Review of modern methods of teaching students

2.3 Practical methods
2.3.1 Sensitive training (sensitivity training)
The work carried out in T-groups is best described by the term "social-psychological training". The content to be learned here is non-substantive knowledge about oneself, other people and the laws of group dynamics, much more important than the knowledge acquired in the course of group work, they have emotional experience, interpersonal communication skills, expansion of consciousness and, most importantly, strengthening and satisfaction of motives. personal growth. And here, for the second time, new and stronger motives activate cognitive processes at all levels, including the acquisition of subject knowledge. Therefore, we can say that this type of training ­is based on the second of the seven methods of activating cognition listed above.
Interestingly, sensitive training also uses a technique that is ­characteristic of problem-based learning . Thus, the members of the group are given maximum independence, and the main means of ­stimulating group interaction is the fact of the ­initial absence of any structure in the group. The leader (there may be two of them) is himself an equal participant in group processes, and does not organize them, as it were, from the outside. It is intended to be only a catalyst for the processes of interpersonal interaction. However, the role of the facilitator is very important - without imposing pre-prepared scenarios, he can indirectly influence the work of the group. He can draw the attention of all those present to the importance of this or that event in the life of the group, assess the direction in which the group is moving, support the most vulnerable members until other members of the group learn to do it, help create a general atmosphere of care, support, emotional openness and trust in the group.
T-groups consist of 6 - 15 people of different professions, age and gender; duration of classes from 2 days to 3 weeks. Feedback in the group is carried out not only in the course of current ­interactions, but through the “hot seat” procedure, in which each of the participants is directly evaluated by other members of the T-group. In addition to personal growth throwers, group work also pursues a number of more specific goals: deep self-knowledge through self-assessment by others; sensitization to the group process, the behavior of other people due to a more subtle response to voice intonations, facial expressions, postures, smells, touches and other non-verbal stimuli; understanding the factors affecting group dynamics; the ability to effectively influence group behavior, etc.
Sensitivity itself , which is formed in the course of work in T-groups, is heterogeneous in its direction. The American psychologist G. Smith identifies the following types of it:

1. 
   Observational sensitivity — ability to observe person, simultaneously fix all the signs that carry information about another person, and remember them.
   
2. 
   Introspection — the ability to perceive one's behavior as if from the position of other people.
   
3. 
   Theoretical sensitivity - the ability to use theoretical knowledge to predict the feelings and actions of other people.
   
4. 
   Nomothetic sensitivity - sensitivity to the " generalized other" - the ability to feel and understand a typical representative of a particular social group, ­profession, etc.
   
5. 
   Opposing nomothetic sensitivity ideographic ­sensitivity _ - the ability to capture and understand the uniqueness of ­each individual person.
   

If the theoretical and nomothetic While sensitivity can be ­developed during lectures and seminars, the development of observational and ideographic sensitivity requires practical participation in group training.
From what has been said, it is clear that although the described types of training are not ­aimed at obtaining knowledge from a particular scientific field, the experience gained during the classes can increase the effectiveness of any training by changing the position of the student, increasing his activity and ability to better interact with other students and teachers.