Therapeutic educational activities for ESL
inclusiveness. Handbook for teachers.
inclusiveness. Handbook for teachers.
This comprise a collection of 79 innovative educational activities dedicated to teachers and educators from primary and secondary schools which need to reduce the risk of drop out for pupils at risk. Those are developed as a mix of therapeutic activities embed into learner centered approach.
Each activity implemented by partners will be summarized into a video material which will be available here serving as a practical model for those who wants to apply it into the own environment.
To see all video materials please access also the second and third pages.
Please open and download the Handbook.
Please note the videos are available only in each partner language.
Activity 1: A story, two versions
The activity subject is about conflict and violence, where teachers explain the main concepts and listen to the pupils’ opinion about the subject. The main part is about the alternative of the red hat story, a version narrated by the wolf. The conclusion: it is important to listen to the 2 parts involved in a conflict.
Activity 2: Discovering Europe
This is an activity implemented in partnership with a travel agency, aiming to develop personal and cultural competencies and form European citizenship among pupils at risk of early school leaving. The travel agency manager explains the role and the types of travel agencies, as well as legal documents. The activity is continued by teachers and therapists from the school with information about the European culture, interactive exercises and projects realized by the pupils.
This indoor activity, which is taking place online, aims to help children to identify and manage the own emotions and the emotions of the others. During the activity the therapists and teachers use expressive therapy, emotion management therapy and game based therapy. The activity was implemented with pupils from the classes III to VIII having educational difficulties and facing social problems. They watch a movie, listen to a short story and a presentation and discuss the characters’ emotions. They play games which help them identify emotions.
Activity 3: Roll call of emotions
This indoor activity taking place on-line aim to help children to identify and manage the own emotions and the others. During the activity the therapists and teachers uses expressive therapy, emotion management therapy and game based therapy. The activity was implemented with pupils having educational difficulties and passing through social problems from classes III to VIII. They watch a movie, listen a short story and a presentation and discuss characters emotions and the moment that appears. They play games helping to better identify emotions.
Activity 4: In the movie theater
This activity it’s addressed to children aged 6-14 and aim to form the following socio-emotional abilities: identifying the emotions experienced by others after watching a video; creating well-being by empathizing with others; accountability in compliance with the rules of civilized behavior in a movie theater. During the activity it was used a group therapy. The children play a game and discuss around the topic.
Activity 5: Rush judgment
The students will learn to identify the experienced emotions after they have watched a video. This activity will help the students in situations of conflict in order to identify those and cases of conflict resolution. After this activity the pupils will know how to observe certain rules of behavior in a group.
Activity 6: Guess the occupation
The activity is about making decisions related to further studies and career by capitalizing on information about ourselves, our education and occupations. It is also about identifying occupations in different fields of activity and their benefits for the persons and for the society.
Activity 7: Friendship
The activity is about identifying more values in order to create and maintain a friendly relationship and being able to state some of the qualities that underlie the choice of a friend.
Activity 8: Stress
The activity focusses on: identifying fears, emotional barriers, free expression of emotions through playing, identifying solutions to overcome unpleasant situations.
Activity 9: Job Shadowing
The implemented activity is about analyzing the aspects related to the work of the police, about observing the components of the service equipment, motivation to choose a job.
Activity 1: Emotion and Dancing
This activity is an indoor activity but if you want it can be implemented as an outdoor activity, as well.
.It is about emotions through melotherapy /music and dance. The main target with this activity is stimulating creativity in movement, the sense of belonging to the group and the identification of fundamental emotions through melotherapy and dance.
Before the activity teacher wants each student a color to represent themselves. Then the teacher and students discusses about music types and emotions. At the end of the meeting teacher asks questions to raise awareness about students’ feelings, thoughts and also effects of dancing.
Activity 2: The Box of Emotions
This activity is an indoor activity but if you want it can be implemented as an outdoor activity, as well. It is about emotions through the game therapy, emotion management therapy and verbal therapy. It is aimed to contribute to students’ introspection, empathy and communication through the box of emotion. The main target with this activity is also stimulating being aware of their peers and their own emotions and also seeing different ways to overcome negative emotions. Before the activity teacher prepares a box, including papers that is written positive and negative emotions on. Then the teacher or a student chooses a paper from The Box of Emotion and they discuss about the emotions. At the end of the activity, teacher invite students to find a possible solution to avoid, improve, and solve the problems which triggered the bad emotions.
Activity 3: Rash Judgement
This activity is an outdoor activity but if you want it can be implemented as an indoor activity, as well.
It is about rash judgement through the role-play therapy. It is aimed to help students to realize people who are often judged by externals and how important it is to become aware of basic incorrect approaches in social interaction.
The main target with this activity is also to stimulate students to develop competencies such as expressing themselves clearly, presenting well, listening and giving feedback.
At the end of the activity, students share their experience and give examples of their everyday life for rash judgement and successful avoidance of rash judgement. They discuss about how to avoid judging people by the way they look, by the first impression, prejudices or stereotypes.
Activity 4: A Private Visit
This activity is an outdoor activity and it is about a nursing home visit.
By using emotion-based therapy during the activity, it is aimed that the students can put themselves in the shoes of others, understand the feelings and thoughts of other people, and feel the positive emotions that will be created by the feeling of helping.
In this activity, our students visited the nursing home and went to the park with their elders living in the nursing home and did a book reading activity with them.
Activity 5: 3 Features
It is about features of students through the speech therapy. It is aimed to help students analyse themselves and their friends and try to know each other better. Knowing each other more will make them feel more confident and have strong communication in their group.
Before the activity, teacher prepares a box and each student writes 3 features about themselves that not physical appearances or about characteristic known by everybody and then they put the papers in the box.
Then students randomly take papers from the box and read features loudly. The aim is to guess the student who has those features.
Activity 6: The Balloon
This activity is both an indoor and outdoor activity. In the balloon activity, it was aimed to develop empathy by using emotion-based therapy method. With this activity, it is aimed to make students realize that the anxiety and anger of each individual can be different and anxiety and anger can be taken under control.
Activity 1: THE ROLL OF EMOTIONS
When the teacher calls the roll the students are asked to answer with a number from 1 to 10 and then, if they feel like talking, they explain to the group the reason of their choice. They can express their emotions of happiness, anxiety or sadness trying to find a way out for their problems with the help of their classmates.
Activity 2: THE BOX OF EMOTIONS
The students write anonymously on a piece of paper a problem they can’t solve and that hurts them, then they put the piece of paper in a box. The teacher opens the box and reads each paper aloud. Finally the group tries to find solutions to that issue and different possible solutions to cope with the problem.
Activity 3: ASSOCIATION OF FACIAL EXPRESSIONS AND EMOTIONS:
The teacher shows the students a video in which six different emotions are performed by different people through their facial expressions: anger, joy, sadness, disgust, fear and contempt. Then she/he invites the class to guess what feeling does every facial expression shows. After asking the students to perform their own feelings through their faces the class discusses the possibility to misunderstand people’s mood.
Activity 4: EMOTIONS AND EMPATHY: STORYTELLING
The teacher prepares a story-telling about the difficulty in expressing one’s emotions at school. He/she shows the class a cartoon where different students behave in different ways according to their characters: they are angry, scared, happy, sad, etc. Then the teacher asks the students about the possible reasons of their attitudes and some advice to help them control their emotions. Then the teacher invites the students to create an avatar and let him/her talk about his/her feelings.
Activity 5: AT THE CINEMA: DISABILITIES
The students watch two short motion pictures about diversity. Then the teachers opens a debate about the message of the two short movies. In the first one “Cuerdas” a young girl helps a boy paralyzed on a wheelchair to play refusing to accept his disability, in the second one “Ian” a group of children, working as a team, helps a boy sick of SLA to face his illness. Then the students debate about the power of friends in breaking the wall of solitude disabilities can create.
Activity 6: CULTURAL AND RELIGIOUS HABITS: STORY-TELLING
The teacher shows the class a cartoon telling the story of four students, coming from different countries: Italy, U.S.A., Tunisia, Scotland, who have won a prize because they wrote the best essays about the dangers of
stereotypes. They are going to Pompei and they meet at Rome airport. Despite the ideas written in their essays, they mock each other for their religious and cultural habits. Only the intervention of a robot (the only one free from stereotypes) makes them realize no one is really free from being conditioned by stereotypes. After the storytelling the teacher elicits a debate about the story and asks the students if they have never been victims of stereotypes.
Activity 1: Box of the emotions
Children engaged in performed activities are from 7 to 13 years old. They are children with educational difficulties and specific social difficulties. Those are with attention deficit hyperactivity disorder, autism, autism spectrum and immigrants.
Skills developed during activity: training in the identification of needs. Activation of communication channels between teachers and students. Building awareness of your own and others’ emotions and looking for different ways to deal with problems and unpleasant emotions.
Activity 2: Body and emotion
This activity was performed by children aged 8 – 9 and it was specially designed for pupils with educational difficulties and specific social difficulties. Group of students who took part were children with attention deficit hyperactivity disorder (ADHD), autism, autism spectrum disorder, immigrants. Through presented games pupils got more chances to develop adequate competences, in order to display emotions. They shaped correct pro-social attitudes, discovered and experienced a diverse and rich world of feelings. They practised empathy skills and the ability to describe their own feelings.
Activity 3: Games and emotions
This activity was performer by pupils aged 8 – 10 years and 14 years old. Board games about EMOTIONS in a fun way teach you to recognize and express them. They teach empathy, tolerance, proper interpersonal relations, and make people sensitive to others. The game triggers positive emotions, stimulate the imagination and stimulate cause-and-effect thinking skills. The participants of the game exercise their perceptiveness, concentration and memory. Board games about EMOTIONS are not only a game, they are great fun, thanks to which we have a chance to get to know each other better.
Activity 4: Stress isn’t cool
The age of the students: 10, 12.
STRESS accompanies us at all stages of life – in childhood, youth and adulthood. Stress is a very common phenomenon and every person experiences it, regardless of their personal situation and stage of life.
During the therapeutic classes, the students, after learning how to deal with stress, made interesting posters that show how to reduce tensions in difficult situations.
To summarize the classes, students received sets of photos and their task was to match them to the “stress” and “counteracting stress factors” categories.
Activity 5: We are sympathetic!
We learn how to share our empathy through the fairy tales.
The main goal is to interpret fairy tales with gestures and body language. Here we are making use of personification. We give human traits to material objects. Through play and drama we stimulate and empower students’ perceptive abilities. Fairy tales and the general atmosphere of friendship and acceptance soothe the stress and tension caused by answering in a foreign language.
Activity 6: Be yourself!
Topic: Free choice and the pressure of the environment – the phenomenon of conformity .
Pupils are aware of the complexity and commonness of the phenomenon of conformism. They make their own choices and work in a team. They practice selective reading skills and participate in the discussion.