{"id":835,"date":"2018-06-20T09:56:40","date_gmt":"2018-06-20T09:56:40","guid":{"rendered":"https:\/\/eumoschool.eu\/?p=835"},"modified":"2018-08-24T12:01:14","modified_gmt":"2018-08-24T12:01:14","slug":"case-study-2-pupils","status":"publish","type":"post","link":"https:\/\/eumoschool.eu\/it\/case-study\/how-doe-helped-pupils\/case-study-2-pupils\/","title":{"rendered":"CASO STUDIO 2"},"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 dell\u2019anno scolastico 2016\/2017<\/td>\n<\/tr>\n
Soggetti interessati<\/strong><\/td>\nInsegnanti, studenti<\/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>\nLo studente soffriva di un deficit di attenzione e di concentrazione, il suo rendimento era calato in maniera molto rapida. Si distraeva facilmente, cambiava spesso attivit\u00e0 e si stancava quasi subito. Era difficile per lui aspettare il proprio turno o attendere che l\u2019insegnante finisse di parlare. Non sapeva aspettare n\u00e9 rinunciare ai propri bisogni.<\/td>\n<\/tr>\n
Descrizione del caso studio<\/strong><\/td>\nLo studente frequenta la prima liceo. \u00c8 alto e robusto e sembrava che non fosse a suo agio con il suo corpo. Appariva irrequieto. Nel corso delle lezioni, si dondolava sulla sedia fino a cadere a terra, oppure tamburellava con la penna sul banco, si alzava per chiudere le tapparelle, apriva la finestra, si dirigeva verso il cestino per svuotare il proprio temperamatite, reagiva in maniera violenta agli sguardi di rimprovero o ai gesti dei propri compagni, li colpiva con dei pugni alle braccia, lanciava delle penne all\u2019indirizzo degli studenti seduti al primo banco e commentava borbottando tutto ci\u00f2 che succedeva intorno a lui.<\/p>\n

Quando veniva redarguito o gli veniva chiesto di smetterla, invece di cooperare, diceva di non aver fatto nulla e che ce l\u2019avevano tutti con lui. Difficilmente si calmava, e si rifiutava di seguire le indicazioni degli insegnanti: non cambiava posto, n\u00e9 lasciava la classe. Rideva alle minacce di punizione, ascoltava a malapena, ma rispondeva a tono all\u2019insegnante con affermazioni roboanti o gesti minacciosi.<\/p>\n

Lo studente pensava che la scuola fosse un male necessario. Le ore trascorrevano troppo lentamente. Accoglieva di buon grado qualunque attivit\u00e0 non implicasse la scrittura o l\u2019ascolto. Per lui era fondamentale esprimere la propria inquietudine interiore con il movimento. La maggior parte degli insegnanti lo trovava inadeguato e maleducato.<\/p>\n

Di solito si stancava ben presto di qualunque attivit\u00e0, diceva di aver mal di testa o di avere gli arti indolenziti, ma in realt\u00e0 per lui stare seduto era una tortura. In quei momenti, era particolarmente suscettibile e si sentiva attaccato da compagni e insegnanti.<\/p>\n

Grazie alla tecnica \u201cIndovina come mi sento\u201d, gli studenti hanno avuto la possibilit\u00e0 di spiegare le emozioni ed i sentimenti che provano. Hanno imparato ad esprimere, condividere e riflettere sui propri sentimenti e su quelli degli altri.<\/p>\n

Questa tecnica ha permesso allo studente problematico in questione di vivere la scuola in maniera diversa, e di fargli comprendere che pu\u00f2 esprimersi con garbo e attirare l\u2019attenzione senza interferire con la lezione o disturbare gli altri. La classe ha imparato a guardare a questo suo lato e a provare maggiore empatia nei suoi confronti.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]","protected":false},"excerpt":{"rendered":"

Lo studente soffriva di un deficit di attenzione e di concentrazione, il suo rendimento era calato in maniera molto rapida. Si distraeva facilmente, cambiava spesso attivit\u00e0 e si stancava quasi subito. Era difficile per lui aspettare il proprio turno o attendere che l\u2019insegnante finisse di parlare. Non sapeva aspettare n\u00e9 rinunciare ai propri bisogni.<\/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 2 - 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-2-pupils\/\" \/>\n<meta property=\"og:locale\" content=\"it_IT\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"CASO STUDIO 2 - EUMOSCHOOL\" \/>\n<meta property=\"og:description\" content=\"[:it]Lo studente soffriva di un deficit di attenzione e di concentrazione, il suo rendimento era calato in maniera molto rapida. Si distraeva facilmente, cambiava spesso attivit\u00e0 e si stancava quasi subito. Era difficile per lui aspettare il proprio turno o attendere che l\u2019insegnante finisse di parlare. Non sapeva aspettare n\u00e9 rinunciare ai propri bisogni. [:en]The student suffers from a lack of attention and concentration, his performance drops much faster than others. He is easily distracted, often changes his activities or leaves them prematurely. In many situations, he also struggles to wait until it is his turn or the teacher has finished speaking. He often finds no way to defer his needs or to withdraw.[:de]Der Sch\u00fcler leidet unter mangelnder Aufmerksamkeit und Konzentration, seine Leistung sinkt viel schneller als andere. Er ist leicht abgelenkt, \u00e4ndert oft seine Aktivit\u00e4ten oder verl\u00e4sst sie vorzeitig. In vielen Situationen k\u00e4mpft er auch damit, zu warten, bis er an der Reihe ist oder der Lehrer fertig gesprochen hat. Er findet oft keine M\u00f6glichkeit, seine Bed\u00fcrfnisse aufzuschieben oder sich zur\u00fcckzuziehen.[:hu]Az egyik di\u00e1k figyelemzavarral k\u00fczd, a teljes\u00edtm\u00e9nye sokkal er\u0151sebben romlik, mint a t\u00e1rsai\u00e9. K\u00f6nnyen elvonja valami a figyelm\u00e9t, gyakran v\u00e1ltogatja a tev\u00e9kenys\u00e9geket, vagy befejezetlen\u00fcl hagyja \u0151ket. [:tr]\u00d6\u011frenci dikkat ve konsantrasyon eksikli\u011finden muzdariptir, performans\u0131 di\u011ferlerinden daha h\u0131zl\u0131 d\u00fc\u015fer. Kolayca dikkati da\u011f\u0131t\u0131r, \u00e7o\u011fu zaman aktivitelerini de\u011fi\u015ftirir veya erken b\u0131rak\u0131r. [:ro]Elevul sufer\u0103 din cauza lipsei de aten\u021bie \u0219i de concentrare, performan\u021ba lui scade mult mai repede dec\u00e2t a altora. 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