Intellectual output 1 pag 3
Therapeutic educational activities for ESL
inclusiveness. Handbook for teachers.
inclusiveness. Handbook for teachers.
Please note the videos are available only in each partner language.
Romanian
Activity 19: The sound of music
The activity is about stimulating creativity in motion and the sense of belonging to a group. Free association facilitates creativity and allows a good introspection, associated with melotherapy it determines the creation of a positive context where the student analyzes his emotions and exercises relaxation and well-being.
Activity 20: At the theatre
After seeing a play at the theatre, the students are able to interpret a short scene from a play.
Dramatization gives students the opportunity to practice public speaking and reduces their fear through exposure. Dramatization also develops the ability to self-knowledge, allows the student to understand their own feelings and identify personality traits through the typologies seen in the play.
Activity 21: Timisoara, intercultural city in a European context
The students listen to facts about the history of the city presented by a tour guide. Through cooperation within the team, the students develop skills such as acceptance and respect for cultural diversity, learn to explore creative ways to make an authentic product that they will present in front of the others.
Activity 22: Culture-food for the soul
The activity is about recognizing a variety of emotions experienced in relation to oneself and others, about expressing emotions according to personal needs and the specifics of situations.
Activity 23: Financial education
The activity focusses on reporting critically to facts, events, ideas, processes in personal life, by using acquisitions specific to the social, the development of financial skills necessary for life.
Activity 24: The emotions
The implemented activity focusses on adopting positive attitude towards oneself, openess to the new, curiosity, tolerance, developing empathy, increasing self-confidence
Activity 25: Movement, learning, relaxation
The activity is about identifying well-being and relaxation by practicing outdoor movement. Other competencies developed are the awareness of the importance of teamwork and cooperation.
Activity 26: The flower ball
During the activity, the students learned to explore the directions of personal characteristics developmen and to identify personal resources and age-specific development opportunities: presenting oneself
Activity 27: The tribes
The activity focussed on facilitating the expression of aggression, development of a sense of belonging to the group. The students learned how to express their opinions publicly and how to communicate efficiently in a group.
Activity 28: The permanence of time
The activity was about recognizing a variety of emotions experienced in relation to oneself and others, about expressing emotions according to personal needs and the specifics of situations.
Turkish
Activity 13: Week with Fantasy
During the activity, it was aimed to contribute to the development of social skills of students by using different therapeutic methods and working in cooperation with a group.
With the ” Week with Fantasy ” activity, it is aimed that students realize how emotions affect them, feel appreciated in the school environment and improve their self-expression skills.
Activity 14: The Fairy Tale House Visit
Our students visited the fairy tale house and listened to fairy tales there, and then they told stories using fairy tale cubes. Since the heroes of the tale are emotions, which are also the characters of the story, the students were able to approach different emotions from a different perspective.
With the storytelling activity, the students’ ability to express themselves verbally was contributed.
Activity 15: At the Cinema
In this activity, the students watched the movie “Enkanto” and pre-prepared questions about the emotions of the heroes were asked and the emotions of the heroes were evaluated together with the students.
With this activity, it is aimed to contribute to understanding how to deal with the positive and negative aspects of emotions and to find a non-violent method for conflict resolution.
Activity 16: Visiting the Animal Shelter
With this activity, it is aimed to develop a sense of empathy by understanding the importance of helping other living things. With the questions asked to the students after the event, it is aimed to raise awareness of taking social responsibility and helping.
A visit to the shelter was carried out after obtaining the necessary information and necessary permissions from the shelter authorities in advance.
Activity 17: Moving-Relaxing-Learning
With this activity, it is aimed that students realize their positive and negative feelings and approach the events from a different perspective.
At the same time, it is aimed to contribute to the understanding of the methods of coping with negative emotions.
Italian
Activity 13: Rash Judgment
The aim of the activity is to stimulate students to develop competencies such as expressing themselves clearly, presenting well, listening and giving feedback. The activity helps to realize that people often judge from the outside and that it is instead important to become aware of the basic wrong approaches in social interaction and not to judge hastily. After looking at several images and videos, the class discusses the issue.
Activity 14 : Body and Emotions
The teacher asks the students to draw their own body image. Then he asks them to identify, through different colours the body parts involved in an emotion. Finally he asks them to associate the different shades of colour to different emotions and to the various body parts involved in the emotion expressed. The teacher can ask the students to explain their choices and compare them with the other pupils. The teacher shall help the students, by asking them where anger and other feelings are mostly felt, creating identification with a matching situation-stimulus.
Activity 15: The Good and the Evil
The teacher shows the students a video in which there is a possible conflict situation and asks the students what they would do. The teacher asks the students to list different conflict situations they experienced in their life and asks the class to find different possible non conflict solutions to solve a problem. Then the teacher asks the class to explain what an assertive and a nonassertive behavior is and what is their reaction towards an assertive behavior. After watching a short film, teachers help students to reflect on the importance of small positive and negative gestures.
Activity 16: The emotion wall
The teacher shows the students a virtual wall in which they are asked to post some music representing the emotions of joy, sadness, fear, wonder and anger. Then the teacher asks the students if they agree with their mates’ choices or if they disagree. Then the teacher elicits the class to post on the virtual wall a film or a book representing the same emotions , finally the students discuss about their choices.
Activity 17: Emotion dice
The teacher numbers one to six the emotions of Joy, fear, disgust, sadness anger and boredom. Then rolls a dice to choose what emotion each student has to talk about. The pupils are asked to express their feelings in turns telling an incident about the feeling on the face of the dice that comes to him/her.
Polish
Activity 13: Education for emotion
Activity 14 : Emotions as we feel them
Activity 15: Our emotions
Activity 16:
Activity 17: