{"id":845,"date":"2018-06-21T10:18:31","date_gmt":"2018-06-21T10:18:31","guid":{"rendered":"https:\/\/eumoschool.eu\/?p=845"},"modified":"2018-08-24T12:07:56","modified_gmt":"2018-08-24T12:07:56","slug":"case-study-1-teacher","status":"publish","type":"post","link":"https:\/\/eumoschool.eu\/de\/case-study\/teachers-perspective\/case-study-1-teacher\/","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″ prev_background_color=“#7db6d2″][et_pb_row][et_pb_column type=“4_4″][et_pb_text _builder_version=“3.6″]\n\n\n\n\n\n\n\n\n\n
Land<\/strong><\/td>\nItalien<\/td>\n<\/tr>\n
Datum\/Dauer<\/strong><\/td>\nMai 2017<\/td>\n<\/tr>\n
Hauptthema<\/strong>\u00a0<\/strong><\/td>\nLehrer<\/td>\n<\/tr>\n
Altersgruppe der Studenten<\/strong><\/td>\nIm Alter von 14-16 Jahren<\/td>\n<\/tr>\n
Lage\/Einstellung der Schule <\/strong><\/td>\nEine \u00f6ffentliche Schule in der Stadt Palermo<\/td>\n<\/tr>\n
Thema<\/strong>\u00a0<\/strong><\/td>\nBotschaft des Unbehagens in der Kiste der Emotionen<\/td>\n<\/tr>\n
Beschreibung der Fallstudie<\/strong><\/td>\nDer Lehrer entschied sich, das DoE in einer seiner Klassen einzuf\u00fchren, weil er das Bed\u00fcrfnis versp\u00fcrte, Beziehungen zwischen seinen Sch\u00fclern zu pflegen, die voneinander entfernt und unkommunikativ schienen.<\/p>\n

Er entschied sich f\u00fcr die kontinuierliche Umsetzung von zwei Techniken: den hei\u00dfen Stuhl und die Box der Emotionen.<\/p>\n

Als die Treffen stattfanden, begannen die Sch\u00fcler, sich an den Aktivit\u00e4ten zu beteiligen und sich immer mehr mit den Techniken vertraut zu machen.<\/p>\n

Der Lehrer begann die st\u00e4rkere Einbeziehung der Sch\u00fcler in die Aktivit\u00e4ten zu bemerken.<\/p>\n

Etwa zwei Monate nach Beginn der Umsetzung schrieb ein Sch\u00fcler eine Botschaft in die Box der Emotionen, die ein starkes Unbehagen ausdr\u00fcckte. Das Unbehagen wurde sehr deutlich und dramatisch erkl\u00e4rt. Der Professor beschloss, die Nachrichten nicht wie \u00fcblich vor allen Studenten zu lesen, sondern ein paar Tage zu warten. W\u00e4hrend dieser Zeit beschloss er, mit dem Klassenrat \u00fcber den Fall zu sprechen, aber leider fand er keine angemessene Unterst\u00fctzung.<\/p>\n

Deshalb beschloss er, das Thema innerhalb der Klasse zu verschieben, indem er alle Nachrichten in der Box las.<\/p>\n

Als dies geschah, erkannte der Lehrer, dass das Unbehagen dieses Sch\u00fclers „wie ein Spiegel“ war, da auch der Rest der Klasse begann, allgemeines Unbehagen und Bedarf an externer Unterst\u00fctzung auszudr\u00fccken. Der Professor beschloss, Momente der offenen Konfrontation im Klassenzimmer zu schaffen, die regelm\u00e4\u00dfig organisiert werden.<\/p>\n

So begann die Klasse einen Weg, auf dem das Vertrauen unter den Sch\u00fclern und auch das Vertrauen zum Professor zunahm.<\/p>\n

Der Sch\u00fcler, der zuerst das starke Unbehagen zum Ausdruck brachte, kam nicht heraus, aber seine Beziehungen zu seinen Klassenkameraden begannen sich zu verbessern. Eine Form der Peer-to-Peer-Unterst\u00fctzung wurde aktiviert. DoE-Techniken haben es den Sch\u00fclern erm\u00f6glicht, ihre Beziehungen zu verbessern, Bewusstseinsprozesse zwischen Sch\u00fclern sowie zwischen Sch\u00fclern und Lehrern auszul\u00f6sen und unterst\u00fctzende Prozesse im Unterricht zu aktivieren.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]","protected":false},"excerpt":{"rendered":"

Botschaft des Unbehagens in der Kiste der Emotionen<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[15],"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\/teachers-perspective\/case-study-1-teacher\/\" \/>\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]L\u2019insegnante ha scelto di implementare le tecniche della Didattica delle Emozioni in una delle sue classi perch\u00e9 sentiva il bisogno di creare un\u2019atmosfera pi\u00f9 coesa all\u2019interno della classe. 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