{"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\/it\/case-study\/teachers-perspective\/case-study-1-teacher\/","title":{"rendered":"CASO STUDIO 1"},"content":{"rendered":"[et_pb_section bb_built=&#8221;1&#8243; fullwidth=&#8221;on&#8221; _builder_version=&#8221;3.6&#8243; background_color=&#8221;#7db6d2&#8243; next_background_color=&#8221;#ffffff&#8221; global_module=&#8221;654&#8243;][et_pb_fullwidth_post_title global_parent=&#8221;654&#8243; meta=&#8221;off&#8221; featured_image=&#8221;off&#8221; text_color=&#8221;light&#8221; _builder_version=&#8221;3.6&#8243; title_font_size=&#8221;45px&#8221; title_font_size_tablet=&#8221;30px&#8221; title_font_size_phone=&#8221;25&#8243; title_font_size_last_edited=&#8221;on|tablet&#8221; text_orientation=&#8221;center&#8221; custom_margin=&#8221;0px|||&#8221; custom_padding=&#8221;20px||20px|&#8221; animation_style=&#8221;fade&#8221; background_position=&#8221;top_left&#8221; background_repeat=&#8221;repeat&#8221; background_size=&#8221;initial&#8221;]\n<p>&nbsp;<\/p>\n[\/et_pb_fullwidth_post_title][et_pb_fullwidth_menu global_parent=&#8221;654&#8243; menu_id=&#8221;10&#8243; submenu_direction=&#8221;downwards&#8221; fullwidth_menu=&#8221;on&#8221; _builder_version=&#8221;3.6&#8243; background_color=&#8221;#2e6783&#8243; text_orientation=&#8221;center&#8221; background_layout=&#8221;dark&#8221;]\n<p>&nbsp;<\/p>\n[\/et_pb_fullwidth_menu][\/et_pb_section][et_pb_section bb_built=&#8221;1&#8243; prev_background_color=&#8221;#7db6d2&#8243;][et_pb_row][et_pb_column type=&#8221;4_4&#8243;][et_pb_text _builder_version=&#8221;3.6&#8243;]\n<table width=\"614\">\n<tbody>\n<tr>\n<td width=\"225\"><strong>Paese<\/strong><\/td>\n<td width=\"390\">Italia<\/td>\n<\/tr>\n<tr>\n<td width=\"225\"><strong>Data\/Durata<\/strong><\/td>\n<td width=\"390\">Maggio 2017<\/td>\n<\/tr>\n<tr>\n<td width=\"225\"><strong>Soggetti interessati<\/strong><\/td>\n<td width=\"390\">Insegnante<\/td>\n<\/tr>\n<tr>\n<td width=\"225\"><strong>Et\u00e0 degli studenti<\/strong><\/td>\n<td width=\"390\">Allievi di et\u00e0 compresa fra i 14 e i 16 anni<\/td>\n<\/tr>\n<tr>\n<td width=\"225\"><strong>Contesto<\/strong><\/td>\n<td width=\"390\">Una scuola pubblica di Palermo<\/td>\n<\/tr>\n<tr>\n<td width=\"225\"><strong>Tematica trattata<\/strong><\/td>\n<td width=\"390\">Un messaggio che descriveva un particolare stato di disagio inserito nella scatola delle emozioni.<\/td>\n<\/tr>\n<tr>\n<td width=\"225\"><strong>Descrizione del caso studio<\/strong><\/td>\n<td width=\"390\">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. A suo parere gli studenti erano troppo distanti ed incapaci di comunicare fra loro.<\/p>\n<p>Ha scelto di svolgere due attivit\u00e0: \u201cLa sedia che scotta\u201d<em> e <\/em>\u201cLa scatola delle emozioni\u201d.<\/p>\n<p>Man mano che si ripetevano gli incontri, gli studenti si sentivano sempre pi\u00f9 coinvolti nelle attivit\u00e0 e sembravano acquisire una maggiore familiarit\u00e0 con queste tecniche.<\/p>\n<p>A circa due mesi dall\u2019inizio del periodo di implementazione, uno degli studenti ha espresso tutto il suo disagio in un messaggio imbucato nella scatola delle emozioni. Tale sentimento di sconforto era descritto in maniera molto chiara e drammatica. L\u2019insegnante ha deciso di non leggere il messaggio di fronte a tutti, ma di aspettare un paio di giorni nel corso dei quali ha parlato del caso con il consiglio di classe, senza per\u00f2 trovare nei colleghi un appoggio adeguato.<\/p>\n<p>Quindi ha deciso di cambiare approccio leggendo tutti i messaggi nella scatola. Cos\u00ec facendo, ha notato che il disagio espresso da quello studente era lo specchio di quello provato dal resto della classe. Gli studenti avevano espresso lo stesso bisogno di essere sostenuti ed appogiati. L\u2019insegnante ha, dunque, deciso di creare dei momenti di confronto frequenti nel corso delle lezioni.<\/p>\n<p>La classe ha intrapreso un percorso che ha permesso agli allievi di acquisire una maggiore fiducia in loro stessi e nei confronti dei professori.<\/p>\n<p>Lo studente che ha espresso per primo il suo malessere non \u00e8 mai venuto allo scoperto, eppure la sua relazione con i compagni di classe \u00e8 andata incontro a dei cambiamenti positivi. \u00c8 stato attivato un sistema di supporto fra pari all\u2019interno della classe. Le tecniche della Didattica delle Emozioni hanno consentito agli studenti di instaurare dei rapporti pi\u00f9 saldi, di sensibilizzarli sulle dinamiche studente-studente e studente-insegnante, di avviare dei processi di supporto all\u2019interno della classe.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]","protected":false},"excerpt":{"rendered":"<p>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. A suo parere gli studenti erano troppo distanti ed incapaci di comunicare fra loro.<\/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":"<!-- This site is optimized with the Yoast SEO plugin v22.5 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>CASO 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\/teachers-perspective\/case-study-1-teacher\/\" \/>\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]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. A suo parere gli studenti erano troppo distanti ed incapaci di comunicare fra loro. [:en]The teacher decided to implement the DoE in one of his classes because he felt the need to foster relationships between his students who seemed distant from each other, uncommunicative. [:de]Botschaft des Unbehagens in der Kiste der Emotionen[:hu]A tan\u00e1r az\u00e9rt d\u00f6nt\u00f6tt az \u00c9rzelmek didaktik\u00e1ja gyakorlatok alkalmaz\u00e1sa mellett, mert \u00fagy \u00e9rezte, a di\u00e1koknak sz\u00fcks\u00e9g\u00fck van az egym\u00e1s k\u00f6z\u00f6tti kapcsolatok elm\u00e9ly\u00edt\u00e9s\u00e9re, ugyanis nagyon t\u00e1volinak t\u0171ntek, nem kommunik\u00e1ltak egym\u00e1ssal.[:tr]\u00d6\u011fretmen, Duygular\u0131n Didakti\u011fi&#039;ni s\u0131n\u0131flar\u0131ndan birinde uygulamaya karar vermi\u015ftir \u00e7\u00fcnk\u00fc birbirinden uzak g\u00f6r\u00fcnen, ileti\u015fimsiz olan \u00f6\u011frenciler aras\u0131ndaki ili\u015fkileri geli\u015ftirmeye duyulan ihtiyac\u0131 hissetmi\u015ftir.[:ro]Profesorul a decis s\u0103 pun\u0103 \u00een aplicare DoE la una din lec\u021biile sale pentru c\u0103 a sim\u021bit nevoia de a \u00eencuraja rela\u021biile dintre elevii s\u0103i care p\u0103reau deta\u0219a\u021bi unul de cel\u0103lalt, necomunicativi. 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[:de]Botschaft des Unbehagens in der Kiste der Emotionen[:hu]A tan\u00e1r az\u00e9rt d\u00f6nt\u00f6tt az \u00c9rzelmek didaktik\u00e1ja gyakorlatok alkalmaz\u00e1sa mellett, mert \u00fagy \u00e9rezte, a di\u00e1koknak sz\u00fcks\u00e9g\u00fck van az egym\u00e1s k\u00f6z\u00f6tti kapcsolatok elm\u00e9ly\u00edt\u00e9s\u00e9re, ugyanis nagyon t\u00e1volinak t\u0171ntek, nem kommunik\u00e1ltak egym\u00e1ssal.[:tr]\u00d6\u011fretmen, Duygular\u0131n Didakti\u011fi'ni s\u0131n\u0131flar\u0131ndan birinde uygulamaya karar vermi\u015ftir \u00e7\u00fcnk\u00fc birbirinden uzak g\u00f6r\u00fcnen, ileti\u015fimsiz olan \u00f6\u011frenciler aras\u0131ndaki ili\u015fkileri geli\u015ftirmeye duyulan ihtiyac\u0131 hissetmi\u015ftir.[:ro]Profesorul a decis s\u0103 pun\u0103 \u00een aplicare DoE la una din lec\u021biile sale pentru c\u0103 a sim\u021bit nevoia de a \u00eencuraja rela\u021biile dintre elevii s\u0103i care p\u0103reau deta\u0219a\u021bi unul de cel\u0103lalt, necomunicativi. 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