{"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\/it\/case-study\/how-doe-helped-pupils\/case-study-1-pupils\/","title":{"rendered":"CASO STUDIO 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”]\n

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Paese<\/strong><\/td>\nAustria<\/td>\n<\/tr>\n
Data\/Durata<\/strong><\/td>\nII semestre dall\u2019anno scolastico 2016\/2017<\/td>\n<\/tr>\n
Soggetti interessati<\/strong><\/td>\nStudente<\/td>\n<\/tr>\n
Et\u00e0 degli studenti<\/strong><\/td>\nStudenti di et\u00e0 compresa fra i 13 e i 14 anni<\/td>\n<\/tr>\n
Contesto<\/strong><\/td>\nScuola pubblica di Innsbruck nell\u2019Austria occidentale.<\/p>\n

\u00c8 una classe preparatoria per giovani migranti e rifugiati che non sono ancora pronti per frequentare le classi regolari.<\/td>\n<\/tr>\n

Tematica trattata<\/strong><\/td>\nUno 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.<\/td>\n<\/tr>\n
Descrizione del caso studio<\/strong><\/td>\nLo studente era da poco entrato a far parte della classe e se ne stava da solo seduto a leggere e a piangere in silenzio. Nessuno lo aveva notato. Solo quando l\u2019insegnante ha visto che il posto dove si sedeva di solito era vuoto \u00e8 andato a cercarlo. Quando l\u2019insegnante si \u00e8 rivolto a lui, \u00e8 tornato a posto e ha continuato a lavorare piuttosto abbattuto.<\/p>\n

Lo studente cercava di non farsi notare. Era piuttosto tranquillo e se ne stava sulle sue. L\u2019unica cosa per la quale si distingueva era il suo starsene seduto a piangere da solo nel corso della lezione e dell\u2019intervallo. Non sapeva spiegare n\u00e9 all\u2019insegnante n\u00e9 ai compagni perch\u00e9 piangesse cos\u00ec spesso. Preferiva stare da solo. Non parlava mai con i compagni. Al momento di formare i gruppi, non mostrava di prediligere un gruppo sull\u2019altro, ma aspettava di essere scelto. N\u00e9 l\u2019insegnante, n\u00e9 i compagni di classe sapevano cos\u2019era che non andava.<\/p>\n

Grazie alla scatola delle emozioni, gli studenti hanno imparato a sentirsi pi\u00f9 a proprio agio, sanno di non aver bisogno di reprimere le loro emozioni, perch\u00e9 possono condividerle con gli altri.<\/p>\n

Questa tecnica ha dato l\u2019opportunit\u00e0 a questo ragazzo di esprimersi e agli altri di comprenderlo. Ha aiutato lo studente a sentirsi pi\u00f9 integrato.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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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.<\/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":"\nCASO STUDIO 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=\"it_IT\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"CASO STUDIO 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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