Psychological readiness of graduates for GIA. Training: "Psychological preparation for the OGE Psychologist's advice on preparing for the OGE

Municipal educational institution

"Secondary school No. 2"

Methodical development

"Psychological preparation of students for the GIA"

teacher-psychologist MOU secondary school No. 2

st. Grigoropolisskaya

Abstract 3

Introduction 4

Main part 5

Conclusion 9

References 10

annotation

Prevention of exam stress is an important part of preparing graduates for the GIA.

This methodological development is aimed at providing psychological assistance to students in grades 9-11 in preparation for the exams.

In the methodological development "Psychological preparation of students for the GIA" ways to relieve emotional stress are considered.

As a result of a psychological lesson, students master the simplest relaxation techniques.

Introduction

Preparation for the final certification for school graduates is a responsible and very difficult stage in life. Increased anxiety accompanies many students throughout the entire preparation for the exams, therefore, in order for the graduate to successfully cope with his excitement and be ready for the exam, psychological preparation is necessary.

Psychological readiness for exams is an internal mood for certain actions, a focus on success during the exam.

The purpose of preparing a student for passing the GIA is to develop qualities and skills that can increase the effectiveness of preparing for exams, as well as contribute to the development of memory and concentration. Every graduate must learn to control their emotions.

The main direction of psychological support by a teacher-psychologist of a graduate to pass the GIA is diagnostic, educational, psycho-correctional and developmental work.

In the conditions of psychological preparation for passing exams, it is important not only to familiarize students with the procedure and specifics of the GIA, but also to help the student to master their emotions, stress and anxiety.

This methodological development is relevant, since it is aimed at studying the simplest relaxation techniques for relieving emotional stress during preparation for passing the GIA.

The purpose of methodological development:

Formation of positive attitudes and self-confidence;

Increasing resistance to stress;

Mastering the techniques of self-regulation and self-control

The classroom in which the lesson will take place should have a place for students to work on written assignments, as well as a space for conducting mobile exercises. It is desirable to have a computer or laptop with speakers or a tape recorder with a recording of relaxation music. Each participant in the training should have a sheet and colored pencils on the table.

This methodological development is aimed at providing psychological assistance to students in grades 9-11, who showed a high level of anxiety as a result of diagnosis during the preparation for the exams.

Main part

Psychological lesson with elements of training

Characteristics of the training

The purpose of the training: prevention of exam stress

Training objectives:

Create favorable conditions for preparing for exams;

Building self-confidence;

Mastering the simplest relaxation techniques to relieve emotional stress

Methods used: discussions, mini-lectures, training exercises

Expected results:

Formation of a positive attitude towards the process of passing exams;

Increasing resistance to stress;

Development of self-control skills based on internal resources

Lesson progress

Organizing time:

Teacher-psychologist: Good afternoon, guys. Very soon you will take exams, this is a necessary and responsible stage in your life. Do you experience anxiety and fear before taking exams?

In this lesson, you will learn the techniques of mobilization and concentration, as well as acquire skills that will be useful to you in preparing for and passing exams.

An exam, even for a well-prepared person, is always a test of strength, skills, knowledge and resourcefulness.

Warm up:

Exercise "Unusual acquaintance"

Standing in a circle, you need to take turns saying your chosen name and demonstrating a gesture. In order for you to better remember each other, the exercise is carried out according to the "snowball" principle. That is, the first participant calls his name, shows a gesture; the second - remembers the name, gesture of the first, then calls his name and shows a gesture; the third - the first, second, his name and gesture, etc. by the number of participants.

Main part:

Exercise "Associations"

Teacher-psychologist: Associations are the first thing that comes to mind when you hear a word or see an object. Try not to think, say the first thing that comes to mind.

So, what do each of you associate the word "exam" with? (students answer)

Educator-psychologist: As many of you noted, exams are stressful. The situation of the exam is frightening and makes you think about the result, on which the future depends. The stakes are too high, which is why we begin to be overcome by fear of failure, insecurity, anxiety and stress. As a result, a person develops a negative attitude that interferes with passing exams. It is very important to be able to recognize negative attitudes.

Exercise "Two sides of the coin"

Instruction: “Divide the sheet into two parts: left "-", right "+". On the left side of the sheet, write down all the bad things about taking exams, and on the right side, all the good things.

Get into groups of three people and compare the answers, leave only matches.

The answers are read by the representatives of the groups.

Educator-psychologist: To succeed in exams, you must learn self-control. Negative emotions can interfere with you, get to work, gather your thoughts. How can you help yourself in a situation where you are already experiencing these emotions?

Discharge your emotions by speaking out to people who will understand and sympathize;

If you are alone, you can beat the pillow - this will help you relax, because with negative emotions, most of the energy accumulates in the muscles of the shoulders and fingers;

Make any sounds - tension can be "locked" in the throat;

Dance to your favorite music or sing your favorite song out loud;

Take a walk in a quiet place in nature

What ways do you know to relieve stress? (student answers)

A simple but quite effective way is self-hypnosis.

Self-hypnosis is the suggestion to oneself of certain thoughts, the states associated with it. In order for self-hypnosis to be effective, it is necessary to use positive statements - these are persuasive statements containing a verbal formula, which, with repeated repetition, fixes in the subconscious of a person the installation for positive changes in his life. This is a positive auto-training aimed at feeling healthy, successful, free, etc.

If we proceed from the fact that everything that is given to us is given for the good, then it is necessary to find a positive side in everything.

In order to make positive statements correctly, be sure to consider the following conditions:

1. A positive statement should indicate a fait accompli. Do not use the words “I want”, “I will”, etc. in your statements.

For example, you need to say - not "I will be healthy", but "I am healthy."

3. Eliminate the "not" particle. For example, the expression "I'm not fat" should be replaced with this:

"I have a slim and beautiful figure."

Let's practice with you. I suggest taking turns saying aloud any positive statement about you (the psychologist helps).

At the end of the exercise, handouts with examples of positive statements are distributed.

Positive statements:

My studies bring me joy.

It's easy for me to learn.

I'll manage my studies, everything will turn out well.

I am attentive, my thoughts are focused

Positive affirmations "cleanse" the mind, prepare us for amazing changes in the near future, and draw them into our destiny as soon as we are ready for it. It is worth changing your thinking and life responds accordingly to these changes.

Psychologist: The state of anxiety is usually associated with muscle tension and respiratory failure. Sometimes, in order to achieve calmness, it is enough to relax. This way of dealing with anxiety is called relaxation. You can perform muscle relaxation or relaxation through breathing.

Exercise "Lemon"

Purpose: to control the state of muscle tension and relaxation

Instructions: “Sit comfortably: put your hands freely on your knees (palms up), shoulders and head down, eyes closed. Mentally imagine that you have a lemon in your right hand. Start squeezing it slowly until you feel that you have “squeezed out” all the juice. Relax. Remember your feelings. Now imagine that the lemon is in the left hand. Repeat the exercise. Relax again and remember your feelings. Then do the exercise with both hands at the same time. Relax. Enjoy your peace of mind"

Now we will try to relax with the help of breathing exercises. Deep breathing allows you to relax, regardless of the thoughts that overcome a person.

Instructions: "Inhale and exhale slowly and deeply through the nose, counting from 1 to 4 as you inhale and exhale."

Discussion: How has your condition changed? Were there any difficulties during the exercise?

You can also master the technique of prolonged relaxation, for example, at the end of preparing for exams. To relieve the stress of a few days or fatigue from a busy day, use the exercise "Resource Images" (with musical accompaniment)

Instructions: Close your eyes. Remember or think of a place where you would feel safe and feel good and calm. It can be a flowering meadow, a seashore, a clearing in the forest, illuminated by the warm summer sun. Imagine that you are in this very place. Feel the smells, listen to the rustle of the grass and the sound of the waves, look around, touch the warm surface of the sand. Try to present it as clearly as possible, in the smallest detail. On the count of three, open your eyes: one, two, three - open.

Reflection:

Students are invited to answer some questions: “How do you feel? What method of anxiety relief seemed most suitable for you personally?

Conclusion:

Teacher-psychologist: at the end of our lesson, I suggest that you write the word “EXAM” on the album sheets and pass it around.

Each participant writes wishes, words of approval and support.

Teacher-psychologist: A successful person is always a person who is confident in his abilities, knows his strengths and qualities, a person who knows how to control and regulate his emotional state. I wish you success!

Conclusion

Modern researchers believe that the development of diseases is 90% related to stress. Physiologists note that during exams, 48% of boys and 60% of girls noticeably lose weight, the body is prone to diseases. Increased anxiety is a negative factor for the body of adolescents, which is why the psychological preparation of graduates for the GIA is an important component of preparing for exams.

The situation of passing the exam is the same for all students, but everyone experiences and behaves in it differently.

This methodological development contains not only theoretical information and recommendations, but is also aimed at mastering practical methods of self-regulation, stress resistance and performance. Mastering the skills and techniques described in the development can be useful not only in preparing for exams, but also in everyday life.

Bibliography

www. age. edu. en

www. psychologist. info

www.vashpsixolog.ru

Gusarova T.S., Lesson with elements of training for students of the 11th grade "Psychological preparation for the Unified State Examination" (Electronic resource) / T.S. Gusarova // Festival of pedagogical ideas "Open lesson". - Access mode: htpp:// festival.1 September. en/ articles/570242 . – (Date of treatment: 04.02.2017)

Zhidkova V.K., Mini-training to relieve stress and anxiety among students before exams. (Electronic resource) / V.K. Zhidkova / / Social network of educators "Our network". - Access mode: htpp:// nsportal. en/ zhidkova- valeriya- konstantinovna. – (Date of treatment: 08.02.2017)

Savchenko M.Yu. "Professional guidance. Personal development. Exam readiness training” //School psychologist. -2005. - No. 2 - p.50-56

Savchenko M.Yu. "Professional guidance. Personal development. Exam readiness training” //School psychologist. -2005. - No. 3 - p.42-47

Chernyshova Yu. How to prepare for the exam and maintain health // School psychologist. -2002. - No. 19 - p.60-65

Chibisova M.Yu. Psychological preparation for the exam. Working with students, teachers, parents. – M.: Genesis, 2004. – 184 p.

Shevtsov S.A. Woe from Wit // School psychologist. -2006. - No. 8 - p.32-35

OGE psychologist's advice

The concept of "stress" has firmly entered our lives. Stress is the negative feelings and perceptions that people have when they feel they are unable to cope with the demands of the situation.

Studies show that exam stress occupies one of the first places among the many causes of mental stress in schoolchildren.

Recommendations for high school students in preparing for exams:
1. Stick to the basic rule: "Do not waste time in vain." Before starting to prepare for exams, you need to review all the material and put aside what is familiar, and start learning unfamiliar, new.
2. Make the most of your preparation time. Learn new and complex material at a time of day when you think well, that is, your efficiency is high. Usually this is the morning hours after a good rest.
3. Prepare a place for classes: remove unnecessary things from the table, conveniently arrange the necessary textbooks, manuals, notebooks, paper, pencils. You can introduce yellow and purple colors into the interior of the room, as they increase intellectual activity. For this, any picture in these colors or a print is enough.
4. Start preparing for exams in advance, little by little, in parts, keeping calm. The composition of the plan for each day of preparation, it is necessary to clearly define what exactly today will be studied. It is also necessary to determine the time of classes, taking into account the rhythms of the body.
5. It is necessary to return to difficult-to-remember material several times, view it for several minutes in the evening, and then again in the morning.
6. It is very helpful to make plans for specific topics and keep them in mind, and not memorize the entire topic completely "from" and "to". You can also practice writing questions in the form of a brief, abstract presentation of the material.
7. It is better to break the memorized material into semantic pieces, trying to ensure that their number does not exceed seven. Semantic pieces of material must be enlarged and generalized, expressing the main idea in one phrase. The text can be greatly reduced by presenting it in the form of a diagram such as a "star", "tree", etc. At the same time, the perception and quality of memorization are significantly improved due to the greater figurativeness of the recording.
8. Retelling the text in your own words leads to better memorization than repeated reading, since this is an active mental work organized by the goal. Generally speaking, any analytical work with the text leads to its better memorization. This may be a rearrangement of the material, finding paradoxical formulations for it, attracting a contrasting background or material.
9. Always, and especially while preparing for exams, take care of your health. At this time, you need to eat well and on time. Do not forget about walks and sports activities, take breaks, actively distract yourself. Rest well - you need sleep. Never stay up late before an exam!
10. Perform daily exercises that help relieve internal tension, fatigue, and achieve relaxation.

Exams are stressful for students, teachers, and parents. It would be nice to develop a constructive attitude of all participants towards them, to learn and teach to perceive the exam not as a test, but as an opportunity to prove oneself, improve grades for the year, gain exam experience, become more attentive and organized. What should a school psychologist do while preparing for exams? A psychologist can help create a positive emotional state of schoolchildren for exams; reduce exam fears and anxieties; teach emotional self-regulation when passing exams.

How to Help Prepare for Exams (Practical Advice for Parents)

The word "exam" is translated from Latin as "test". And it is precisely the tests, difficult, sometimes dramatic, that become final exams for eleventh graders. Many young men and women, after a short break, are again subjected to a test of knowledge and skills - already at the entrance exams.
Of course, exams are a purely individual matter, a graduate or applicant is one on one with the commission. And parents can only worry about their child, scold him according to Russian tradition or try to support him at a distance. Adults have already done everything in their power.
It is great if parents have the opportunity to pay for classes with tutors, but their help should by no means be limited to this. It is the parents who can help their eleventh grader to most effectively manage their time and energy in preparation for graduation and entrance examinations. The help of adults is very important, because a person, among other things, also needs psychological readiness for the situation of passing serious exams.
Agree that everyone who takes exams, regardless of their result, comprehends the most important science in life - the ability not to give up in a difficult situation, but if you fail, take a deep breath and move on.

Long before the exams, discuss with your child what exactly he will have to take, which disciplines seem to him the most difficult, why? This information will help to jointly create a preparation plan - which subjects will take more time, and which require only repetition. Determine together with the child his "gold watch" ("lark" he or "owl"). Difficult topics are best studied in the hours of upsurge, well-known - in the hours of recession.

Read the list of questions for the exam. Feel free to admit to your child that you no longer remember very well most sections of biology, chemistry, or any other subject that he needs to prepare. Let him enlighten you on certain topics, and you ask questions. The more he can tell you, the better.
.Agree with your child that on the evening before the exam, he will stop preparing, take a walk, swim and go to bed on time. The last twelve hours should be spent on preparing the body, not knowledge.
. Discuss the benefits and harms of cheat sheets. Firstly, the child will be interested to know your opinion on this matter (perhaps he will even be surprised that you also used cheat sheets and generally know what it is). Secondly, it is necessary to help the child understand that it makes sense to get a cheat sheet only when he does not know anything at all. If it seems to him that, having familiarized himself with the contents of the cheat sheet, he will be able to get a better mark, it is not worth the risk. In any case, only that cheat sheet that is written by his own hand can help a person.
. On a day off when you are not in a hurry, arrange a rehearsal for the written exam for your child. For example, take one of the options for introductory math problems from the handbook for university applicants. Agree that he will have 3 or 4 hours, seat him at a table free from unnecessary items, give some blank sheets of paper, note the time and announce the start of the “exam”. Make sure that he is not distracted by the phone or relatives. Stop the test when the time is up, let the student rest and check with him the correctness of the assignments. Try to correct the mistakes and discuss why they occur. Talk about the feelings that arose during the home exam: was it funny or uncomfortable, did you manage to focus on the task and not be distracted?
. Make sure your child takes regular short breaks during preparation. Explain to him that rest, without waiting for fatigue, is the best remedy for overwork. It is important that the ninth grader do without stimulants (coffee, strong tea), the nervous system before the exam is already on edge. Trying to focus on your textbooks in the same room with the TV or radio on can also do a lot of damage. If a student wants to work to music, do not interfere with this, just agree that it be music without words.
.If your child received a lower grade than you would like, or failed the entrance exam altogether, help him cope with this trouble. Do not judge or ridicule him, instead take the opportunity to understand the reason for the failure, discuss what conclusions can be drawn and what the proverbial “unlucky” means in this case.

Newspaper "School Psychologist", No. 7, 2003

Tips for parents
1. Don't worry about how many marks your child will get on the exam. Inspire him with the idea that the number of points is not an indicator of his capabilities.
2. Do not increase the child's anxiety on the eve of exams, this will negatively affect the test result.
3. Provide a comfortable place to study at home, make sure that no one at home interferes.
4. Help the children sort out the topics of the day.
5. Familiarize your child with the methodology for preparing for exams. Prepare various options for test tasks on the subject and train your child, because testing is different from his usual written and oral exams.
6. During training on test tasks, teach your child to navigate in time and be able to distribute it. If the child does not have a watch, be sure to give it to him for the exam.
7. Encourage children, increase their self-confidence.
8. Control the mode of preparation for exams, do not allow overload.
9. Pay attention to the child's nutrition. Foods such as fish, cottage cheese, nuts, dried apricots, etc. stimulate the brain.
10. On the eve of the exam, provide the child with a good rest, he should rest and sleep well.
11. Do not criticize the child after the exam.
12. Remember: the main thing is to reduce the tension and anxiety of the child and provide him with the necessary conditions for classes.

Tips for teachers
1. Test technologies should be more actively introduced into the education system.
2. With their help, you can assess the level of assimilation of the material by students and form their skills in working with test tasks.
3. Knowing the typical constructions of test items, the student will not waste time understanding the instructions.
4. During such training, psychotechnical skills of self-regulation and self-control are formed.
5. It is desirable to carry out the main part of the work in advance, working out individual details when passing tests on the topics covered.
6. Psychotechnical skills will allow students to behave more confidently during the exam, mobilize themselves in a decisive situation, master their own emotions.

Tips for graduates

Exam preparation
1. Prepare a place for classes;
2. Introduce yellow and purple colors into the interior of the room;
3. Make a lesson plan. To begin with, determine: who are you - "owl" or "lark", and depending on this, make the most of the morning or evening hours;
4. Start with the most difficult section, with the material that you know the least;
5. Alternate classes and rest: 40 minutes of classes, then a 10-minute break;
6. Take as many different tests as possible in the subject.
7. Train with a stopwatch in your hands, time your tests;
8. Preparing for exams, mentally draw yourself a picture of victory, success;
9. Leave one day before the exam to repeat the most difficult questions one more time.

On the eve of the exam
Many people think that in order to fully prepare for the exam, only one, the last night before it, is missing. It is not right. You are tired, and do not overwork yourself. On the contrary, stop preparing in the evening, take a shower, take a walk. Get as much sleep as possible to get up with a feeling of cheerfulness, fighting spirit.
You must arrive at the exam point without being late, preferably 15-20 minutes before the start of testing. You need to have a pass, a passport and a few (in reserve) gel or capillary pens with black ink.
If it's cold outside, don't forget to dress warmly, because you will be sitting for the exam for 3 hours.

Before testing
At the beginning of the test, you will be given the necessary information (how to fill out the form, what letters to write, how to code the school number, etc.).
Pay attention! The correctness of your answers depends on how you remember all these rules!
During testing
1. Run your eyes through the whole test to see what type of tasks it contains.
2. Carefully read the question to the end in order to correctly understand its meaning.

Training session for students of 9th, 11th grades

"Psychological preparation for the OGE"

Target: developing the skills of psychological preparation for exams, increasing self-confidence, in their abilities when passing exams.

Tasks:

Acquaintance of graduates with ways of relaxation and relieving emotional and physical stress.

Teaching students how to mobilize their will and how to maintain working well-being in preparation for exams.

Necessary materials: soft toy.

Working process

warm up

Exercise "The most difficult."

The psychologist shows the children a toy and offers the following task: “The one who has this toy in his hands should continue the phrase: “The most difficult thing in the exam is ...” and throw the toy to any other person. You can't throw a toy to the same person more than once."

The situation of the exam, which is not easy in itself, is further complicated by the fact that usually the person taking the exam is anxious, worried, worried. Strong excitement and anxiety interfere with concentration, reduce attentiveness. But this state is quite amenable to conscious regulation, and for this you do not need to be a yogi at all. There are simple psychological ways to deal with exam anxiety, and today we will get to know them.

There are various ways to deal with your anxiety. We will get to know some of them.

Simple but very effective way - autotraining. Auto-training allows a person to create a suitable mood, achieve calmness and confidence. Auto-training formulas are aimed at the subconscious.

Rules for compiling an auto-training formula

All statements must be formulated in the affirmative form. The use of the particle "not" is prohibited.

All statements must be formulated in the present tense. You can not use words like "try", "try".

For example, the following formula will be successful: “Everything is good in my world. I am confident and calm. I I quickly recall all the material. I'm focused."

Playback

Have students create autotraining formulas for yourself. Ask those who wish to read the formulated formulas.

Anxiety is usually associated with muscle tension. Sometimes, in order to achieve peace, it is enough to relax. This way of dealing with anxiety is called relaxation. You can perform muscle relaxation or relaxation through breathing.

Finally, it helps to cope with anxiety meditation. Essentially, meditation is a state of deep concentration on one object. This state allows you to find peace of mind and balance.

Exercise "The state of anxiety and rest."

Encourage the children to close their eyes and try to remember or imagine the situation that is causing them anxiety or excitement as best they can. It is necessary to pay attention to what happens to the physical well-being, how children feel in a situation of anxiety. Then invite them to remember a situation in which the children feel confident, and again pay attention to physical well-being.

At the end of the exercise, discuss its results and draw up a “portrait of anxiety” and a “portrait of calmness”. Pay special attention to the fact that anxiety is accompanied by tension, and calmness by relaxation.

Meditative-relaxation exercise - "Temple of Silence"

Imagine yourself walking on one of the streets of a crowded and noisy city... Feel your feet stepping on the pavement... Pay attention to other passers-by, their facial expressions, figures... Perhaps some of them look anxious, others calm. .. or joyful... Pay attention to the sounds you hear... Pay attention to the shop windows... What do you see in them?.. There are a lot of passers-by hurrying around... Maybe you will see a familiar face in the crowd. You can come up and greet this person. Or maybe you will pass by... Stop and think about how you feel on this noisy street?.. Now turn the corner and walk along another street... This is a quieter street. The further you go, the fewer people you meet... After walking a little more, you will notice a large building, different in architecture from all the others... You see a large sign on it: "Temple of Silence"... You understand that this temple - a place where no sounds are heard, where not a single word has ever been spoken. You approach and touch the heavy carved wooden doors. You open them, enter and immediately find yourself surrounded by complete and deep silence...
Stay in this temple...in silence...Spend as much time as you need...
When you want to leave this temple, push the doors and go outside.
How do you feel now? Remember the road that leads to the "Temple of Silence". When you want, you can return to it again.

Exam Confidence Exercise

Confidence comes from two things: how you feel and how you look. An internal state of confidence can be gained with the help of auto-training and relaxation techniques that we mastered today. How else can you increase your confidence? First of all, it is very important to be confident. When you behave in this way, the feeling also changes. In addition, each of us has our own resources that we can rely on in a stressful situation.

Exercise "My Resources"

Students divide a sheet of paper into two parts. In one part they write: "What can I boast of." Have the children write down the qualities and characteristics they consider to be their strengths. When the first part of the exercise has been completed, title the second part of the sheet “How this can help me in the exam.” Have the students write next to each of their strengths how it can help them during the exam. Those who wish to voice the results of the exercise.

Psychologist: A successful person is always a person who is confident in his abilities, knows his strengths and qualities, a person who knows how to control and regulate his emotional state. I wish you success!

Excitement before passing exams, in particular the Unified State Exam or OGE, GIA, is completely normal. It is at such moments that children, and adolescents fully relate to them, need parental support. Who, apart from mom and dad, can help a child overcome anxiety, find peace and properly prepare for exams?
But in order to do it right, adults themselves need to calm down. Otherwise, their excitement can be transmitted to the offspring. Below, we will just talk about how to properly set yourself up and your child for testing.

In many cases, while preparing for the USE, OGE, GIA exams, a teenager simply needs not to be disturbed. But that doesn't mean parents shouldn't do anything at all. Their task is to create the most favorable working environment and psychologically comfortable conditions for classes.

Do not intimidate the child with difficulties and hang the burden of responsibility on him. This will only increase anxiety. Do not be reminded of any failures and mistakes. On the contrary, it is better to remember successes. This will allow the student to break down some emotional barriers.

And, of course, we must constantly remind that parents believe in success, and most importantly, they will not stop being proud of him, love and appreciate him, no matter what the result of the Unified State Exam, OGE, GIA. Often it is not the lack of knowledge, but the desire to “earn” the respect of parents that leads to failures in exams.

Workplace for preparing for the Unified State Examination, OGE, GIA

A good workplace is the key to the success of any business. And only parents can make sure that their offspring prepare for exams in a comfortable, ergonomic environment.
Psychologists believe that yellow and purple colors in the interior of the study contribute to an increase in intellectual activity. Of course, it is not necessary to make repairs in the teenager's room on purpose before the exams. It is enough to hang a picture in front of the table where these colors prevail or change the curtains on the windows.

Developing a strategy for psychological preparation

All people are individual and everyone learns knowledge in different ways and at different speeds. It is enough for someone to skim through the material covered, and he already remembered everything, while someone needs to delve into each phrase, comprehending it and creating associative chains.
So parents will have to help the child develop the right strategic lesson plan in accordance with his individual characteristics, based on strengths and weaknesses.

It is equally important to plan the child's working day correctly. For example, it is better for a “lark” to prepare in the morning, and for an “owl”, on the contrary, it is better to repeat well-known material in the morning, and in the afternoon to deal with “gaps” in knowledge.

In addition, parents should:
help a teenager distribute topics for preparing for exams by day;
explain the main methods of preparing for the exams of the Unified State Examination, the OGE, the GIA, in particular, to convey to the teenager that it is necessary to highlight the main points, formulas and rules, and not to cram everything;
if necessary, help to group the material into understandable diagrams and tables;
to recommend, and possibly teach, the child to do everything strictly by the clock, controlling time and not wasting it in vain.

If a teenager is ready to accept help, then you can prepare for him several options for test tasks based on exam materials from past years and test it yourself ( site https://hist-ege.sdamgia.ru “I will solve the exam". Such training exams will show the child his solvency and give confidence.
However, it is not necessary to impose help on a teenager. He may regard this as disbelief in his strength, which will only add to the excitement and anxiety. It is enough to offer trial testing and if the child agrees, then work with him.

Once the student understands where the “knowledge gap” is, you can make up for it. A convenient portal that has lessons on all topics in video format https://interneturok.ru/ "InternetUrok.ru».

Change of work and rest

Without proper rest, no preparation will help the child to pass the exams well, the exam, the exam, the GIA. Parents and only parents should monitor the well-being of their child. You can not allow a state of overwork.

It is necessary to control that the child alternates between classes and rest. The school option is considered optimal, when classes last 40-45 minutes, and then a short 10-15 minute rest follows. However, you should not allow your teenager to watch TV or play computer games during such a break. It's distracting and lowers your work ethic. All this must be explained to the child in advance. Direct prohibitions in the process of psychological preparation will not bring any benefit.

On the day before the exam, you should not load the teenager too much. During the day, of course, it is worth continuing the preparation, and in the evening it is necessary to provide the child with a good rest. Let him walk a little, take a shower, relax. It is not necessary to disturb him once again, especially not to force him to learn something. And, of course, before the exam, a teenager must get enough sleep.

Psychological support will also help. It is advisable to praise the teenager for the fact that he did a good job, to cheer him up. You need to show him that the parents are confident in the successful passing of the exam.

Diet during preparation for the exam, OGE, GIA

Mental activity requires no less energy costs than physical activity. So a teenager in the period of preparation for exams should eat well and properly.
Stimulate active brain activity such products as fish, dairy products (primarily cottage cheese), all kinds of nuts, dried apricots, chocolate.
In general, a balanced diet of a teenager should contain meat, cereals (cereals), vegetables and fruits, natural juices (preferably freshly squeezed). This applies not only to the period of passing exams.

Psychological exercises for preparing for exams

If you wish, you can teach your teenager some exercises that will help to relax and gain calmness, as well as give confidence. It is worth emphasizing that such a desire should arise in the child, and not in the parents. Their task is simply to offer him the use of these techniques and teach them, and not force him.

Autotraining

This is the easiest way to get a positive attitude. It is better to use this technique before going to bed and in the morning, before getting out of bed. To do this, it is enough to say encouraging phrases aloud several times. For example:
I will succeed;
I will definitely manage;
I have learned everything and will pass the exam;
I know all the material;
I am completely calm...

Breathing exercises for relaxation

Slowly draw in air through the nose until the stomach "inflates", then hold the breath for 3-5 seconds and slowly exhale all the air through the nose or mouth. Make two "approaches" of 10 breaths / exhalations. Exercise helps you relax and calm down.

Relaxation through the tension of muscle groups

The essence of the exercise is the alternate tension of various muscle groups (except for the facial ones), maintaining a tense state for 5-10 seconds and abrupt relaxation. At such moments, the body receives a lot of pleasant sensations, which leads to an improvement in well-being, relieving fatigue and increasing efficiency.
It is better to start the exercise with the muscles of the hands, first one, then the other. Then tense your leg muscles one by one. After that, move from bottom to top: buttocks, stomach, back, shoulders, neck. The whole complex "takes" no more than 3 minutes.

Relaxation through visual perception

This exercise helps to concentrate, relieve tension, stimulates perception and refreshes memory. It is very simple. You need to carefully examine any object for about 2-5 minutes. It is very important not to be distracted by any external stimuli.

But the main thing is still love and faith in your child. He will cope with the exams himself perfectly and you should not interfere with him in this. Parents need only support and sincere love.

Program "Ambulance"

Under psychological readiness By the time we pass the USE, we mean the formation of the student's psychological properties and social competencies (psychophysiological, personal technological, motivational, self-assessment), without which the successful passing of the USE is impossible. Such a definition of the psychological readiness of students to pass the exam allows you to work on three tasks at once, traditionally facing school psychologists:

Education;

Change monitoring;

Classes with elements of training.

Their solution will provide comprehensive psychological support for students taking the exam. At the same time, it should be taken into account that in a modern school it is often impossible to conduct long classes with high school students for a number of reasons. Schoolchildren attend college preparation courses, elective classes to prepare for a particular subject (as part of the school curriculum), etc.

The purpose of the lessons: developing with students the skills of psychological preparation for exams (USE), increasing their self-confidence, in their abilities when passing exams.

Tasks:

Actualization of individual psychological characteristics of preparation for the exam. Teaching graduates ways of relaxation and relieving emotional and physical stress, increasing stress resistance;

Self-diagnosis of their psychological characteristics, level of anxiety and competence in preparation for the exam. Teaching students how to self-training, taking into account their individual characteristics;

Teaching students how to self-motivate and respond to negative emotions.

Methods Used: discussions, mini-lectures, training exercises, art therapy.

Equipment and materials: a spacious room, chairs, A4 board or sheets, felt-tip pens, pastels, pens and notebooks for students to record information received during mini-lectures.

Members: all students in the class.

The program is designed for three sessions of 45 minutes. Each of these lessons includes a set of certain psychological exercises, and depending on the level of the class, their number and duration can be adjusted. Thematic planning of the lesson program for preparing 11th grade students for the Unified State Examination with elements of psychological training is given in Appendix 1.

association game

First lesson begins with an introductory speech by a teacher-psychologist (no more than 5 minutes), which informs the group about the goals and format of the classes. Then a small warm-up exercise is conducted with the students. “Associations - 1”, during which schoolchildren come up with associations for the word “USE”, answering specific questions, for example: “If the USE is furniture, then what?”, “If clothes, then what?” etc. This exercise pursues the following goals:

Activation of the psychological dynamics of the group;

Creation of positive attitudes among the group for further discussion of the topic of the exam;

Actualization of self-awareness of high school students on the subject of passing the exam.

After a short warm-up, the teacher-psychologist proceeds to the exercise "Associations - 2". Students take turns coming up with associations that the word “USE” evokes in them. The results obtained are recorded by the teacher on the board, then discussed together with the students. Associations should ideally show that the USE has two sides - positive and negative. If the latter prevails in the class, then the psychologist can resort to such phrases-tricks as: “The subjective opinion of the teacher does not affect the results of the exam”, “The exam is an opportunity to show your potential”, “I passed the exam at school - you don’t have to run all summer institutes and pass exams”, etc.

Goals of this exercise:

Actualization of self-awareness of high school students on the subject of passing the exam;

Identification of irrational attitudes of schoolchildren related to certification in the form of the Unified State Examination;

Transforming, if possible, negative attitudes into more positive ones.

Diagnosis of the level of anxiety of students in situations of knowledge testing

After this exercise, the teacher can proceed to the diagnosis of students in order to determine the level of their anxiety in situations of knowledge testing. But before we start, it is appropriate to give some scientific justification for the feeling of increased anxiety. For example, a teacher might say something like this: “Probably everyone has experienced anxiety at least once in their lives. It occurs in a situation of uncertainty and is accompanied by feelings of tension, anxiety, and bad forebodings. Only a person can be anxious as a being endowed with self-consciousness. Although anxiety is a negative emotional state, it is anxiety that sometimes mobilizes a person. Not without reason, in Russian there is another meaning of this word - a call to battle. The human body responds to this call by the flow of adrenaline into the blood. Under its influence, the strength of heart contractions increases, blood pressure rises, breathing becomes deeper. This condition is called stress. It is designed to help a person in a critical situation: a fight with an enemy of equal strength or an escape from a stronger opponent. In a state of stress, a person's capabilities increase: a man, fleeing from a bull, jumps over a twelve-meter ditch, a woman lifts a car, under which her children were. Students should explain that everyone experiences a certain amount of anxiety before taking exams. At the same time, such a reaction to stress as anxiety is associated with many indicators: a person’s temperament, his personal qualities, self-esteem, level of claims, well-being, etc.

Diagnosis of the level of anxiety of students in situations of knowledge testing is carried out on the basis of the method of multivariate assessment of child anxiety (MODT) E.E. Romitsyn (Appendix 2). Schoolchildren independently process its results, after which they individually show them to a teacher-psychologist, who gives each pre-prepared interpretation of the diagnostic results. At the same time, the psychologist enters the results of each of the students in a summary table for the class in order to determine the conditional “risk group” and, accordingly, build individual work with these students. The teacher must necessarily discuss the general results of the class, but not disclose individual results and ensure that they are not disclosed by the students themselves. If necessary, the educational psychologist can comment on the student's results on an individual basis. When interpreting the results of the diagnosis, the psychologist must emphasize that if the students treated it in bad faith, then everything written in the results has nothing to do with them. In any case, the result of this diagnosis is only an assumption about possible reactions.

Also, the teacher should note the positive and negative sides of high and low levels of anxiety in various situations, including situations of knowledge testing. To do this, you can say the following: “Among anxious people there are many responsible ones. But it is they who suffer the most before important events. Some students lose sleep and appetite before exams. They have increased motor activity, pulse rate. People with high anxiety worry about upcoming events for no reason. They feel like something bad is about to happen. Anxiety and uncertainty prevent them from achieving success. It is useful for people with high anxiety to learn how to manage their mental state. Oddly enough, people with low anxiety in extreme situations also do not look the best. Too calm and self-confident, they turn out to be unprepared, uncollected, relaxed. They usually have low achievement motivation. They also need to learn how to manage their mental state so that in situations of examination or competition, which are stressful for everyone, they show their best.”

After the diagnosis, the psychologist can give the class general recommendations on how to become an optimist, for which the students are given appropriate memos prepared according to the method of G.V. Rezapkina (Appendix 3). It is better to preface this part of the lesson with the following two statements:

“A positive attitude towards life (optimism, activity and self-confidence) is what distinguishes the “winner”, “lucky” from the loser. At the same time, success and luck, of course, contribute to such a positive attitude, but it also creates the conditions, “luring” luck and success. It is very important not to confuse such a positive attitude with the thoughtless expectation of gifts of fate, roses from the sky, even without thorns. The basis of such a positive attitude is faith in oneself, a sense of one's capabilities” (A.M. Parishioners);

“A pessimist sees difficulty in every opportunity; an optimist sees opportunities in every difficulty” (W. Churchill).

At the end of the work with the memo, the first lesson can be completed. In conclusion, a reflection is carried out: the teacher recalls the purpose of the lesson, generalizes the experience gained.

Art therapy

Second lesson begins with the exercise "Overcoming", which is aimed at visualization in drawings. The exercise teaches students to reflect on hidden emotions, and also forms the skill of positive self-motivation. This method is described in more detail in the book by M.V. Kiseleva *.

Before starting this exercise, the teacher reminds the class that this is not a “drawing lesson”, that there is no “right” or “wrong” drawing, that there are many ways to express your thoughts, feelings and ideas:

Through symbols;

subject image;

Various shapes, colors and textures.

Be sure to tell the students that the resulting work will in no case be evaluated and commented on. The lesson takes place in three stages, at each schoolchildren are invited to create a new drawing.

On the first stage they need to express their feelings in the drawing on the topic: “How I pass the exam.” The purpose of this exercise is to form a reflection of hidden (negative) emotions. After the drawings are completed, it is necessary that the students use tape or magnets to place them on the board or wall. Then, each of the students should comment on their drawing (anyone starts, then continue in clockwise order). In his clarification questions to the authors of the drawings, the psychologist tries to clarify what feelings, emotions they were trying to express. At the same time, it is important for the teacher to prevent evaluative comments from other students. Phrases such as: “You should have seen how I draw can help him in this. We would definitely be scared!”, “We are all clearly not artists here, so we don’t comment on who painted what and how, it’s important for us what feelings are drawn here.”

On the second stage- students should depict how they prepare for the exam. It can be emotions, feelings, or just an image. The purpose of this exercise is to form an active student's position in preparation for the exam and exchange experiences.

Finished drawings are also placed on the board (wall) and discussed by the whole team. At this stage, you can organize some kind of “brainstorming”, which should eventually lead to the creation of a piggy bank of ways (recipes) to prepare for the exam. During the discussion, the teacher tries to translate the students' negative emotions expressed in the first figure (if any) into constructive ones. To solve this problem, it is necessary to find positive images (resource places) in the drawing and thereby encourage students to take an active position in preparing for the USE.

Subject third stage“I have already passed the exam (successfully).” The purpose of this exercise is to create a positive image, a feeling that this obstacle can be overcome, self-awareness of the goal of passing the exam. At this stage, the teacher asks students to place on the board (wall) all three drawings they created during the lesson and write a short story about their experiences in preparing for the exam, during its delivery and about their joy that the certification was successful. Schoolchildren take turns talking about their drawings, predicting, in fact, the program for the successful passing of the exam. For students, writing a story is an extremely exciting and positive exercise. The role of the teacher-psychologist here is to smooth out the “sharp corners” and translate the negative attitudes of the students that may be found during this exercise into positive ones.

Next, it is discussed in turn how the students feel about their story about the positive image of a person who successfully passed the USE. On this positive note, we must end the lesson. In conclusion, a reflection is carried out, the results are summed up.

Diagnosis of the level of students' awareness of the procedure for passing the exam

Third lesson is devoted to determining the level of awareness of students about the procedure for passing the exam. At the beginning of the lesson, students are offered the appropriate test by O.V. Eremina (Appendix 4). The psychologist gives all the children a form with the text of the test and explains the instructions for it. At the end of testing, each student, without signing his own form, individually submits it to a psychologist, who writes down his full name in his general registration form. student and assigns a number-cipher to his form with answers. After the psychologist has collected all the forms, he mixes them up and distributes them to the class again, explaining that now the students must act as experts and evaluate each other's answers, just as their USE tests will be evaluated in real life. The class is given answers to the test, the evaluation criteria are explained. When the grades are set, the forms are sent back to the psychologist, who, based on the cipher code of his registration sheet, distributes them to the authors. The teacher discusses the results obtained together with the class and explains the issues in which difficulties arose. At the same time, the psychologist notes the individual results of the students in his registration sheet in order to further calculate the overall result for the class and determine the “risk group” with which it will be necessary to work additionally. At the end of the lesson, reflection is traditionally carried out, the experience gained is summarized.

The program "Ambulance" is only the beginning of a dialogue about the psychological readiness of high school students to pass the exam. It is highly effective in conditions of limited time and the need to competently and professionally prepare students for certification. If desired, the program can successfully combine exercises aimed at autogenic training, ways to increase confidence, lectures on clarifying the USE procedure, working out optimal strategies for its implementation, and much more.

Appendix 1

THEMATIC PLANNING

lesson programs for preparing 11th grade students for the Unified State Examination with elements of psychological training

Appendix 2

DIAGNOSTICS

“Determining the level of anxiety in situations of knowledge testing”

Instruction: Guys, The following task will allow you to find out your level of anxiety in situations of knowledge testing. To do this, put in the column with the answers "+" (if you agree with the statement) or "-" (if you do not agree). Then count the number of “+”, considering that one plus is equal to one point.

Statements

Thank you!

Results processing

At boys low level of anxiety when testing knowledge, if scored 0 points;

average level, if scored from 1 to 4 points;

elevated level - from 5 to 6 points;

extremely high level - from 7 to 10.

At girls low level of anxiety when testing knowledge, if scored from 0 to 1 point;

average level, if scored from 2 to 6 points;

elevated level - 7–8 points;

extremely high level - from 9 to 10.

Interpretation of results

Low level. The state of anxiety in situations of knowledge testing is not typical for you. Demonstration of knowledge (or lack thereof), achievements, opportunities does not bother you. On the contrary, you seek to provoke the most violent reaction from others in response to your own statements or actions, to embarrass the teacher or shock classmates. You love to be seen, no matter what impression you make on others. You, apparently, study and attitude towards it are not at the first place in the list of priorities. Probably, this type of activity competes with others, it is given less attention. We can assume some ease of perception and thinking, high self-esteem and self-confidence, free expression of emotions in behavior and independence. Also, one should not exclude the unwillingness to sincerely answer the test.

Middle level. The normal level of anxiety in situations of knowledge testing, necessary for adaptation and productive activity. Your emotional experiences in the conditions of testing knowledge, achievements, opportunities are adequate. You treat such situations quite responsibly, objectively assessing your capabilities. You are characterized by the adequacy of self-esteem, balanced behavior, lack of hypersensitivity, social dependence and overcontrol. In behavior, you can observe the features of confidence, determination, independence. You feel quite calm at the blackboard, demonstrating your knowledge and capabilities.

Raised level. You may have a negative attitude towards the demonstration of your knowledge, dislike “oral” subjects, preferring to respond in writing. The experience of anxiety in situations of verification (especially in public) of knowledge, achievements, opportunities is especially pronounced when the audience of listeners is unfamiliar or significant to you. Studying in itself is not difficult for you, but you may be afraid to answer at the blackboard, because you are lost and therefore cannot remember anything. Fear of public demonstration of their knowledge provokes feelings of anxiety and self-doubt. At the same time, you are quite successful in writing assignments, tests and extracurricular work, since there is no so-called “public assessment” here.

Extremely high level. A very high level of anxiety in situations of knowledge testing, which manifests itself both in situations of public assessment and in the performance of individual and written work. You have a sharply negative attitude towards demonstrating your knowledge, you are afraid to answer in front of the class and especially at the blackboard. The experience of anxiety in situations of verification (especially in public) of knowledge, achievements, opportunities is sometimes inadequately strong. You may sometimes have weakness and trembling in your legs and arms, sometimes you cannot pronounce a single word coherently. The examination situation with its pomp, nervousness of parents, preliminary “pumping”, with the indispensable waiting for your turn outside the door becomes a serious psychological trauma for you. You may develop early feelings of duty, responsibility, high moral and ethical demands on yourself. It is in yourself that you find a lot of shortcomings. You are distinguished by a tendency to a detailed analysis of your behavior and reactions and high intellectual control over them. These features can cause such changes in cognitive activity as a weakening of concentration and shifting of attention, difficulties in separating the main from the secondary, etc.

Annex 3

REMINDER

“How to become an optimist

1. Admit your strengths and weaknesses to yourself.

2. Never talk bad about yourself.

3. Allow yourself to relax, listen to your thoughts, do what you like.

4. Your friends and family are also insecure. Help them!

5. Rejoice in each of your successes on the way to these goals, praise yourself.

6. Remember that you are the embodiment of the hopes of your parents, you are the image and likeness of God, you are the creator of your life.

Appendix 4

TEST

“Determining the level of students' awareness of the procedure for passing the exam"

Instruction: Guys, carefully complete all the tasks of the test.

A1. What can not be used in the exam?

1. Mobile phone

2. Gel black pen

3. Test material (KIM)

A2. You must bring to the exam:

1. Tutorial

2. Passport

3. Personal computer

A3. In case of violation of the requirements stipulated by the rules for conducting the exam, the student:

1. Stands in a corner

2. Removed from the exam

3. Pays a fine

A4. To leave the classroom during the exam, you must contact:

1. To the organizer

2. To the President of the Russian Federation

3. To a friend

A5. In order to avoid mistakes, it is better to write down the answer numbers first:

1. In the palm of your hand

2. On the margins of the form

3. On a draft

A6. If in the task of group “B” instead of a word you need to write another, then the old word is crossed out:

1. One line

2. Two features

3. Three features

A7. After completing the task of group “A”, you must select the number of the correct answer and put it in the box with the number of the correct answer:

1. Tick (?)

2. Asterisk (*)

3. Cross (?)

A8. When filling out the answer forms of group “C”, you need to deviate from the frame:

A9. If, when filling out the forms, the student has any doubt, then it is necessary:

1. Clap your hands

2. Stomp your foot

3. Raise your hand

A10. To file an appeal, please contact:

1. To the responsible organizer

2. To the duty officer on the floor

3. To the Minister of Education of the Russian Federation

IN 1. What do you need to fill out the form?

IN 2. What color should the form be filled in?

IN 3. Are corrections allowed in answers?

AT 4. Who distributes the answer sheets?

AT 5.

1. If in the task of group “B” you need to write another word instead of a word, then the old word is crossed out.

2. If in the task of group “B” instead of a word you need to write another one, then the old word is shaded.

3. If in the task of group “B”, instead of a word, you need to write another one, then the old word is smeared.

B6. Find the correct sentence. Write the number of this proposal as a number:

1. You need to fill out the form in Russian.

2. You need to fill out the form in a foreign language.

3. You need to fill out the form in any language.

AT 7. Find the correct sentence. Write the number of this proposal as a number:

1. During the Russian language exam, it is allowed to exchange passports.

2. During the geography exam, it is allowed to use a ruler (without entries in the form of formulas).

3. During the exam in mathematics, it is allowed to use the multiplication table.

AT 8. Write down the missing word.

If you need to fix one ………, then the new one is drawn on top of the old one.

B9. Write down the missing word.

At the end of the exam, you can file ……… for violation of the exam procedure.

B10. What should be done on the answer sheet in a special rectangular field?

C1. Describe the problem that arose as a result of a student violating one of the rules for conducting an exam.

C2. Describe the life situation of a student who successfully passed the exam.

C3. Describe the life situation of a student who did not receive enough points to enter the university of their choice.

Thank you!

Answers to tests

Job number

Results processing

For each correct answer of part “A”, the expert puts 1 point, part “B” - 2 points. Tasks of group "C" are evaluated from 5 to 10 points, according to criteria such as: detailed response, its detail (detail), consistency and depth (philosophical meaning). The expert calculates the total number of points and translates them into a score:

"3" - if scored from 8 to 10 points;

“4” – from 12 to 28 points;

"5" - from 30 to 60 points.

How important is it for you to successfully pass the exam and receive a certificate? _______________________________________________________________

Estimate how well you will pass the exam? What will help you when passing the exam? And what will hinder? ______________________________________________________________

______________________________________________________________________________________________________________________________________________

What are your features, personality traits that will help you to successfully pass the exam? ________________________________________________________________________________________________________________________________________________________________________________________________________________

What are your characteristics and personality traits that can lead to unsuccessful passing the exam? _________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________

What efforts need to be made to successfully pass the exam? Do you have them?_________________________________________________________________________________________________________________________________________________________________________________________________________________

If you do not pass the exam, what next? What will it mean for you? Your next steps?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Do you experience excitement, anxiety from the fact that you have to take the exam? _________________________________________________________________________________________________________________________________

_______________________________________________________________________

Assess how you can correctly allocate time and effort during the exam? What will help you, and what, on the contrary, can interfere?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Surname ____________________________ First name _____________________ Grade __________

How important is it for you to successfully pass the GIA and obtain a certificate? ____________________________________________________________________________________________________________________________________________

Estimate how well you will pass the GIA? What will help you when passing the GIA?

And what will hinder? ________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________

What are your features, personality traits that will help you to successfully pass the GIA? _________________________________________________________________________________________________________________________________________________________________________________________________________________

What are your characteristics and personality traits that can lead to unsuccessful delivery of the GIA? _________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________

What efforts need to be made to successfully pass the GIA? Do you have them?_________________________________________________________________________________________________________________________________________________________________________________________________________________

If you do not pass the GIA, what's next? What will it mean for you? Your next steps?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Do you experience excitement, anxiety from the fact that you have to take the GIA? _________________________________________________________________________________________________________________________________

_______________________________________________________________________

Assess how you can correctly allocate time and effort during the delivery of the GIA? What will help you, and what, on the contrary, can interfere?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluation criteria

During testing:

 Run your eyes through the entire test to see what type of tasks it contains.

 Read the question carefully to the end to understand its meaning correctly.

 If you don't know the answer to a question or aren't sure, skip it so you can come back to it later. Start easy! Start answering those questions that you have no doubt about knowing, without dwelling on those that can cause much thought.

 Learn to skip difficult or incomprehensible tasks. Remember: in the text there will always be questions that you will definitely cope with.

 Think only about the current task! When you do a new task, forget everything that was in the previous one. Remember, the tasks in the tests are not related to each other, so the knowledge that you applied in one that you solved, as a rule, does not help, but only hinders you from concentrating and solving the new task correctly.

 Many tasks can be solved faster if you do not immediately look for the correct answer, but consistently exclude those that are clearly not suitable. The elimination method allows you to end up focusing on just one or two options, and not on all five or seven.

 Leave time to check your work so that you have time to skim through your eyes and notice obvious errors.