{"id":830,"date":"2018-06-21T09:40:48","date_gmt":"2018-06-21T09:40:48","guid":{"rendered":"https:\/\/eumoschool.eu\/?p=830"},"modified":"2018-08-24T11:57:35","modified_gmt":"2018-08-24T11:57:35","slug":"case-study-1-pupils","status":"publish","type":"post","link":"https:\/\/eumoschool.eu\/de\/case-study\/how-doe-helped-pupils\/case-study-1-pupils\/","title":{"rendered":"Fallestudie 1"},"content":{"rendered":"[et_pb_section bb_built=“1″ fullwidth=“on“ _builder_version=“3.6″ background_color=“#7db6d2″ next_background_color=“#ffffff“ global_module=“654″][et_pb_fullwidth_post_title global_parent=“654″ meta=“off“ featured_image=“off“ text_color=“light“ _builder_version=“3.6″ title_font_size=“45px“ title_font_size_tablet=“30px“ title_font_size_phone=“25″ title_font_size_last_edited=“on|tablet“ text_orientation=“center“ custom_margin=“0px|||“ custom_padding=“20px||20px|“ animation_style=“fade“ background_position=“top_left“ background_repeat=“repeat“ background_size=“initial“ \/][et_pb_fullwidth_menu global_parent=“654″ menu_id=“10″ submenu_direction=“downwards“ fullwidth_menu=“on“ _builder_version=“3.6″ background_color=“#2e6783″ text_orientation=“center“ background_layout=“dark“ \/][\/et_pb_section][et_pb_section bb_built=“1″ admin_label=“Section“ prev_background_color=“#7db6d2″][et_pb_row admin_label=“Row“ background_position=“top_left“ background_repeat=“repeat“ background_size=“initial“][et_pb_column type=“4_4″][et_pb_text admin_label=“Text“ _builder_version=“3.6″]\n\n\n\n\n\n\n\n\n\n
Land<\/strong><\/td>\n\u00d6sterreich<\/td>\n<\/tr>\n
Datum\/Dauer<\/strong><\/td>\n2. Semester 2016-2017<\/td>\n<\/tr>\n
Hauptthema<\/strong><\/td>\nStudent<\/td>\n<\/tr>\n
Altersgruppe der Studenten<\/strong><\/td>\n13-14 Jahre alt<\/td>\n<\/tr>\n
Lage\/Einstellung der Schule <\/strong><\/td>\n\u00d6ffentliche Schule, Innsbruck, in West\u00f6sterreich.<\/p>\n

Es ist eine \u00dcbergangsklasse f\u00fcr Migranten und Fl\u00fcchtlingsjugendliche, die noch nicht bereit sind, die \u00fcbliche Klasse zu besuchen und diese \u00dcbergangsklasse zuerst bestehen m\u00fcssen.<\/td>\n<\/tr>\n

Thema<\/strong><\/td>\nEin Sch\u00fcler f\u00fchlt, dass ihn niemand mag und versteht. Die anderen Kinder sind zu laut und zu unruhig f\u00fcr ihn. Die Lehrer wissen nicht, warum er sich schlecht f\u00fchlt. Manchmal w\u00fcrde er lieber kriechen und von allen anderen allein gelassen werden. Andererseits macht es ihn traurig, dass er keine Freunde zum Reden hat.<\/td>\n<\/tr>\n
Beschreibung der Fallstudie<\/strong><\/td>\nDer Sch\u00fcler ist neu in der Klasse und sitzt allein in der Leseecke und weint leise vor sich hin. Niemand in der Klasse bemerkt das. Erst wenn der Lehrer seinen leeren Raum sieht, schaut sie sich im Klassenzimmer um und entdeckt den traurigen Sch\u00fcler. Als der Lehrer ihn anspricht, setzt er sich auf seinen Platz und arbeitet in einer ziemlich depressiven Stimmung.<\/p>\n

Der Sch\u00fcler bleibt die meiste Zeit unauff\u00e4llig. Er ist ein ruhiges, zur\u00fcckgezogenes Kind. Das Auff\u00e4lligste an ihm ist, dass er w\u00e4hrend des Unterrichts irgendwo alleine sitzt, aber vor allem in den Pausen irgendwo und leise zu sich selbst weint. Er kann dem Lehrer oder den anderen Kindern nicht sagen, warum er so oft weinen muss. Er zieht es vor, allein zu sein. Er ergreift nie die Initiative, mit einem anderen Kind zu sprechen. In der Gruppenarbeit w\u00e4hlt er niemanden, sondern bleibt an seinem Platz sitzen und wartet ab, ob er gew\u00e4hlt wird. Weder der Lehrer noch die Mitsch\u00fcler wissen, was mit ihm los ist.<\/p>\n

Mit der „Box of Emotion“-Technik f\u00fchlen sich die Sch\u00fcler wohl und k\u00f6nnen erkl\u00e4ren, was sie f\u00fchlen. Die Sch\u00fcler lernen auch, dass sie ihre Gef\u00fchle nicht unterdr\u00fccken m\u00fcssen, sondern sie mit anderen teilen k\u00f6nnen.<\/p>\n

Diese Technik gab diesem depressiven Kind die M\u00f6glichkeit, sich auszudr\u00fccken, und so konnten die anderen ihn auch besser verstehen. Es half dem Sch\u00fcler, sich besser in seine Klasse integriert zu f\u00fchlen.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]","protected":false},"excerpt":{"rendered":"

Ein Sch\u00fcler f\u00fchlt, dass ihn niemand mag und versteht. Die anderen Kinder sind zu laut und zu unruhig f\u00fcr ihn. Die Lehrer wissen nicht, warum er sich schlecht f\u00fchlt. Manchmal w\u00fcrde er lieber kriechen und von allen anderen allein gelassen werden. Andererseits macht es ihn traurig, dass er keine Freunde zum Reden hat.<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[14],"tags":[],"yoast_head":"\nFallestudie 1 - EUMOSCHOOL<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/eumoschool.eu\/ro\/case-study\/how-doe-helped-pupils\/case-study-1-pupils\/\" \/>\n<meta property=\"og:locale\" content=\"de_DE\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Fallestudie 1 - EUMOSCHOOL\" \/>\n<meta property=\"og:description\" content=\"[:it]Uno degli studenti della classe credeva di non piacere a nessuno e si sentiva incompreso. I suoi compagni erano troppo vivaci ed irrequieti. Gli insegnanti non riuscivano a comprendere le ragioni di questo forte disagio. Il ragazzo preferiva allontanarsi dai compagni e stare da solo. D\u2019altra parte, il fatto di non avere amici con cui parlare lo rattristava. [:en]One student feels that nobody likes and understands him. The other kids are too loud and too restless for him. Teachers do not know why he's feeling bad. At times he would prefer to crawl and be left alone by everyone else. On the other hand, it saddens him that he has no friends to talk to.[:de]Ein Sch\u00fcler f\u00fchlt, dass ihn niemand mag und versteht. Die anderen Kinder sind zu laut und zu unruhig f\u00fcr ihn. Die Lehrer wissen nicht, warum er sich schlecht f\u00fchlt. Manchmal w\u00fcrde er lieber kriechen und von allen anderen allein gelassen werden. Andererseits macht es ihn traurig, dass er keine Freunde zum Reden hat.[:hu]\u00c1llami iskola, Innsbruck, Nyugat-Ausztria Olyan bev\u00e1ndorl\u00f3 \u00e9s menek\u00fclt fiatalok \u00e1ltal l\u00e1togatott \u00e1tmeneti oszt\u00e1ly, akik m\u00e9g nem \u00e1llnak k\u00e9szen a hagyom\u00e1nyos oszt\u00e1lyokhoz val\u00f3 csatlakoz\u00e1sra \u00e9s el\u0151bb egy \u00e1tmeneti vizsg\u00e1t kell letenni\u00fck. [:tr]\u201d\u00d6\u011frencilerden biri s\u0131n\u0131f arkada\u015flar\u0131ndan \u00e7ald\u0131\u011f\u0131 i\u00e7in s\u0131n\u0131f i\u00e7inde ciddi bir \u00e7at\u0131\u015fma vard\u0131r. Ne yaz\u0131k ki k\u0131z okuldan kovuldu, ancak Postbox tekni\u011fi ile s\u0131n\u0131f, duygular\u0131n\u0131 ifade etmeyi ba\u015fararak, k\u0131z\u0131 affetti ve \u00f6ncekinden daha g\u00fc\u00e7l\u00fc bir \u015fekilde bir araya geldi[:ro]Un elev simte c\u0103 nimeni nu-l place \u0219i nu \u00eel \u00een\u021belege. Ceilal\u021bi copii sunt prea g\u0103l\u0103gio\u0219i \u0219i prea agita\u021bi, \u00een opinia sa. Profesorii nu \u0219tiu de ce se simte r\u0103u. Uneori ar prefera s\u0103 se t\u00e2rasc\u0103 \u0219i s\u0103 r\u0103m\u00e2n\u0103 singur, separat de to\u021bi ceilal\u021bi. 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