draw certain conclusions. Questions can be open, closed, semi-closed. Their wording should be short, clear in meaning, simple, precise, and unambiguous. You need to start with relatively simple questions, then offer more complex ones. It is advisable to group questions according to meaning. Before the questions, there is usually a message to the survey participants and instructions for filling out the questionnaire. At the end, the participants should be thanked.

Preparation of a preliminary resolution of the Round Table.The draft final document should include a statement part, which lists the problems that were discussed by the participants of the Round Table. The resolution may contain specific recommendations to libraries, methodological centers, government bodies at various levels, developed during discussion or decisions that can be implemented through certain activities, indicating the deadlines for their implementation and those responsible.

Methodology for conducting the Round Table.
The round table is opened by the presenter. He represents the participants in the discussion, directs its course, monitors the regulations, which are determined at the beginning of the discussion, summarizes the results, and summarizes constructive proposals. The discussion within the Round Table should be constructive and should not be reduced, on the one hand, only to reports on the work done, and on the other hand, only to critical speeches. Messages should be short, no more than 10-12 minutes. The draft final document is announced at the end of the discussion (discussion), additions, changes, and amendments are made to it.

Options for holding round tables:

The first option is for participants to make presentations and then discuss them. At the same time, the presenter takes a relatively modest part in the meeting - distributes the time for speeches, gives the floor to the discussion participants.
The second option is for the presenter to interview the Round Table participants or put forward points for discussion. In this case, he makes sure that all participants speak out and “keeps” the course of the discussion in line with the main problem for which the round table meeting was organized. This way of conducting the Round Table arouses greater interest among the audience. But it requires greater skill and deep knowledge of the “nuances” of the problem being discussed from the presenter.
The third option is “methodological gatherings”. The organization of such a round table has its own characteristics. Issues that are essential for solving some key educational tasks are proposed for discussion. educational process. The topic of discussion is not announced in advance. In this case, the skill of the Round Table presenter is to invite listeners to straight Talk on the issue under discussion and bring them to certain conclusions. The purpose of such “get-togethers” is to form the correct point of view on a certain pedagogical problem; creating a favorable psychological climate in this group of students.
The fourth option is “methodological dialogue”. Within the framework of this form of the Round Table, listeners are familiarized with the topic of discussion in advance, receive theoretical homework. A methodological dialogue is conducted on a specific problem between the presenter and listeners or between groups of listeners. The driving force of dialogue is the culture of communication and the activity of listeners. The general emotional atmosphere is of great importance, which allows one to evoke a feeling of internal unity. In conclusion, a conclusion is drawn on the topic and a decision is made on further joint actions.

Presentation of materials from the Round Table.

The most common options for publishing the results of round table discussions are as follows:

a brief (reduced) summary of all the speeches of the Round Table participants.In this case, the most important thing is selected. The text is given on behalf of the participants in the form of direct speech. At the same time, the host of the Round Table must discuss with the speakers what exactly will be selected for publication from each speech. These rules dictate ethical requirements that must always be observed when working with authors of texts.
general summary , extracted from various speeches made during the discussion. In essence, these are general conclusions on the material that was presented during the conversation or discussion of the Round Table.
a complete summary of all participants' speeches.

Round table on the topic “Effective forms of working with families”

Target: consideration of the system of interaction between “family and school” from the perspective of psychological and pedagogical support for students and their parents.
Tasks:
get acquainted with the classification of forms and methods of working with the student’s family;
consider and discuss the problems of the identified issue; analyze the current state of the process of cooperation between family and school;
outline ways to build effective work between the school’s teaching staff and the contingent of student parents;
use the acquired theoretical knowledge in practice.

Category of participants: educational psychologists at city schools.
Form:"round table".
Operating time: 55 minutes.
Working methods:
- method of working in groups;
- project method;
- group discussion method.
Work principles:
- principle of activity;
- the principle of partnership communication;
- the principle of concentration of presence;
- feedback principle.
Material used:
- blank sheets Whatman paper;
- markers or felt-tip pens;
- multimedia projector, interactive whiteboard, presentation.

Event structure:
1. Organizational moment (welcome ritual, emotional mood for work);
2. Theoretical part (introduction to the thematic part of the issue, familiarization of participants with new information);
3. Practical part – round table work (using teamwork techniques: “Interview”; “Exchange of opinions”; work in small groups);
4. Summing up, reflection.
5. Farewell ritual.

Progress.
I. Greetings and emotional mood of the participants for the upcoming work.
Exercise "Associations".
Working time: 6 minutes.
The presenter names three concepts in succession: “child”, “school”, “family”. The first participant’s task is to name his own association to the proposed word. Further in the circle, the next participant names the association to the previous word (for example: “child” - “baby” - “stroller” - “sleep”, etc.).

II. Theoretical part.
Working time: 12 minutes.

That child teacher is bad
who doesn't remember his childhood.
Ebner-Eschenbach.

Undoubtedly, all the concepts that were uttered: “child”, “school”, “family” are directly related to our conversation today. All of them are closely related to the process of education. The effectiveness of the educational process depends on how closely the school and family interact. The family is considered as the main customer and ally in the upbringing of children, and the combined efforts of parents and teachers create favorable conditions for the development of the child. The family can be compared to a launching pad that determines a person’s life path. Every adult, and first of all a parent, is responsible for ensuring that the child learns to overcome the problems that he encounters along the way.
Today, a well-thought-out and clearly organized system of cooperation is of great importance in working with students’ parents. Psychological and pedagogical support for parents of students can be organized through both individual and group forms of work.
Individual forms of work with parents include the following: individual consultations, conversations, questionnaires, express diagnostics, correspondence with parents, analysis of children's work, home visits.
Group interactions include such forms of interaction as parent meetings, conferences, round tables, question and answer evenings, parent universities, parent clubs, pedagogical discussions (debates), role-playing games, parent trainings. The most common form of group work with parents is the parent meeting.
Individual forms of working with families.
Family visits are an effective form of individual work between a teacher and parents. When visiting a family, one gets to know the student’s living conditions. The teacher talks with parents about his character, interests, attitude towards parents, etc.
Correspondence with parents is a written form of informing parents about the progress of their children. It is permissible to notify parents about upcoming joint activities at school and provide recommendations on raising children.
Individual thematic consultations are carried out on the parents themselves if they are faced with a problem raising a child that they cannot solve on their own. Consulting with parents is beneficial both for them and for the teacher. Parents receive a real idea of school affairs and the child’s behavior, while the teacher receives the information he needs for a deeper understanding of the student’s problems. Each consultation involves not only discussing the problem, but also practical recommendations by her decision. Not every teacher can conduct such a consultation, so it is always appropriate to involve competent specialists (psychologist, social teacher) to find a solution in a difficult situation.
Group forms of work with families.
Parent meetings- a form of analysis, comprehension based on data from pedagogical science of educational experience. Parent meetings can be:
- organizational;
- current or thematic;
- final;
- school-wide and classroom.
The topic of parent-teacher meetings is determined by the class teacher based on a study of the goals and objectives of the school’s work with parents and based on the requests of class parents.
Parent universities are a fairly interesting and productive form of working with parents. The purpose of parent universities at school is the psychological and pedagogical education of parents. Education of parents is aimed at equipping them with the basics of pedagogical and psychological culture and familiarizing them with current issues of education. The most effective are parent universities, where classes are conducted in parallel classes. This makes it possible to invite the most interested audience to a university lesson, which is united by a common problem and the same age characteristics. The specialists who conduct the meeting are more easily versed in parents’ questions and can prepare for them in advance.
The forms of classes at the parent university can be very diverse: conferences, question and answer hours on a current topic, lectures, workshops, parent rings.
The conference is a form of pedagogical education that provides for the expansion, deepening and consolidation of knowledge about raising children.
Conferences can be: scientific and practical, theoretical, reading, experience exchange, conferences of mothers and fathers. Conferences are held once a year, they require careful preparation and involve the active participation of parents. They usually include exhibitions of students' work, books for parents, and amateur art concerts. The topics of conferences should be specific, for example: “Play in a child’s life”, “ Moral education teenagers in the family,” etc. The conference usually opens with an opening speech from the school principal (if it is a school-wide conference) or the class teacher (if it is a class conference). Parents give brief, pre-prepared reports about their experience of family education. There may be three or four such messages. Then everyone is given the floor. The presenter of the conference sums up the results.
A lecture is a form of psychological and pedagogical education that reveals the essence of a particular educational problem. When preparing a lecture, you should take into account its structure, logic, you can draw up a plan indicating the main ideas, thoughts, facts and figures. One of the necessary conditions for lectures is reliance on the experience of family education. The method of communication during the lecture is casual conversation, intimate conversation, dialogue between interested like-minded people.
The topics of the lectures should be varied, interesting and relevant for parents, for example: “Age characteristics of younger teenagers”, “Schoolchildren’s daily routine”, “What is self-education?”, “Individual approach and accounting age characteristics teenagers in family education", "Sex education of children in the family", etc.
A workshop is a form of developing parents’ pedagogical skills in raising children, effectively solving emerging pedagogical situations, and a kind of training in the pedagogical thinking of parent-educators. During the pedagogical workshop, the teacher offers to find a way out of any conflict situation that may arise in the relationship between parents and children, parents and school, to explain his position in this or that supposed or actually arisen situation.
Pedagogical discussion (dispute) is one of the most interesting forms of improving pedagogical culture. A distinctive feature of the debate is that it allows everyone present to be involved in the discussion of the problems posed, and contributes to the development of the ability to comprehensively analyze facts and phenomena, relying on acquired skills and accumulated experience. The success of a debate largely depends on its preparation. In about a month, participants should become familiar with the topic of the future debate, the main issues, and literature. The most important part of a dispute is conducting the dispute. Much is determined here by the behavior of the presenter (it can be a teacher or one of the parents). It is necessary to establish rules in advance, listen to all speeches, propose, argue your position, and at the end of the debate sum up the results and draw conclusions. Main principle dispute - respect for the position and opinion of any participant. The topic of the debate can be any controversial issue of family and school education, for example: “Private school - pros and cons”, “Choosing a profession - whose business is it?”
Role-playing games are a form of collective creative activity to study the level of development of the participants’ pedagogical skills. Approximate themes for role-playing games with parents could be the following: “Parents and children”, “The child came from school”, etc. Methodology role playing game involves determining the topic, the composition of the participants, the distribution of roles between them, and a preliminary discussion of possible positions and behavior options for the participants in the game. At the same time, it is important to play out several options (positive and negative) for the behavior of the game participants and, through joint discussion, choose the optimal course of action for the given situation.
Another form of cooperation with parents is training.
Parent training is an active form of work with those parents who are aware of problematic situations in the family, want to change their interaction with their own child, make him more open and trusting, and understand the need to acquire new knowledge and skills in raising their own child. Trainings as a form of correction of relationships between children and parents are the responsibility of a school psychologist. The class teacher talks with students and their parents and invites them to take part in the training. Participation of children and parents in joint training is possible only on a voluntary basis. Training sessions for children and their parents allow them to build relationships in a new way, promote understanding of the interests and needs of children and the requirements of parents.
Parental rings are prepared in the form of answers to the most pressing questions of pedagogical and psychological science. The parents choose the questions themselves. Parents receive a list of problematic issues for participation in the ring at the first parent meeting. During the ring, two or more families are debating on the same issue. They may have different positions, different opinions. The rest of the audience does not enter into controversy, but only supports the opinion of the families with applause. Young teachers working at the school can act as experts in the parent rings. The last word during the ring rests with the specialists who must be invited to participate in the meeting, or with the class leader, who can give compelling arguments from the life of the class team in defense of a certain position. Themes of parent rings can be very diverse:
“Bad habits: heredity or social influence?”
“What do you do if your child has discipline problems?
“What if dad is not interested in raising his own child?”
“Pros and cons of school uniforms.”
“Difficulties of a school lesson. What are they?”
To summarize what has been said, it should be noted that only in the process of interaction between teachers and parents can the problem of developing a child’s personality be successfully solved, but when using any educational technology, it is necessary to remember the commandment: “First of all, do no harm.”

III. The practical part is the work of the “round table”.
Exercise "Interview".
Working time: 5 minutes.
Participants are asked to think for one minute and answer the question: “What forms of work with families do you prefer in your professional activities?” The opinion of each person present is heard. At the end of the exercise, a conclusion is drawn about the frequency of using certain forms and methods of interaction with students’ parents.
Exercise “Exchange of Opinions”.
Working time: 7 minutes.
The participants’ task is to spend two minutes on small pieces of paper to try to formulate the topics of current (problematic) issues and topics used in working with students’ parents. After this, those present share their opinions. At the end of the discussion, a list of the most “popular and topical” topics is recorded on the board (flip chart).
Exercise “Three Visions”.
Working time: 15 minutes.
All participants are divided into three groups and within five minutes they create a joint project to see one stated problem from three different angles.
Topic of discussion – effective forms working with families from the perspective of:
- close cooperation between the psychologist and the class teacher;
- close cooperation between a psychologist and a social teacher;
- close cooperation between the psychologist and the administrative corps.
After time, representatives of each group self-present their own projects. At the end of the work, a conclusion is drawn about the acceptable forms of work of a teacher-psychologist with the child-parent population and about the “sinking” directions in the activities of the psychological service.

V. Farewell ritual.
Operating time: 2 minutes.
The presenter thanks everyone present for their active and creative participation.

Bibliography:
1. Belchikov Ya.M., Birshtein M.M. Business games. Riga, 1989.
2. Vygotsky L.S., Luria A.R. Sketches on the history of behavior. M., 1993.
3. Derekleeva N.I. Parent meetings. M., 2005.
4. Helping parents in raising children / Transl. from English; Ed. V.Ya. Pilipovsky. M., 1991.
5. Rogov E.I. Handbook for practical psychologist in education. M., 1995.

Methodology

Preparation and holding of the round table

The competency-based approach puts in the first place not the specialist’s awareness and theoretical knowledge, but his ability to see the essence of the problem and find ways to solve it based on the practical application of existing knowledge. As one of the organizational active forms of interaction that allows deepening and strengthening the objective position of the teacher, the round table has great opportunities for discussing pressing, complex and current issues in the professional sphere, exchanging experiences and creative initiatives. The idea of “round tables” is a meeting of like-minded people seeking to find a common solution on a specific issue in the format of a given topic, as well as an opportunity for everyone to engage in discussion or debate on issues of interest. Discussion of the problem, exchange of opinions, valuable experience, establishing close contacts, searching for additional opportunities and discussion when discussing special, “hot” issues gives the “round table” dynamism and eccentricity.

Target“round table” - to reveal a wide range of opinions on the problem chosen for discussion from different points of view, to discuss unclear and controversial issues related to this problem, and to reach consensus.

The task The “round table” is to mobilize and activate participants to solve specific current problems, therefore the “round table” has specific features:

2. The polyphony of the “round table” (during the “round table” there can be business noise, polyphony, which corresponds to the atmosphere of emotional interest and intellectual creativity. But this is precisely what makes the work of the presenter (moderator) and participants difficult. Among this polyphony, the presenter needs to “catch on “The main thing is to give everyone the opportunity to speak and continue to support this background, since it is precisely this that is the feature of the “round table”).

The round table includes:

1. willingness of participants to discuss the problem in order to determine possible ways to solve it.

2. presence of a certain position, theoretical knowledge and practical experience.

It is possible to organize such a round table when the discussion is deliberately based on several points of view on the same issue, the discussion of which leads to positions and solutions acceptable to all participants.

Thus, the integral components of the round table:

1. unresolved issue;

2. equal participation of representatives of all interested parties;

3. development of solutions acceptable to all participants on the issue under discussion.

When holding a round table, in order to achieve a positive result and create a business atmosphere, it is necessary:

Provide an optimal number of participants (if the circle of specialists is large, not one leader is needed, but two.
Ensure the operation of technical means for audio and video recording.
Establish a schedule for speeches.
Ensure the appropriate design of the audience (it is desirable that the round table is truly round and communications are carried out “face to face”, which promotes group communication and maximum involvement in the discussion.)

Methodology for organizing and conducting a round table

There are usually three stages in organizing and holding a round table: preparatory, discussion and final (post-discussion).

I Preparatory stage includes:

· choice of problem (the problem must be acute, relevant, and have various solutions). The problem chosen for discussion may be interdisciplinary in nature; it should be of practical interest to the audience from the point of view of developing professional competencies;

· selection of a moderator (the moderator leads the round table, so he must have a high level of mastery of the art of creating a trusting atmosphere and maintaining a discussion, as well as the method of increasing information);

· selection of discussants. The composition of the round table participants can be expanded by involving representatives of executive authorities, professional communities and other organizational structures;

· preparing a scenario (holding a round table according to a pre-planned scenario allows you to avoid spontaneity and chaos in the work of the round table).

The scenario assumes:

Definition of the conceptual apparatus (thesaurus);

List of discussion questions (up to 15 formulations);

Development of “homemade” answers, sometimes contradictory and extraordinary, using a representative sample of information;

Closing speech by the moderator;

· equipping the premises with standard equipment (audio-video equipment), as well as multimedia tools in order to maintain a business and creative atmosphere;

· counseling participants (allows most participants to develop certain beliefs that they will defend in the future);

· Preparation necessary materials(on paper or electronic media): this can be statistical data, materials from a rapid survey, an analysis of available information in order to provide participants and listeners of the round table with

II Discussion stage comprises:

1. speech by the moderator, which defines the problems and conceptual apparatus (thesaurus), establishes regulations, rules for the general technology of the lesson in the form of a “round table” and informs about general rules communications.

2. General rules of communication include recommendations:

· - avoid common phrases;

· - focus on the goal (task);

· - know how to listen;

· - be active in the conversation;

· - be brief;

· - provide constructive criticism;

· - do not make offensive remarks towards your interlocutor.

· The presenter must act in a directive manner, strictly limiting the time of the round table participants.

3. conducting an “information attack”: participants speak out in a certain order, using convincing facts that illustrate the current state of the problem.

4. speeches of discussants and identification existing opinions to the questions posed, focusing on original ideas. In order to maintain the intensity of the discussion, it is recommended to formulate additional questions:

5. answers to discussion questions;

6. the moderator sums up mini-summaries of the speeches and discussions: formulating the main conclusions about the causes and nature of disagreements on the problem under study, ways to overcome them, and a system of measures to solve this problem.

III The final (post-discussion) stage includes:

· summing up the final results by the presenter;

· establishing the overall results of the event.

Sections: General pedagogical technologies

According to ancient legend, the wise King Arthur first sat his companions at a round table with the goal of making them equal and equal. Thanks to the opportunity for all discussion participants to feel equal in rights, the round table reached today as a symbol of fruitful discussion and compromise decisions.

The competency-based approach puts in the first place not the awareness and theoretical knowledge of the teacher, but his ability to see the essence of the problem and find ways to solve it based on the practical application of existing knowledge. As one of the organizational active forms of interaction that allows deepening and strengthening the objective position of the teacher, the round table has great opportunities for discussing pressing, complex and current issues in the professional sphere, exchanging experiences and creative initiatives. The idea of round tables is a meeting of like-minded people seeking to find a common solution on a specific issue in the format of a given topic, as well as an opportunity for everyone to engage in discussion or debate on issues of interest. Discussion of the problem, exchange of opinions, valuable experience, establishing close contacts, searching for additional opportunities and discussion when discussing special, “hot” issues gives the round table dynamism and eccentricity.

Purpose of the round table– reveal a wide range of opinions on the issue chosen for discussion from different points of view, discuss unclear and controversial issues related to this issue, and reach consensus.

The task of the round table is to mobilize and activate participants to solve specific current problems, therefore the round table has specific features:

1. Personalization of information (participants during a discussion express not a general, but a personal point of view. It may arise spontaneously and not be fully formulated. Such information must be treated especially thoughtfully, choosing grains of what is valuable and realistic, comparing them with the opinions of other participants (discussants)).
2. Polyphony of the round table (during the round table there may be business noise and polyphony, which corresponds to an atmosphere of emotional interest and intellectual creativity. But this is precisely what makes the work of the presenter (moderator) and participants difficult. Among this polyphony, the presenter needs to “cling on” to the main thing, give everyone the opportunity to speak and continue to support this background, since it is precisely this that is a feature of the round table).

The round table includes:

the willingness of participants to discuss the problem in order to determine possible ways to solve it;
presence of a certain position, theoretical knowledge and practical experience.

Thus, the integral components of the round table:

unresolved issue;
equal participation of representatives of all interested parties;
development of solutions acceptable to all participants on the issue under discussion.

When holding a round table, in order to achieve a positive result and create a business atmosphere, it is necessary:

Provide an optimal number of participants (if the circle of specialists is large, not one leader is needed, but two).
Ensure the operation of technical means for audio and video recording.
Establish a schedule for speeches.
Ensure the appropriate design of the audience (it is desirable that the round table is truly round and communications are carried out “face to face”, which promotes group communication and maximum involvement in the discussion.)

Methodology for organizing and conducting a round table

There are usually three stages in organizing and holding a round table: preparatory, discussion and final (post-discussion).

I Preparatory stage includes:

choice of problem (the problem must be acute, relevant, and have various solutions). The problem chosen for discussion may be interdisciplinary in nature; it should be of practical interest to the audience from the point of view of developing professional competencies;
selection of a moderator (the moderator leads the round table, so he must have a high level of mastery of the art of creating a trusting atmosphere and maintaining a discussion, as well as the method of increasing information);
selection of discussants. The composition of the round table participants can be expanded by involving representatives of executive authorities, professional communities and other organizational structures;
preparing a scenario (holding a round table according to a pre-planned scenario allows you to avoid spontaneity and chaos in the work of the round table).

The scenario assumes:

definition of the conceptual apparatus (thesaurus);
a brief, informative introductory speech by the moderator, in which the topic and the range of issues raised within it are announced, as well as the context of the desired discussion;
list of controversial issues (up to 15 formulations);
development of “homemade” answers, sometimes contradictory and extraordinary, using a representative sample of information;
final speech by the moderator.
equipping the premises with standard equipment (audio-video equipment), as well as multimedia tools in order to maintain a business and creative atmosphere;
counseling participants (allows most participants to develop certain beliefs that they will defend in the future);
preparation of necessary materials (on paper or electronic media): this can be statistical data, materials of a rapid survey, analysis of available information in order to provide participants and listeners of the round table.

II Discussion stage consists of: a speech by the moderator, which defines the problems and conceptual apparatus (thesaurus), establishes regulations, rules for the general technology of the lesson in the form of a round table and informs about the general rules of communication.

avoid common phrases;
focus on the goal (task);
know how to listen;
be active in the conversation;
be brief;
provide constructive criticism;
Do not make offensive remarks towards your interlocutor.

The presenter must act in a directive manner, strictly limiting the time of the round table participants.

conducting an “information attack”: participants speak out in a certain order, using convincing facts that illustrate the current state of the problem.
speeches by discussants and identifying existing opinions on the questions raised, focusing on original ideas. In order to maintain the intensity of the discussion, it is recommended to formulate additional questions;
answers to discussion questions;
the moderator sums up mini-summaries of the speeches and discussions: formulating the main conclusions about the causes and nature of disagreements on the problem under study, ways to overcome them, and a system of measures to solve this problem.

III The final (post-discussion) stage includes:

summing up the final results by the presenter;
making recommendations or decisions;
establishing the overall results of the event.

Organizing and holding a round table using positional technology for working with text. Positional technology for working with text is based on the positional learning model, Doctor of Psychology, Professor at Moscow State University of Psychology and Education, Head of the Department of Social Psychology of Development, Faculty of Social Psychology N.E. Veraxa.

I. Preparatory stage

Choosing a topic, problem - “Profanity is a cultural disaster”
Selection of a moderator - this may be the deputy director for educational work.
Selection of discussants: school administration, teaching staff, representatives of the school’s Governing Council, and the Council of High School Students.
Preparing the script.
Equipping the premises with standard equipment (audio-video equipment), as well as multimedia tools in order to maintain a business and creative atmosphere.
Consulting participants.
Preparation of necessary materials on paper or electronic media.

II. Discussion stage

The round table we propose on the topic “Profanity is a cultural catastrophe” goes through 5 “cycles”:

Receiving and understanding information
Self-determination
Analysis of the situation. A game to comprehend and emotionally experience positions - incorporating positional technology for working with text.
Design
Reflection

Receiving and understanding information is offered through the game “Agree, disagree, maybe»

The goal of this stage of work is to awaken the interest of the round table participants in the topic, to encourage reflection and constructive group interaction. To do this, the game “I agree, disagree, maybe” is played. In different rooms of the room in which the round table is held, signs are attached with the inscriptions: “Yes or Agree,” “No or Disagree,” “I Don’t Know.”

The moderator invites the round table participants to express their attitude to the phrase that he will now pronounce as follows: “If a participant agrees with the statement made, he stands next to the “Yes” sign, if he personally does not agree with this statement, then he needs to move to the "No" sign. If you have difficulty answering, go to the “I don’t know” sign.

Next, participants are offered statements, proverbs and sayings that reflect the theme of the round table. Each time they need to listen to the statement and express their attitude in the above way. The moderator can ask representatives of any of the groups clarifying questions. Depending on the activity of the round table participants, from 3 to 6 statements can be proposed, for example:

He who says bad things is always at a loss. (Gregory the Theologian)
An evil tongue is a sign of an evil heart. (Publius Sirus)
What a man is, such is his speech. (Seneca)
Speech is an indicator of intelligence. (Seneca)
A slanderous tongue betrays recklessness. (Plutarch)
Take care of the purity of your language like a shrine! (I.S. Turgenev)

Self-determination

The moderator draws the participants' attention to the topic of the round table. By its very formulation, the topic encourages you to think about your attitude to work to solve this problem in school and in society, both from the position of a teacher and from the position of a member of society. Next, all participants in the round table are asked to fill out the questionnaire “Bad language in my life” ( Annex 1 ).

Analysis of the situation on the topic of the round table. A game of comprehension and emotional experience of positions - inclusion of positional technology for working with text

Positional work with the text begins with reading the text by Vinogradov S. “Bad language” ( Appendix 2 ). Round table participants are divided into groups (from 2 to 5 people), choose one of the positional roles proposed by the moderator: “thesis”, “concept”, “scheme”, “opposition”, “apologist”, “method”, “association” , "symbol". For a creative interpretation of the text under discussion, it is possible to add the positions “poetry” and “theater”.
The tasks of the groups are as follows:

“thesis” - highlight and justify the main theses of the text;
“concept” - define the basic concepts of a given text;
"scheme" - present text in diagram form, reflect semantic connections;
“opposition” - express an objection to the main provisions of the text;
“apologist” - show the positive meaning of the text, support the author’s ideas;
“method” - answer the question: “What method did the author use to convey his idea to the reader?”
“association” - present those associations that the text evokes ( visual images, childhood memories, etc.);
“symbol” - express the idea of the text using a visual image, represent the symbol of the text;
“poetry” - convey the content of the text in poetic form;
“theater” - convey the content through the means of theater (drama, operetta, thriller, pantomime).

Round table participants are given a certain time to read the text in groups (reading time is determined by the volume of the text), develop a proposed position and present it. The “scheme” and “symbol” groups are given the opportunity to draw up their position on the board, a piece of Whatman paper, or in a slide presentation.
As practice shows, 20 minutes is sufficient time to read and prepare a position on a text of 5–7 pages.
The presentation of a position has its own ritual: each group in its entirety comes out in front of the audience and justifies, illustrates, and defends its position. At the stage of “defending a position,” the role of the moderator in organizing and managing a group discussion becomes of great importance.

Design, decision making

This is a very important stage. It involves an analysis of the resources that schools and other institutions have today to solve the problem discussed at the round table and design new opportunities.

Participants of the round table - groups that have already worked together are offered:

compile a list of those approaches, methods, forms of work, those professional situations that exist in the practice of schools and other institutions in which it is already possible today to solve the problem discussed at the round table;
evaluate using a 5-point system how much these approaches, methods, and forms of work today actually work to solve this problem;
propose steps to expand or deepen the opportunities created by schools and other institutions to solve this problem.

Thus, work in groups is carried out in three stages. The final proposals of the groups are the real basis for further design of a system of work to solve the problem of bad language in school. It is possible to discuss the proposed steps to solve the problem by highlighting “+” and “–”, but be sure to start with “+”.

Reflection

The work of the round table participants ends with identifying attitudes towards what happened at this discussion event. The moderator returns to the topic of the round table. How does it sound to the participants now? It is important to give all participants the opportunity to speak out, to indicate their wishes and concerns that arose during the discussion.
You can organize the reflective stage of the round table through the game “I agree, disagree, maybe,” which was carried out at the first stage.
The moderator invites the round table participants to express their attitude to those proposed steps to solve the problem of foul language discussed at the round table, as follows: “If a participant agrees with the proposed solutions, he stands next to the “Yes” sign, if he personally does not agree with these steps to solution to the problem, then he needs to move to the “No” sign. If you have difficulty answering, go to the “I don’t know” sign. The moderator can ask any round table participant clarifying questions.

III. Final (post-discussion) stage