{"id":589,"date":"2018-06-12T14:51:26","date_gmt":"2018-06-12T14:51:26","guid":{"rendered":"https:\/\/eumoschool.eu\/?page_id=589"},"modified":"2018-08-24T09:40:16","modified_gmt":"2018-08-24T09:40:16","slug":"how-to-implement-a-holistic-approach-to-prevent-early-school-leaving","status":"publish","type":"page","link":"https:\/\/eumoschool.eu\/ro\/guidelines\/how-to-implement-a-holistic-approach-to-prevent-early-school-leaving\/","title":{"rendered":"Cum se abordeaz\u0103 holistic prevenirea p\u0103r\u0103sirii timpurii a \u0219colii?"},"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

\u00a0<\/p>\n[\/et_pb_fullwidth_post_title][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”]\n

\u00a0<\/p>\n[\/et_pb_fullwidth_menu][\/et_pb_section][et_pb_section bb_built=”1″ prev_background_color=”#7db6d2″ next_background_color=”#000000″][et_pb_row][et_pb_column type=”4_4″][et_pb_text _builder_version=”3.6″]\n

P\u0103r\u0103sirea timpurie a \u0219colii este un fenomen complex, care nu poate fi rezolvat printr-o interven\u021bie improvizat\u0103, ci solicit\u0103 o strategie atent planificat\u0103, cu participarea coordonat\u0103 a mai multor actori, cu o \u00een\u021belegere clar\u0103 a nevoilor care trebuie abordate.<\/p>\n

Abordarea EUMOSCHOOL ofer\u0103 c\u00e2teva sugestii cu privire la modul de punere \u00een practic\u0103 a unei interven\u021bii holistice, \u00eencerc\u00e2nd s\u0103 implice diferi\u021bi actori, cre\u00e2nd astfel un mediu pozitiv capabil s\u0103 reduc\u0103 riscurile \u0219i situa\u021biile care duc la disconfortul \u0219i stresul care pot cauza abandonul \u0219colar.<\/p>\n

Bine\u00een\u021beles, acest lucru nu este u\u0219or: nu to\u021bi partenerii au g\u0103sit u\u0219or modul de aplicare a acestei abord\u0103ri holistice, dar \u201enici Roma nu a fost construit\u0103 \u00eentr-o zi”: \u00een majoritatea cazurilor, implementarea tehnicilor DoE pentru a preveni PT\u0218 a permis exploatarea unor sinergii care urmeaz\u0103 s\u0103 fie capitalizate \u00een anul \u0219colar urm\u0103tor, ini\u021biind un dialog cu toate p\u0103r\u021bile interesate, care poate fi \u00eentr-adev\u0103r un instrument puternic din punct de vedere al prevenirii PT\u0218.<\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row][et_pb_column type=”1_2″][et_pb_text _builder_version=”3.6″]\n

Cine ar trebui implicat?<\/h3>\n

Pentru a demara o abordare holistic\u0103, trebuie s\u0103 implica\u021bi urm\u0103torii actori:<\/p>\n

    \n
  1. Elevii<\/li>\n
  2. Profesorii<\/li>\n
  3. \u0218coala (adic\u0103 sistemul care sus\u021bine profesorii \u0219i toate persoanele din educa\u021bie).<\/li>\n
  4. Familia<\/li>\n<\/ol>\n

    Dup\u0103 cum arat\u0103 graficul, fiecare actor este implicat \u00eentr-o rela\u021bie cu elevul. Desigur, imaginea de aici reprezint\u0103 rela\u021bia cu elevul din punct de vedere educa\u021bional, \u00een mediul \u0219colar. Cu c\u00e2t aceast\u0103 interven\u021bie este mai coordonat\u0103, cu at\u00e2t mai mare va fi impactul. F\u0103r\u0103 \u00eendoial\u0103 este necesar\u0103 o coordonare \u00eentre ace\u0219ti actori, iar \u00een aceast\u0103 ac\u021biune profesorul poate avea un rol important.<\/p>\n[\/et_pb_text][\/et_pb_column][et_pb_column type=”1_2″][et_pb_image _builder_version=”3.6″ src=”https:\/\/eumoschool.eu\/wp-content\/uploads\/holistic-approach.jpg” \/][\/et_pb_column][\/et_pb_row][et_pb_row][et_pb_column type=”4_4″][et_pb_text _builder_version=”3.6″]\n

    De unde trebuie s\u0103 \u00eencepem?<\/h1>\n

    Primul pas este s\u0103 cunoa\u0219tem \u00een detaliu nevoile elevului nostru \u0219i, bine\u00een\u021beles, contextul \u00een care vom ac\u021biona. Apoi, un factor important este cunoa\u0219terea abord\u0103rii care trebuie pus\u0103 \u00een aplicare: odat\u0103 ce cunoa\u0219tem \u00een profunzime Didactica Emo\u021biilor, depinde de noi s\u0103 o prezent\u0103m tuturor actorilor care colaboreaz\u0103 \u00een ac\u021biunile noastre de prevenire.
    \nDeci, s\u0103 vedem primii pa\u0219i:<\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ fullwidth=”off” specialty=”off” prev_background_color=”#000000″ next_background_color=”#000000″][et_pb_row][et_pb_column type=”1_3″][et_pb_blurb admin_label=”Step 1″ _builder_version=”3.6″ title=”Step 1″ header_level=”h1″ header_font_size=”85″]\n

    Situa\u021bia \u00een s\u0103lile de clas\u0103 \u0219i nevoile elevilor<\/h1>\n[\/et_pb_blurb][\/et_pb_column][et_pb_column type=”2_3″][et_pb_text _builder_version=”3.6″]\n

    \u00cen calitate de profesori, probabil c\u0103 deja cunoa\u0219te\u021bi profund elevii \u0219i nevoile lor specifice. Familiile – cele care sus\u021bin \u0219i cele care \u201enu sus\u021bin” copiii – sunt, de asemenea, importante pentru a \u00een\u021belege mai bine situa\u021bia \u00een care se afl\u0103 fiecare elev \u0219i cum poate influen\u021ba interven\u021bia nu numai elevul, ci \u0219i familia sa.<\/p>\n

    Managementul clasei este, de asemenea, un aspect cheie pentru a \u00een\u021belege c\u00e2t de mult pute\u021bi interveni asupra situa\u021biei pentru ca interven\u021bia s\u0103 fie un real sprijin pentru dezvoltarea emo\u021bional\u0103. Uneori nu este u\u0219or s\u0103 satisface\u021bi toate nevoile emo\u021bionale ale elevilor sau ale unui elev specific, \u00eens\u0103 ceea ce pute\u021bi face este s\u0103 identifica\u021bi o nevoie specific\u0103 \u0219i s\u0103 \u00een\u021belege\u021bi dac\u0103 este cazul s\u0103 aborda\u021bi problema prin implicarea unui expert \u2013 de exemplu, un psiholog.<\/p>\n

    \u00cemp\u0103rt\u0103\u0219irea g\u00e2ndurilor cu colegii dvs. este o modalitate important\u0103 de a compara perspective, dar \u0219i pentru a vedea dac\u0103 pute\u021bi interveni \u00eempreun\u0103 cu un alt profesor.<\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row][et_pb_column type=”1_3″][et_pb_blurb admin_label=”Step 2″ _builder_version=”3.6″ title=”Step 2″ header_level=”h1″ header_font_size=”85″]\n

    \u00cenv\u0103\u021barea DoE<\/h1>\n[\/et_pb_blurb][\/et_pb_column][et_pb_column type=”2_3″][et_pb_text _builder_version=”3.6″]\n

    Dup\u0103 cum s-a afirmat, DoE poate fi un instrument important pentru a facilita abordarea elevilor dumneavoastr\u0103. Primul pas este s\u0103 parcurge\u021bi cursul \u0219i con\u021binutul acestuia pentru a fi preg\u0103ti\u021bi s\u0103 implica\u021bi \u0219i al\u021bi actori: cu c\u00e2t cunoa\u0219te\u021bi mai bine teoria, cu at\u00e2t mai mult v\u0103 pute\u021bi explica baza, cu at\u00e2t mai multe \u0219anse ave\u021bi s\u0103 convinge\u021bi al\u021bi oameni s\u0103 participe la interven\u021bia dvs. \u00een sala de clas\u0103 \u0219i cu at\u00e2t sunt mai mari \u0219ansele de a reu\u0219i \u0219i de a crea un climat emo\u021bional pozitiv.<\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row][et_pb_column type=”1_3″][et_pb_blurb admin_label=”Step 3″ _builder_version=”3.6″ title=”Step 3″ header_level=”h1″ header_font_size=”85″]\n

    Didactica Emo\u021biilor: cum s-o introducem?<\/h1>\n[\/et_pb_blurb][\/et_pb_column][et_pb_column type=”2_3″][et_pb_text _builder_version=”3.6″]\n

    Dup\u0103 curs, ar trebui s\u0103 pute\u021bi introduce \u0219i utiliza metoda DoE \u00een clasele la care preda\u021bi.<\/p>\n

    Cu toate acestea, introducerea unui program DoE \u00een cadrul activit\u0103\u021bilor \u0219colare, \u00eentr-o institu\u021bie \u00eentreag\u0103, nu este u\u0219or. Chiar dac\u0103 nu \u00eencetine\u0219te programul didactic, pute\u021bi \u00eent\u00e2mpina o anumit\u0103 rezisten\u021b\u0103 \u00een implementarea tehnicilor DoE, care ar putea fi v\u0103zute ca o cre\u0219tere a volumului muncii profesorilor \u0219i un angajament suplimentar fa\u021b\u0103 de numeroasele activit\u0103\u021bi, proiecte \u0219i ini\u021biative deja existente \u00een \u0219coli.<\/p>\n

    Conform experien\u021bei Emotional Training Center, care a testat metodologia pe e\u0219antioane mari de \u0219coli \u0219i conform parteneriatului EUMOSCHOOL, care \u00een primul an a implementat programul \u00een 27 de \u0219coli din 5 \u021b\u0103ri, elevul nu reprezint\u0103 o problem\u0103 \u00een aplicarea DoE \u00een \u0219coal\u0103, \u00eens\u0103 unele rezisten\u021be pot veni de la al\u021bi \u201eactori” \u00a0din mediul \u0219colar.<\/p>\n

    Cu toate acestea, implicarea adul\u021bilor este necesar\u0103 la toate nivelurile, pornind de la director, colegi \u0219i \u00een special p\u0103rin\u021bii, asigur\u00e2nd astfel aplicarea DoE ca o abordare holistic\u0103, care poate oferi cel mai mare impact, mai ales pe termen lung.<\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row][et_pb_column type=”1_3″][et_pb_blurb admin_label=”Step 4″ _builder_version=”3.6″ title=”Step 4″ header_level=”h1″ header_font_size=”85″]\n

    Implicarea directorului \u0219colii<\/h1>\n[\/et_pb_blurb][\/et_pb_column][et_pb_column type=”2_3″][et_pb_text _builder_version=”3.6″]\n

    Dac\u0103 sunte\u021bi \u00eentr-o \u0219coal\u0103, toate u\u0219ile se vor deschide odat\u0103 ce ve\u021bi reu\u0219i s\u0103 ob\u021bine\u021bi aprobarea directorului \u0219colii: deci este foarte important s\u0103 ave\u021bi permisiunea \u0219i consensul s\u0103u pentru a asigura o colaborare bun\u0103 \u00een implementarea tehnicilor DoE. Pentru a face acest lucru, poate fi foarte util s\u0103 structura\u021bi \u0219i s\u0103 planifica\u021bi interven\u021bia pe care dori\u021bi s\u0103 o propune\u021bi, dezvolt\u00e2nd un plan scris care poate fi implementat cu u\u0219urin\u021b\u0103, exploat\u00e2nd sinergiile active \u00een \u0219colile dvs. (alte proiecte, activit\u0103\u021bi, ini\u021biative).<\/p>\n

    Scopul este de a ob\u021bine aprobarea, dar \u0219i \u00eencrederea c\u0103 acest tip de program va avea rezultate excelente. Pentru a atinge acest obiectiv, trebuie s\u0103 \u0219ti\u021bi cum s\u0103 explica\u021bi programul \u00eentr-un mod clar \u0219i exhaustiv.<\/p>\n[\/et_pb_text][et_pb_text _builder_version=”3.6″]\n

    Pentru a face acest lucru, este mai bine s\u0103 v\u0103 g\u00e2ndi\u021bi la realitatea \u0219colii. Iat\u0103 o list\u0103 de \u00eentreb\u0103ri \u0219i sfaturi care pot fi utile pentru a dezvolta o propunere pe care s\u0103 o da\u021bi directorului \u0219colii:<\/p>\n

      \n
    1. Exist\u0103 probleme specifice \u00een \u0219coal\u0103 \/ clas\u0103 legate de disconfortul emo\u021bional? Exist\u0103 exemple specifice pe care le pute\u021bi men\u021biona?<\/li>\n
    2. Exist\u0103 vreun profesor care consider\u0103 c\u0103 aceast\u0103 abordare poate fi util\u0103 \u0219i care poate colabora cu dvs.?<\/li>\n
    3. Exist\u0103 poten\u021biale sinergii cu alte proiecte pe care le pute\u021bi exploata ca baz\u0103 pentru implementarea DoE?<\/li>\n
    4. G\u00e2ndi\u021bi-v\u0103 la figura cheie a \u0219colii dvs.: este posibil s\u0103 implica\u021bi directorul educativ (sau o figur\u0103 similar\u0103)?<\/li>\n
    5. Ave\u021bi un psiholog \u00een \u0219coala dvs.? \u00cen caz afirmativ, cere\u021bi-i sprijinul pentru a finaliza propunerea adresat\u0103 directorului \u0219colii.<\/li>\n
    6. Eviden\u021bia\u021bi faptul c\u0103 punerea \u00een aplicare a DoE nu are costuri \u0219i ar\u0103ta\u021bi documente sau rapoarte (cum este raportul nostru comparativ EUMOSCHOOL) care demonstreaz\u0103 importan\u021ba educa\u021biei emo\u021bionale \u0219i a form\u0103rii \u00een acest domeniu pentru cadrele didactice.<\/li>\n
    7. Prezenta\u021bi un plan clar \u0219i organizat simplu, de exemplu, dup\u0103 modelul din urm\u0103torul tabel:<\/li>\n<\/ol>\n\n\n\n\n
      Problema identificat\u0103 <\/strong><\/td>\nV\u00e2rsta elevilor<\/strong><\/td>\nClasele<\/strong><\/td>\nTehnicile DoE <\/strong><\/td>\nDisciplinele \u00a0implicate<\/strong><\/td>\nPerioada <\/strong><\/td>\nRezultate a\u015fteptate ale \u00eenv\u0103\u021b\u0103rii<\/strong><\/td>\nCompeten\u021ba emo\u021bional\u0103 dezvoltat\u0103<\/strong><\/td>\n<\/tr>\n
      <\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
        \n
      1. \u00cencerca\u021bi s\u0103 planifica\u021bi \u00eent\u00e2lnirea cu directorul \u0219colii \u00eentr-o perioad\u0103 potrivit\u0103 pentru a include abordarea EUMOSCHOOL \u00een strategia didactic\u0103 a \u0219colii dvs.<\/li>\n<\/ol>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row][et_pb_column type=”1_3″][et_pb_blurb admin_label=”Step 5″ _builder_version=”3.6″ title=”Step 5″ header_level=”h1″ header_font_size=”85″]\n

        Implicarea colegilor<\/h1>\n[\/et_pb_blurb][\/et_pb_column][et_pb_column type=”2_3″][et_pb_text _builder_version=”3.6″]\n

        Different models of working can exist in schools. Such as:<\/p>\n

          \n
        • A\u00a0\u201cteam\u201d of teachers, who share the will to participate and implement the program, small groups of colleagues, teaching partnerships or individual teachers. There are benefits to working collaboratively, ensuring consistency throughout age groups and continuity between age groups. When this is not possible individual teachers have been able to illustrate impact for the students with whom they work.<\/li>\n
        • Colleagues that express an interest can utilise the flexible online learning resource. They can also access the planned DoE techniques or adapt these tools to meet their classroom needs.<\/li>\n<\/ul>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row][et_pb_column type=”1_3″][et_pb_blurb admin_label=”Step 6″ _builder_version=”3.6″ title=”Step 6″ header_level=”h1″ header_font_size=”85″]\n

          Involving parents<\/h1>\n[\/et_pb_blurb][\/et_pb_column][et_pb_column type=”2_3″][et_pb_text _builder_version=”3.6″]\n

          Involving parents enables greater support for the DoE. This helps to ensure a more complete emotional learning environment: it is more likely the students will be given a similar \u00a0perspective on emotions at school and at home. Otherwise, the risk is that what has been learned at school can be lost or partially \u201cchanged\u201d at home.<\/p>\n

          Introducing the DoE alongside planned parental meetings and providng links with literature \/ resources provides parents with the opportunity to ask questions and for schools to receive feedback. The on-line learning resource can be referred to in order for staff to respond to parental questions. Presenting the benefits of the DoE typically results in a supportive response from parents, which positively impacts on the outcomes for students.<\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ fullwidth=”off” specialty=”off” prev_background_color=”#000000″ next_background_color=”#7db6d2″][et_pb_row][et_pb_column type=”4_4″][et_pb_text _builder_version=”3.6″]\n

          Suggested use of theory and literature<\/h3>\n

          Terms such as; neurobiology, mirror neurons and changes in the braincan be considered too specific and are not well-known, this can lead to confusion and misunderstanding, when time is limited., Focus on key points and highlight the importance of emotional education to support the emotional wellbeing of their children..<\/p>\n

          Develop short reports on classroom activities throughout the year, provide feedback illustrating the impact of the activities to maintain the motivation of parents and colleagues.\u00a0 Showing results is an important and valid way to gain consensus and to promote cooperation.<\/p>\n

          Regular communication with parents also enables specific intervention in some cases and co-ordination of appropriate support strategies to meet individual emotional needs.<\/p>\n

          Summarising outcomes with parents at the end of the year provides time to review and reflect and plan ahead.<\/p>\n

          In order to develop a holistic approach to implementing the DoE, planning and time are required, alongside communicating and working with all stakeholders. Influencing factors will be be specific and unique to each school and often require creative approaches to overcome potential barriers.<\/p>\n

          The FAQ section also includes further suggestions for implementing the DoE.<\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ fullwidth=”on” specialty=”off” _builder_version=”3.6″ background_color=”#7db6d2″ prev_background_color=”#ffffff” global_module=”888″][et_pb_fullwidth_menu global_parent=”888″ _builder_version=”3.6″ menu_id=”10″ submenu_direction=”downwards” fullwidth_menu=”on” background_color=”#7db6d2″ background_layout=”dark” text_orientation=”center” \/][\/et_pb_section]","protected":false},"excerpt":{"rendered":"

          \u00a0 \u00a0

          \n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div> P\u0103r\u0103sirea timpurie a \u0219colii este un fenomen complex, care nu poate fi rezolvat printr-o interven\u021bie improvizat\u0103, ci solicit\u0103 o strategie atent planificat\u0103, cu participarea coordonat\u0103 a mai multor actori, cu o \u00een\u021belegere clar\u0103 a nevoilor care trebuie abordate. Abordarea EUMOSCHOOL ofer\u0103 c\u00e2teva sugestii cu privire la modul de punere \u00een practic\u0103 a […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":570,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"yoast_head":"\nCum se abordeaz\u0103 holistic prevenirea p\u0103r\u0103sirii timpurii a \u0219colii? - 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\/hu\/guidelines\/how-to-implement-a-holistic-approach-to-prevent-early-school-leaving\/\" \/>\n<meta property=\"og:locale\" content=\"ro_RO\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Cum se abordeaz\u0103 holistic prevenirea p\u0103r\u0103sirii timpurii a \u0219colii? - EUMOSCHOOL\" \/>\n<meta property=\"og:description\" content=\"\u00a0 \u00a0 P\u0103r\u0103sirea timpurie a \u0219colii este un fenomen complex, care nu poate fi rezolvat printr-o interven\u021bie improvizat\u0103, ci solicit\u0103 o strategie atent planificat\u0103, cu participarea coordonat\u0103 a mai multor actori, cu o \u00een\u021belegere clar\u0103 a nevoilor care trebuie abordate. 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