AKTOBE MUSIC COLLEGE by A.ZHUBANOVA
PROGRAM
SOCIAL and PSYCHOLOGICAL ADAPTATION of STUDENTS AND first-YEAR STUDENTS to STUDY in AKTOBE MUSIC COLLEGE by A. ZHUBANOVA
CONTENT
1.Explanatory note
2.The stages of the programme implementation
3.Model of adaptation of students and students of the new set
4.Action plan for the period of adaptation
5. Expected result
The purpose of the pedagogical process in Aktobe College of music is to create conditions for the formation of a harmoniously developed personality, with ideological positions and attitudes towards education and profession, ensuring the ability and readiness of the graduate to high personal achievements, achievements for society and the state. That is why the process of adaptation of students and students in College is of great importance for our teaching staff.
Adaptation is the process of changing the nature of relations, the student’s relationship to the content and organization of the educational process in an educational institution. The degree of social adaptation of a freshman in College determines many factors: individual psychological characteristics of a person, his personal, business and behavioral qualities, value orientations, academic activity, health status, social environment, family status, etc.
Student life begins with the first year, so the successful adaptation of students and students of the new set to life and study in College is the key to the further development of each student as a person, a future specialist. It becomes Obvious that acceleration of processes of adaptation of first-year students to a new way of life and activity for them, research of psychological features, the mental States arising in educational activity at the initial stage of training, and also identification of pedagogical and psychological conditions of activization of this process are extremely important tasks. After all, the professional activity of students after graduation largely depends on the level of adaptation to the new educational environment. Thus, it becomes obvious the need to find ways to activate the socio-psychological and pedagogical conditions that can ensure the process of adaptation of students of the new set. This explains the need to create this
The purpose of the program: the purpose of educational activities in Aktobe College of music is the formation of students ‘ citizenship, responsibility for their professional training, diligence, respect for human rights and freedoms, love for the environment, Homeland, family, the formation of a person physically and spiritually developed, adapted to modern living conditions, competitive in the labor market.
Program objective:
1. Formation of ideas about the structure of the educational process, the chosen profession or specialty, professional competencies.
2. The development of group cohesion, the creation of a favorable psychological climate in the team.
3. Development of skills of effective interpersonal interaction, increase of self-confidence.
4. Formation of the personality physically developed, leading a healthy lifestyle, capable of physical self-improvement and development.
5. Development of positive self-esteem, creative abilities of students, the ability to reflect.
6. Development of teamwork skills, decision-making, responsibility.
7. Prevention and removal of psychological and physical discomfort associated with the new educational environment in first-year students.
Direction of the program:
1. Educational direction:
– organizational activities for curators of groups, educational work with students and first-year students;
– informing of teachers and curators of groups about psychological features of first-year students.
2. diagnostical direction:
– study of individual psychological characteristics of students and students, their interests, motives for admission to College, attitude to the future profession and specialty;
– activities to study the level of socio-psychological adaptation and identification of maladaptation;
– determination of professional inclinations, research of creative abilities.
3. Preventive direction:
– activities in the form of class hours, psychological games, group conversations, hours of communication with elements of training aimed at the successful course of social and psychological adaptation of freshmen;
– organization of educational and extracurricular work with first-year students to form a sustainable interest in the chosen profession and specialty;
-prevention of stress-related conditions and States of nervous and mental tension during the period of adaptation.
4. Correctional and developmental direction:
– organization of psychocorrective work in case of violations of the process of socio-psychological adaptation of students and first-year students.
The implementers of the programme:
Deputy Director for OIA
Educational psychologist
Social teacher
Methodist
Curators of groups
Teachers
Medical worker
The commandant of the student hostel
Teachers of the hostel
2. The stages of the programme implementation
Work on the implementation of the program is designed for the first year of students in College and is carried out in 3 stages.
| Period | Tasks |
| I stage September-november | – To assess the somatic, psychological and social status of students and students of the new set, their information about the conditions, organization and content of educational activities in the College. – To provide social and psychological support for the entry of former applicants into the new educational environment – to make individual plans of work with orphans and children left without parental care passing on postintern support. |
| II stage November- december | – Identify the main problems of adaptation of students and students to new educational conditions and indicate ways to solve them. – Identify ways to eliminate existing contradictions. – Make adjustments to the organization of the educational process. |
| III stage January-june | – To use the received information for carrying out seminars of curators of groups, individual and group consultations of teachers for the purpose of prevention of problem situations in educational process. – To organize correctional and educational work with students and students to form cohesive student groups and help maladjusted students. – To consult and educate parents of students and students who have not adapted to study in a new environment |
| Tasks | The mechanisms of solution of problems | Responsible |
| Psychological adaptation | ||
| 1.To help students to reveal the originality of their personality. 2. Nurture the need for self-knowledge and self-esteem. 3. To diagnose the state of health of students and students, their individual characteristics. | 1. Psychological testing: questionnaires, tests, discussion, business games. 2. Familiarity with rational ways of mastering various subjects. 3. Individual work with students and students: – discussion of individual difficulties; – develop a positive attitude to temporary failures. | Social and psychological service Curators of groups Teacher of physical education |
| Social adaptation | ||
| 1. Organize regular study of the state of the socio-psychological climate in the student groups of the new set. 2. To help each student discover the originality and richness of his personality. 3. To promote team cohesion, involvement of student self-government bodies in the adaptation of students of the new set. 4. To support and develop initiatives for freshmen. 5. To facilitate the adaptation of students and students to life in the hostel. 6. Creating a positive emotional background for mutual understanding with parents. | 1. Familiarization of students with the youth policy of the Republic of Kazakhstan. 2. Familiarity with the work of student government. 3. Inclusion in the activities of the student government of the College, the election of asset groups. 4. Involvement of students and students in the system of additional education, social life of the College, the hostel. 5. Group and collective parent meetings, individual work with parents. | Deputy Director for OIA Social and psychological service Curators of groups People student Council Educators Leaders of circles The commandant of the hostel |
| Pedagogical adaptation | ||
| 1. To reveal the level of legal culture, to acquaint with normative legal documents of educational institution. 2. Conduct an introductory briefing on TB. 3. To determine the degree of formation of students and students of General educational skills. 4. To identify the level of adaptation of students to the workload. 5. To interact with subject teachers in order to study the features of adaptation of first-year students to them and the specifics of adaptation of each teacher to the group of students and students of the new set. 6. To ensure the observance of optimal sanitary and hygienic conditions in the educational institution and dormitories. 7. Promote the development of consciousness among students and students on the need for a healthy lifestyle. | 1. Familiarity with the Charter of the educational institution, internal regulations, rules of residence in the hostel, etc. 2. Questionnaires, conversations, observations, tests, opinion polls. 3. Study of the schedule of classes, identifying the degree of employment of students and students in extracurricular time. 4. Activation of the process of self-preparation for classes. 5. Individual consultations with parents, group parent meetings. 6. Quality control of daily and General cleaning. 7. The organization of a healthy diet. | Deputy Directors for OIA, UPR. Social and psychological service Curators of groups Teachers Medical worker People student Council |
| Professional adaptation | ||
| 1. To promote the development of professional self-determination, to form the quality of a competitive skilled worker and specialist. | 1. Meeting with graduates. 2. Carrying out activities in the framework of the “week of specialty profession”. 3. Professional skill contest. 4. Questionnaires, opinion polls, conversations | Deputy Directors for OIA, UPR. Social and psychological service Curators of groups Teachers Medical worker People |
4. Plan of measures
| Job content | Period | Responsible |
| Analytical and diagnostic direction | ||
| 1.Study of personal files of students and students. 2.Preparation of social passports. 3.Role-playing game ” Let’s get acquainted.” 4.Drawing up individual plans of work with orphans and children left without parental care passing on postinternatnomu support. | September | Social pedagog |
| 1.Sociological survey of first-year students. 2.Survey of students to identify creative interests | October-november | psychologist Teachers |
| 1.Testing of students to identify the level of satisfaction with the results of the winter session | February | psychologist Teachers |
| 1.The final study of the adaptation of freshmen in College | March-april | psychologist Teachers |
| Organization of educational activities | ||
| Interaction with subject teachers in order to study the features of social and psychological adaptation to the specifics of subjects: • analysis of amount of homework; * study class schedule; * attending lessons; analysis of the cut of control works. | during the year | Methodist Curators of groups Teachers |
| Organization of educational activities | ||
| 1.Involvement of students in the activities of sections, circles of the College. 2. Formation and development of spiritual and moral values. 3. Formation of legal knowledge of first-year students. 4. Education of the citizen, the patriot of the homeland. 5. Formation of aesthetic values. 7. Instilling good work habits. 8. Participation in the social life of the College, sports relays, tournaments in volleyball, basketball. 9.Meeting of orphans and children left without parental care with a representative of the guardianship authorities | during the year | Methodist Curators of groups Teachers |
| Interactions with parents | ||
| 1.Parent-teacher meetings (group, collective). 2. Individual consultation. | during the year | Methodist Curators of groups Teachers |
| Organizational measures to adapt students to new living conditions in the hostel | ||
| 1.Check in to the student hostel. 2.Familiarization with the rules and regulations of living in the hostel. 3.Monitoring compliance with the rules of residence in the hostel. 4. meeting with children living in the hostel Competition for the best room | September- October during the year | Social teacher Methodist Curators of groups Teachers Medical worker The commandant of the student hostel |
5. Expected result
1. Creation of a unified adaptation environment.
2. Inclusion of all first-year students in a purposeful controlled process of social and psychological adaptation.
3. Awareness of first-year students difficulties associated with the first months of training, the ability to cope with emotional crises.
4. Awareness of the correctness of the professional choice, the ability to “get used” and love the chosen profession.
5. Safety of the contingent.
Annex 1
Role-playing game ” Let’s get acquainted»
1. Acquaintance of students in group-acquaintance of students with each other, c simultaneous statement of own judgement about ways and motives of a choice of a profession.
Scheme familiarity and discuss (on choice):
1.1.Last name, first name, what school he graduated from, when he chose a profession, what influenced the choice of profession, why he chose this specialty and educational institution, what interests, abilities and talents can be noted at home.
1.2. The curator invites the participants of the game to get acquainted, you can start with the words ” Imagine that each of you really wants to get to know each other, and I suggest that in turn all the participants of our acquaintance presented themselves in an unconventional form. For example:”my name is Kymbat. I like to fool around. I’m the oldest child in the family. My height is 1m. 35 cm. I have red hair. I love ice cream.”
1.3. Task: each of the participants of the training team within 5 minutes is preparing to present his name to his comrades. He wouldn’t call it the usual way. A will have to name, draw, designate with other symbols or through other associations his name. Each of the players has the right to use only three such hints (drawn or any other). The group then tries to name him.
2. The task is to finish the sentence.
My College education is … Most of all I love …
My future profession is …
Thus, it is possible to analyze the representation of first-year students about learning, about their profession and preferences, interests of students.
- Exercises and games for cohesion, creative activation and cooperation (optional).
Division into teams.
For most games and exercises, you will need to divide the participants into teams. This can be done as follows, taking several different postcards by the number of teams (that is, if three teams, then three cards), cut each into as many parts as required by the team members. Mix the cards in the “cap”, and invite everyone to pull himself one part of the card. Next, the students, collecting their parts of the cards are split into teams. The first team consists of students who have collected the first card from the parts, the second-students who have collected the second card, etc.
“Building a tower»
For this game it is necessary to divide the group members into several teams of 6-8 people. Give each team 2 blank sheets of A4 paper, glue for paper and scissors. Now you need to voice the task “the goal of this game – from the available materials to build a tower, any, but it should be higher than the opponents and stand upright, without assistance.” Before you start, give each team 5 minutes to think about the option of construction, and only then let the team start. Warn participants that time is not limited, so the speed of construction does not play a role, it is important that the tower stood and was as high as possible. Therefore, the game cannot be stopped until the last team finishes. As a rule, 20 minutes is enough for the whole game. During this game, the curator, observing the activities of the participants of each team, will easily identify the most active student leaders. After that each team should choose one participant who will tell about the tower, and also will try to Express the opinion why the tower turned out above or below.
“Collective drawing»
For this exercise, you will need to divide the participants into several teams of 4-6 people. Give each team one blank A4 sheet. Next, ask the participants of each team to pay by numbers (1, 2, 3, 4…). Now we voice the task “the purpose of the exercise is to draw a collective picture on the topic (it can be either one common to all teams, or as an option, the theme of the picture is given to each team is different). It is drawn in turn, first the 1st participant draws, then the 2nd, then the 3rd, etc. Each participant can draw only his own specific figure, the location and size of the figure is determined by this participant independently. The proposed figure can be so the 1st party has the right to draw the circle, the 2nd party is a rectangle 3rd party – triangle, 4-th member – only straight draws, etc. For this exercise, enough for 15-20 minutes. After all the collective drawings are completed, the curator invites each team to explain what they drew, and the other participants reflect on whose drawing turned out to be more interesting and why.
«Desert island»
In this exercise, participants should be divided into 3 teams of 8-12 people. Give each team 1-2 sheets of A4.
The task should sound like this: “Imagine that you suddenly got to a desert island, you have nothing to live on, and therefore you have to come up with a code of a desert island-the basic rules of living on the island.” On this task it is necessary to give students 20-25 minutes. Next, each team presents its own code. This is followed by a discussion of each code and it should go to one of the summing all the acceptable rules.
The criterion for the effectiveness of these psychological exercises and games are two indicators: the division of norms and values of the group by the student; high (satisfying the student) status in the group. It is on these indicators, in the end, oriented recommendation exercises.
Annex 2
Sociological survey (beginning of September) of first-year students
Dear freshman! We ask You to answer our questions. Mark the answers you have chosen with any icon, and underline individual positions where required. Each question can have multiple answers.
1.You graduated from high school:
a) secondary education;
b) with a technical bias, Lyceum, technical school (emphasize);
C) the special school of language, music, school of Humanities (to emphasize);
d) another type of educational institution (name).
2. You made your choice and entered the AMC:
a) by vocation ;
b) at the insistence (or advice) of parents;
C) family traditions;
d) out of solidarity with a friend, girlfriend;
e) other reasons (specify).
3. Where did you get the information about AMC:
a) from advertising;
b) from parents, relatives or acquaintances;
C) from comrades, students AMK ;
d) from their peers;
e) from other sources (specify).
Your personal data:
Student group _________________________________________________
name_____________________________________________________
Number _ _ _ _ month __________ year of birth ________
1. Home phone: ___________;
2. Phone for communication:_____________________________________________
3. The number of the school you attended _____________________________
4. Your interests, Hobbies: ______________________________________
Date of filling in the questionnaire “__” _______________ 20__g.
Annex 3
Questionnaire of first-year students
We ask You to take part in the survey, which aims to identify your creative interests. Mark the answers you have chosen with any icon, and underline individual positions where required. Each question can have multiple answers.
1.What is Your name _________________________________________________
2. Specialty ____________________________________________________
3. What are your creative interests:
a) theatre
b) dancing
C) singing (solo, choral, ensemble)
d) drawing
e) others
4. What is closer to you in literary, musical, poetic creativity?
a) own creativity;
b) artistic reading;
C) illustration.
5. In what circles Did you study?
a) theatrical;
b) musical;
C) dance.
6. Would you like to work in a group of organizers?
a) contests (what?);
b) evenings (what?);
C) discos.
7. Are you fond of collecting?
(a) stamps;
b) photos;
C) other
8. Have you studied music?
a) Yes (please specify the musical instrument)
_________________________________________
b) no.
9.Have you graduated from a music school?
a) music school
b) no
10. Do You have the gift of a performer?
a) Yes
b) no
Annex 4
Questionnaire for February first – year students
We ask You to answer our questions. Mark the answers you have chosen with any icon, and underline individual positions where required. Each question can have multiple answers.
1. Your assessment of the past session:
a) it was very difficult, dissatisfied with the results;
it comes) has passed it is difficult, but results exasperated;
C) passed without stress, the results are good;
d) passed easily, the results;
e) not all exams are passed in session.
2. What circumstances, in Your opinion, prevented to achieve good results in the last session:
a) nothing interfered, the results correspond to my level;
b) prevented illness, malaise in the most inopportune period;
C) prevented family circumstances, difficult relationships with parents, the need to help the family financially (emphasize);
d) worked on his own initiative, out of a desire to be independent, secured;
e) simply failed to organize his work in school;
e) a lot of time spent on other Hobbies, on friends, on vacation, on entertainment
3. How did you spend your winter vacation:
a) handed over debts on session, it was not possible to have a rest;
b) worked (by necessity, at own will);
C) went to relatives;
d) had a rest on the permit in the rest house, boarding house (to emphasize).
4. Your mood at the beginning of the next semester:
a) ready to continue training with pleasure;
b) calm; confident that everything will be OK at Your level;
C) upset, because the last session showed that You have problems in learning;
d) depressed, not sure that the next semester will turn out well;
e) are ready to make the decision on the termination of training because to tighten such situation for years is senseless and painful.
5. Who do You see as your helpers in overcoming learning difficulties:
a) hope only for yourself;
b) hope for parents;
C) fellow students;
d) the curator of the group;
e) other persons.
6. Your relationship with teachers:
a) good, mutually benevolent;
b) do you think that the teacher does not understand You;
C) complement each other in dealing with individual teachers.
7.Name your favorite teachers based on the results of the past semester:________________________________________________________________________
8. Which of the teachers Would you like to Express some displeasure, comments on the conduct of classes, on the reception of tests and exams, in relation to students:___________________________________________________________________
9. You have made a preliminary conclusion for yourself:
a) do you like College, want to stay here, continue your studies;
b) at the first opportunity are ready to move to another College;
C) you may completely drop out of school, as: disappointed in the choice;
d) other conclusions (formulate) _________________________________________________
Date of filling in the questionnaire “___” _______________ 20__y.
Group ________________________
First name /only at Your request/_______________________
Annex 5
The final study of the level of adaptation of first-year students.
- Was it difficult for you to get used to student life?
| № | Significance | Answer |
| 1 | Yes, the process of adaptation was difficult and long | |
| 2 | no, the process of adaptation was not difficult and short-lived | |
| 3 | no adaptation was required, immediately felt like a student | |
| 4 | I find it difficult to answer |
What is Your overall satisfaction with student life?
| № | Значения | знак ответа |
| 1 | completely satisfied | |
| 2 | more satisfied than not | |
| 3 | more dissatisfied than satisfied | |
| 4 | completely dissatisfied | |
| 5 | I find it difficult to answer |
1. What is Your satisfaction with the different aspects of student life?
| № | Significance | Yes | not so | No |
| 1 | content of academic disciplines | |||
| 2 | educational process organization | |||
| 3 | their results in the winter session | |||
| 4 | quality of teaching | |||
| 5 | provision of educational and methodical literature | |||
| 6 | technical equipment of classrooms | |||
| 7 | relationship with teachers | |||
| 8 | relationships in the group | |||
| 9 | living conditions in the branch | |||
| 10 | living conditions in the hostel | |||
| 11 | conditions for full leisure | |||
| 12 | organization of mass events in the branch | |||
| 13 | opportunities to play sports | |||
| 14 | opportunities for artistic creativity | |||
Annex 6
Questionnaire №1
for supervisors of groups of freshmen
- It is known that the education system in College is different from the school. In your Opinion, is the transition from one system to another essential for freshmen?_________________________________________________________________________
- What difficulties may arise in connection with the transition to a new education system? _________________________________________________________________________
- 3. What do you think is the reason for the inability of a freshman student to engage in College activities in some freshmen?_________________________________________________________________________
- By what time is the group formed as a collective? _____________________
- What difficulties can arise in the process of formation of the educational team? _________________________________________________________________________
- What, in Your opinion, can help the cohesion of the group? ________________________________________________________________________
- What problems (personal plan, as well as related to educational activities) may arise in freshmen?_________________________________________________________________________
- Can be problems from non-resident students? What? _________________________________________________________________________
- What help might they need? _______________________________________________________________________
- Is there a need for additional activities (and what?) to ensure the successful adaptation of freshmen?