{"id":867,"date":"2018-06-21T13:32:55","date_gmt":"2018-06-21T13:32:55","guid":{"rendered":"https:\/\/eumoschool.eu\/?page_id=867"},"modified":"2018-08-27T06:34:10","modified_gmt":"2018-08-27T06:34:10","slug":"faq","status":"publish","type":"page","link":"https:\/\/eumoschool.eu\/tr\/guidelines\/faq\/","title":{"rendered":"S\u0131k\u00e7a Sorular Sorular"},"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; background_position=&#8221;top_left&#8221; background_repeat=&#8221;repeat&#8221; background_size=&#8221;initial&#8221;]\n<p>&nbsp;<\/p>\n[\/et_pb_fullwidth_menu][\/et_pb_section][et_pb_section bb_built=&#8221;1&#8243; _builder_version=&#8221;3.0.47&#8243; prev_background_color=&#8221;#7db6d2&#8243; next_background_color=&#8221;#7db6d2&#8243;][et_pb_row _builder_version=&#8221;3.0.48&#8243; background_size=&#8221;initial&#8221; background_position=&#8221;top_left&#8221; background_repeat=&#8221;repeat&#8221;][et_pb_column type=&#8221;4_4&#8243;][et_pb_text _builder_version=&#8221;3.6&#8243;]\n<blockquote><p><em>Bu b\u00f6l\u00fcm, \u00f6\u011fretmenlerin Duygular\u0131n Didakti\u011fi\u2019ni okulda uygulamadan \u00f6nce sahip olabilece\u011fi s\u0131k\u00e7a sorulan sorular\u0131 toplamaktad\u0131r.<\/em><\/p><\/blockquote>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;3.6&#8243; background_size=&#8221;initial&#8221; background_position=&#8221;top_left&#8221; background_repeat=&#8221;repeat&#8221;][et_pb_column type=&#8221;4_4&#8243;][et_pb_toggle title=&#8221;Okul ya\u015fam\u0131nda teknikler nas\u0131l dahil edilir?&#8221; _builder_version=&#8221;3.6&#8243; title_level=&#8221;h1&#8243; open_toggle_text_color=&#8221;#7db5d1&#8243; open_toggle_background_color=&#8221;rgba(0,0,0,0)&#8221; closed_toggle_text_color=&#8221;#7db5d1&#8243; closed_toggle_background_color=&#8221;rgba(0,0,0,0)&#8221; border_color_all=&#8221;rgba(0,0,0,0)&#8221; title_text_color=&#8221;#000000&#8243; title_font_size=&#8221;45px&#8221; border_color_bottom=&#8221;#7db5d1&#8243; border_width_bottom=&#8221;3px&#8221; icon_color=&#8221;#7db5d1&#8243;]\n<p>Duygu Didaktisi&#8217;nin en \u00a0\u00f6nemli yakla\u015f\u0131m\u0131, okullar\u0131n g\u00fcnl\u00fck ya\u015fam\u0131na dahil edilmesini sa\u011flamakt\u0131r. Duygu e\u011fitimini m\u00fcfredat\u0131na \u00a0entegre eden \u00a0baz\u0131 okullar vard\u0131r ve\u00a0 onlar uygulama yapmak i\u00e7in \u00a0\u00f6zel zaman dilimlerine \u00a0veya derslere sahiptir. (reform pedagoji okullar\u0131nda), ancak \u00e7o\u011fu okulda bu \u201cl\u00fcks\u201d yoktur.<\/p>\n<p>Bu nedenle \u00f6\u011fretmenler i\u00e7in a\u015fa\u011f\u0131daki se\u00e7enekler mevcuttur:<\/p>\n<ul>\n<li><strong>Derslerden \u00f6nce zaman ay\u0131rmak : <\/strong>sabahlar\u0131 derslerden \u00f6nce k\u0131sa bir tart\u0131\u015fma \u00e7emberi veya Duygular\u0131n Didakti\u011fi tekni\u011fi zaman\u0131na sahip olmak m\u00fcmk\u00fcnd\u00fcr. Bu \u015fekilde \u00f6\u011fretmen, \u00f6\u011frencilerin 15 dakika \u00f6nce gelmesini ister. Bu, ergen olmayan k\u00fc\u00e7\u00fck \u00e7ocuklarla (10&#8217;a kadar) iyi \u00e7al\u0131\u015fabilir, \u00e7\u00fcnk\u00fc ebeveynlerle birlikte d\u00fczenlenmesi gerekir. Bu \u00a0da etkinli\u011fi iyi \u00e7al\u0131\u015ft\u0131r\u0131r , \u00e7\u00fcnk\u00fc\u00a0 sabah d\u00fczg\u00fcn\u00a0 bir ba\u015flang\u0131\u00e7 \u200b\u200bsa\u011flanm\u0131\u015f olur.<\/li>\n<\/ul>\n<ul>\n<li>Ayn\u0131 zamanda tenef\u00fcslerde Duygular\u0131n Didakti\u011fi teknikleri i\u00e7in aralar olu\u015fturabiliriz , ancak sadece ara s\u0131ra. Molalar \u00e7ocuklar\u0131n \u00f6nemli ihtiya\u00e7lar\u0131d\u0131r, ancak herhangi bir ihtilaf ortaya \u00e7\u0131karsa, mola zaman\u0131 da kullanman\u0131n hala \u00f6nemli olabilece\u011fi d\u00fc\u015f\u00fcn\u00fclmektedir &#8211; ders saati ile birlikte de tavsiye edilmelidir (bkz. \u201cDersten ara\u201d). \u00d6\u011frenciler, okul zamanlar\u0131yla da (e\u011fer dersten zaman, arada ge\u00e7en zaman) bir uzla\u015fma varsa bo\u015f zamanlar\u0131n\u0131 sunmaya daha isteklidirler.<\/li>\n<\/ul>\n<ul>\n<li><strong>Derslerden sonra:<\/strong> Tam g\u00fcnl\u00fck bir okul m\u00fcfredat\u0131m\u0131z olmas\u0131 durumunda, ders sonras\u0131 d\u00f6nemdeki zaman dilimlerini ay\u0131rmak da i\u015fe yarayabilir (herhangi bir m\u00fcfredat d\u0131\u015f\u0131 ders i\u00e7in oldu\u011fu gibi). T\u00fcm \u00e7ocuklara uygun olan zaman\u0131 bulmak \u00f6nemlidir. E\u011fer m\u00fcmk\u00fcnse, s\u0131n\u0131fta b\u00fcy\u00fck bir alt grup ile Duygular\u0131n Didakti\u011fi teknikleri yapmay\u0131 tavsiye etmeyiz, \u00e7\u00fcnk\u00fc s\u0131n\u0131f i\u00e7inde duygusal bir b\u00f6l\u00fcnme yapabilir. Bununla birlikte, daha geni\u015f bir grup i\u00e7in \u00f6zel bir Duygular\u0131n Didakti\u011fi ders d\u0131\u015f\u0131 ders se\u00e7ene\u011fi sunabiliriz ve b\u00f6ylece \u00f6\u011frencilerin duygusal zek\u00e2lar\u0131yla daha derinlemesine \u00e7al\u0131\u015fabilmeleri i\u00e7in f\u0131rsat sunan \u00f6zel bir \u201cDuygular\u0131n Didakti\u011fi grubu\u201d d\u00fczenlenir.<\/li>\n<\/ul>\n<ul>\n<li><strong>S\u0131n\u0131f \u00f6\u011fretmen(rehberlik) dersi:<\/strong> \u00c7o\u011fu okulda bu ders i\u00e7in \u00f6zel zaman vard\u0131r (\u00f6rne\u011fin haftada bir ders). Bu, Duygular\u0131n Didakti\u011fi tekniklerini kullanmak i\u00e7in harika bir f\u0131rsat olabilir ve \u00f6\u011fretmene g\u00f6re duygular hakk\u0131nda konu\u015fman\u0131n \u00a0toplumun hissini de artt\u0131rd\u0131\u011f\u0131n\u0131 g\u00f6receksiniz.<\/li>\n<\/ul>\n<ul>\n<li><strong>S\u0131n\u0131f gezileri \/ okul d\u0131\u015f\u0131 aktiviteler:<\/strong> \u00c7o\u011fu gezide, yar\u0131m g\u00fcn, bir g\u00fcn veya birka\u00e7 g\u00fcn olsa bile, genellikle Duygular\u0131n Didakti\u011fi i\u00e7in zaman kullan\u0131labilir. Bu, \u00f6\u011frencilerin birbirlerine ve \u00f6\u011fretmene &#8211; duygusal zeka \u00fczerindeki temel etkilerinden daha fazla ba\u011flanmalar\u0131na yard\u0131mc\u0131 olacakt\u0131r. D\u00fczeltilmi\u015f bir duygular\u0131 \u00e7a\u011f\u0131rma aktivitesi (elleri ile say\u0131lar\u0131 g\u00f6sterme), otob\u00fcs\u00fcn geri d\u00f6n\u00fc\u015f\u00fcn\u00fc beklerken ,otob\u00fcs veya trende , gezi \u00f6ncesinde veya sonras\u0131nda nas\u0131l hissettiklerini tart\u0131\u015fmak i\u00e7in kullan\u0131labilir.<\/li>\n<\/ul>\n<ul>\n<li><strong>Dersler s\u0131ras\u0131nda:<\/strong> \u00c7o\u011fu durumda dersler esnas\u0131nda \u00f6\u011frenciler i\u00e7in destek sa\u011flayabiliriz. Duygular\u0131n Didakti\u011fi tekniklerini derslere dahil etmek bazen imkans\u0131z gibi g\u00f6z\u00fckse de, asl\u0131nda bir \u00e7ok avantaj\u0131 vard\u0131r: e\u011fer \u00f6\u011frencilerde duygusal s\u0131k\u0131nt\u0131 nedeniyle d\u00fc\u015f\u00fck seviyede bir motivasyon varsa, o zaman bu \u00f6\u011frenmeyi de engelleyecektir. Duygular\u0131n Didakti\u011fi\u2019ni kullanan \u00f6\u011fretmenler, bir egzersiz i\u00e7in 10 dakikay\u0131 ay\u0131rman\u0131n ve tart\u0131\u015fman\u0131n, \u00f6\u011frencilerin tekrar odaklanmas\u0131na ve daha sonra s\u0131n\u0131f\u0131n etkilili\u011finin ve motivasyonun artmas\u0131na yard\u0131mc\u0131 oldu\u011funu deneyimlemi\u015flerdir.<\/li>\n<\/ul>\n<ul>\n<li>Bununla birlikte ders plan\u0131m\u0131zdaki bir Duygular\u0131n Didakti\u011fi tekni\u011fi de dersimizin temas\u0131na g\u00f6re in\u015fa edilebilir.<\/li>\n<\/ul>\n<ul>\n<li>Duygular\u0131n Didakti\u011fi tekniklerinin tematik konulara ba\u011flanmas\u0131 i\u00e7in baz\u0131 fikirler:<\/li>\n<\/ul>\n<ul>\n<li><strong>Biyoloji:<\/strong> V\u00fccut hakk\u0131nda bilgiler \u00f6\u011frenilirken, \u201cV\u00fccut ve Duygular\u201d oyunu (10 egzersiz) kolayca entegre edilebilir. Ayr\u0131ca, \u00f6\u011frencilerin v\u00fccut ve duygu ile ilgili video klipler yapabilmelerini sa\u011flayabiliriz (egzersiz 9), ve \u201cDuygu kutular\u0131n\u0131\u201d kullanabiliriz (\u201cnerede hissedersiniz?\u201d). Ayr\u0131ca s\u0131n\u0131f i\u00e7erisindeki duygular\u0131n biyolojisini derinlemesine tart\u0131\u015fabiliriz.<\/li>\n<\/ul>\n<ul>\n<li><strong>Edebiyat:<\/strong> Duygular edebiyat\u0131n \u00e7ok \u00f6nemli bir par\u00e7as\u0131d\u0131r. Bir ders plan\u0131 haz\u0131rlad\u0131\u011f\u0131m\u0131zda (\u00f6rne\u011fin, Duygular\u0131n Didakti\u011fi pilot s\u0131n\u0131f\u0131nda oldu\u011fu gibi Romeo ve Juliet&#8217; de), Dernek Oyunu (egzersiz 4), Duygu Kolaj\u0131 (5) gibi \u00f6\u011frencilerin uyum sa\u011flamalar\u0131 i\u00e7in baz\u0131 Duygular\u0131n Didakti\u011fi egzersizlerini kullanabiliriz. \u00c7al\u0131\u015ft\u0131\u011f\u0131m\u0131z edebiyat metninin kahramanlar\u0131 i\u00e7in kuklalar kulland\u0131\u011f\u0131m\u0131z, oyunun bir par\u00e7as\u0131 olarak oynayaca\u011f\u0131m\u0131z ve insanlar\u0131n duygular\u0131n\u0131 vurgulamaya \u00e7al\u0131\u015ft\u0131\u011f\u0131m\u0131z bir Kukla Oyununu da kullanabiliriz. \u00d6yk\u00fclerle ilgili duygular\u0131n\u0131, Duygular\u0131n \u00c7a\u011fr\u0131s\u0131, Duygular\u0131 \u0130fade Et&#8217;i veya Duygu Kartlar\u0131&#8217;n\u0131 (ya da ba\u015fkalar\u0131n\u0131) kullanabiliriz, kendi duygular\u0131n\u0131 yans\u0131tmak da \u00f6nemlidir.<\/li>\n<\/ul>\n<ul>\n<li><strong>Tarih: <\/strong>Edebiyat da oldu\u011fu gibi , tarih de insanlar aras\u0131nda \u00e7ok fazla duygunun oldu\u011fu hikayelerden olu\u015fur. Duygular\u0131yla \u00e7al\u0131\u015fmak (\u00f6rne\u011fin k\u0131sa video klipler yaparak), \u00f6\u011frencilerin duygular\u0131n\u0131 yans\u0131tmak i\u00e7in iyi bir f\u0131rsat olabilir.<\/li>\n<\/ul>\n<ul>\n<li><strong>Kimya:<\/strong> \u00c7ok zorlanm\u0131\u015f gibi g\u00f6r\u00fcnse bile, duygular\u0131n kimyasal arka plan\u0131 vard\u0131r ve bu konuya ba\u011flanarak, kimyadaki duygular hakk\u0131nda konu\u015fabiliriz. Ya da molek\u00fcler ba\u011flardan bahsederken, insan ba\u011flar\u0131na da paralellik yapabiliriz.<\/li>\n<\/ul>\n<ul>\n<li><strong>Yabanc\u0131 Dil:<\/strong> Duygular\u0131n Didakti\u011finde herhangi bir tekni\u011fi entegre etmenin en kolay olay olaca\u011f\u0131 derstir &#8211; sadece yabanc\u0131 bir dilde! Kesinlikle ki\u015fisel hisler ve hikayeler \u00fczerinde geli\u015fen g\u00fczel bir kelime hazinesi de geli\u015fmi\u015f olacakt\u0131r.<\/li>\n<\/ul>\n<ul>\n<li><strong>Beden E\u011fitimi:<\/strong> Hareketin dahil edildi\u011fi veya dahil edilebilece\u011fi herhangi bir egzersiz (M\u00fczik Durdurma ve Gitme, Duygular\u0131n E\u011fitimi gibi)<\/li>\n<\/ul>\n<ul>\n<li>Yukar\u0131daki \u00f6rneklerde de g\u00f6r\u00fcld\u00fc\u011f\u00fc gibi, duygular hayat\u0131m\u0131z\u0131n t\u00fcm alanlar\u0131na \u00e7ok derinden ba\u011fl\u0131d\u0131r; biraz yarat\u0131c\u0131l\u0131k ile \u00e7e\u015fitli konulara, temalara ve konulara ba\u011flanabilirler .<\/li>\n<\/ul>\n[\/et_pb_toggle][et_pb_toggle title=&#8221;Duygular hakk\u0131nda tart\u0131\u015fmay\u0131 nas\u0131l kolayla\u015ft\u0131r\u0131r\u0131z? Nelere dikkat etmeliyiz?&#8221; _builder_version=&#8221;3.6&#8243; title_level=&#8221;h1&#8243; open_toggle_text_color=&#8221;#7db5d1&#8243; open_toggle_background_color=&#8221;rgba(0,0,0,0)&#8221; closed_toggle_text_color=&#8221;#7db5d1&#8243; closed_toggle_background_color=&#8221;rgba(0,0,0,0)&#8221; border_color_all=&#8221;rgba(0,0,0,0)&#8221; title_text_color=&#8221;#000000&#8243; title_font_size=&#8221;45px&#8221; border_color_bottom=&#8221;#7db5d1&#8243; border_width_bottom=&#8221;3px&#8221; icon_color=&#8221;#7db5d1&#8243;]\n<p>Duygular hakk\u0131nda konu\u015furken, ileti\u015fim tarz\u0131 \u00f6nemli bir fakt\u00f6rd\u00fcr. \u00d6\u011frencileri geli\u015ftirebilmek i\u00e7in \u00fcnl\u00fc ki\u015fi merkezli psikolog Carl R. Rogers&#8217;a g\u00f6re duygusal g\u00fcveni ve kabul rahatl\u0131\u011f\u0131n\u0131 hissetmek gerekir. \u00d6\u011frencilerin, kendilerine g\u00fcvenmekten korkmadan ya da ba\u015fkalar\u0131 taraf\u0131ndan sald\u0131r\u0131ya u\u011framadan kendilerini \u00f6zg\u00fcrce ifade etmeleri i\u00e7in kendilerini g\u00fcvende hissettikleri bir ortam yaratmak e\u011fitimciler olarak bizim sorumlulu\u011fumuzdur. Amac\u0131m\u0131z duygu e\u011fitimi oldu\u011funda bu atmosfer bizler i\u00e7in \u00e7ok \u00f6nemlidir.<\/p>\n<p>\u0130leti\u015fimimizin bu a\u00e7\u0131dan yararl\u0131 olabilece\u011fini d\u00fc\u015f\u00fcnmek i\u00e7in Marshall Rosenberg&#8217;in \u015fiddetsiz ileti\u015fim modeli faydal\u0131 bir \u00e7er\u00e7evedir. Rosenberg iki ileti\u015fim modunu a\u00e7\u0131klam\u0131\u015ft\u0131r: \u00e7akal ve z\u00fcrafan\u0131n dili. \u00c7akallar sosyal durumu g\u00fc\u00e7 odakl\u0131 g\u00f6r\u00fcrler, bu y\u00fczden genellikle iki \u015fekilde ileti\u015fim kurarlar: e\u011fer di\u011feri ondan daha zay\u0131fsa,\u00a0 sald\u0131r\u0131r, ama di\u011feri daha g\u00fc\u00e7l\u00fcyse, \u00e7akal sessizce ortamdan ayr\u0131l\u0131r. Z\u00fcrafalar b\u00fcy\u00fck ama \u00e7ok nazik olsa da &#8211; d\u00fc\u015fman\u0131n\u0131 tek bir vuru\u015fla yok edebilir &#8211; ama bunu istemez. Bunlar iki temel ileti\u015fim \u015feklidir: \u015fiddet ve \u015fiddetsiz ileti\u015fim.<\/p>\n<p>Do\u011fal ve bazen \u00e7akal gibi ileti\u015fim kurmak uygun olsa da, duygular s\u00f6z konusu oldu\u011funda, z\u00fcrafa b\u00f6lgesinden daha \u00e7ok \u015fey elde etmek \u00f6nemlidir. Bunun i\u00e7in a\u015fa\u011f\u0131daki ad\u0131mlar\u0131 yapmam\u0131z gerekir:<\/p>\n<ol>\n<li>G\u00f6zlem &#8211; yorumlamay\u0131n, sadece \u00f6tekinin yapt\u0131klar\u0131n\u0131 g\u00f6zlemleyin (ama kesin olun!) (\u201eD\u0131\u015far\u0131 \u00e7\u0131kmay\u0131 \u00f6nerdi\u011fimde, g\u00fcld\u00fcn\u00fcz.)<\/li>\n<li>Duygu &#8211; hissettikleriniz hakk\u0131nda konu\u015fun ( Beni yaln\u0131z b\u0131rakt\u0131\u011f\u0131n\u0131 ve \u00f6nemsiz oldu\u011fumu hissettirdi.)<\/li>\n<li>\u0130htiyac\u0131n\u0131z olan \u015fey hakk\u0131nda konu\u015fun ( Fikirlerimi ciddiye alman\u0131z\u0131 isterdim. \u201d)<\/li>\n<li>SOR &#8211; Bir \u015feye ihtiyac\u0131n\u0131z varsa, ba\u015fkas\u0131ndan isteyebilirsiniz (\u201eBir dahaki sefere bir \u015fey \u00f6nerdi\u011fimde, l\u00fctfen onu dinleyin, b\u00f6ylece birlikte d\u00fc\u015f\u00fcnelim.)<\/li>\n<\/ol>\n<p>Takip edebilece\u011fimiz ba\u015fka bir ara\u00e7ta Thomas Gordon&#8217;un ileti\u015fime yard\u0131mc\u0131 olma yakla\u015f\u0131m\u0131d\u0131r. Modelinin temeli Rosenberg\u2019inkine benzer: kendi ve ba\u015fkalar\u0131n\u0131n duygular\u0131na dikkat etmeli ve a\u00e7\u0131k ileti\u015fimi s\u00fcrd\u00fcrmeliyiz. Bunun i\u00e7in, duygular\u0131n\u0131 payla\u015f\u0131rken di\u011fer ki\u015fiyi durduran ileti\u015fim engellerinden ka\u00e7\u0131nmal\u0131y\u0131z. \u00a0Ve di\u011fer ki\u015fiyi payla\u015fmaya devam etmeye te\u015fvik eden aktif dinleme tekniklerini kullanmal\u0131y\u0131z.<\/p>\n<p>En yayg\u0131n ileti\u015fim engellerinden baz\u0131lar\u0131 \u015funlard\u0131r:<\/p>\n<ul>\n<li>Komutlar: Ba\u015fkalar\u0131na komut verirken, g\u00fcc\u00fcm\u00fcz\u00fc onlara g\u00f6steririz. Bu,di\u011fer ki\u015finin kavgaya da neden olabilen misilleme yapmas\u0131na neden olabilir.<\/li>\n<li>Tehdit: Di\u011fer ki\u015fiyi tehdit etmekle benzerlik g\u00f6sterir &#8211; bu ki\u015finin hislerini sald\u0131r\u0131ya u\u011frat\u0131r ve onda korku yarat\u0131r. Davran\u0131\u015f\u0131n\u0131 de\u011fi\u015ftirebilir, ancak uzun vadede bu strateji insanlar aras\u0131ndaki ili\u015fkiyi bozar.<\/li>\n<li>Anlat\u0131m: Biriyle duygular\u0131 hakk\u0131nda konu\u015furken ders vermeye ba\u015flad\u0131\u011f\u0131m\u0131zda, bu di\u011fer ki\u015fide kolayca a\u015fa\u011f\u0131lanma hissi yaratabilir.<\/li>\n<li>Tavsiye: Zorlay\u0131c\u0131 bir duygusal durumda olduklar\u0131nda ba\u015fkalar\u0131na tavsiyede bulundu\u011fumuzda, \u201cAnlat\u0131mda\u201d oldu\u011fu gibi benzer etkiler yaratabilir. Di\u011fer ki\u015fi do\u011fru \u00e7\u00f6z\u00fcm\u00fc bulamad\u0131\u011f\u0131nda kendini \u201captal\u201d hissedebilir.<\/li>\n<li>Kendi hikayeleri: Birisi hislerini anlatt\u0131\u011f\u0131nda cevap olarak, bizde kendimize neler oldu\u011fu hakk\u0131nda konu\u015fmaya ba\u015flar\u0131z ,bu ki\u015fiyle ger\u00e7ekten ilgilenmez &#8211; odak noktas\u0131n\u0131 kendimize kayd\u0131r\u0131r\u0131z.<\/li>\n<li>Mant\u0131ksal deliller: Bu t\u00fcr durumlardaki tavsiyelere benzerdir, \u00e7\u00fcnk\u00fc duygular\u0131 taraf\u0131ndan ezilen bir ki\u015fi genellikle nedenleri dinleyemez, bu y\u00fczden durumu \u00e7\u00f6zmeye yard\u0131mc\u0131 olmazlar.<\/li>\n<li>Te\u015fvik: Te\u015fvik, belirli durumlarda faydal\u0131 olabilir, ama \u00f6rne\u011fin birisi bize \u00fcz\u00fcld\u00fc\u011f\u00fcn\u00fc s\u00f6yler ve cevab\u0131m\u0131z \u201cne\u015felen\u201d olursa hissetti\u011fini hissetmesine izin verilmedi\u011fini hissedebilir.<\/li>\n<li>Ele\u015ftirme : \u201cBu durumda da hatalar yapt\u0131n\u0131z\u201d \u2013 diye birisini ele\u015ftirirseniz , payla\u015fmak yerine kendini savunmaya alacakt\u0131r<\/li>\n<li>\u015eaka yapma: Birinin duygular\u0131 hakk\u0131nda \u015faka yapmaya ba\u015flarsak, onlar\u0131 kolayca incitebilir ve daha fazla payla\u015fmas\u0131n\u0131 engelleyebiliriz.<\/li>\n<li>Etiketleme: Birisini etiketlersek, kendinin ki\u015fi olarak anla\u015f\u0131lmad\u0131\u011f\u0131n\u0131 hissedebilir ve daha fazlas\u0131n\u0131 payla\u015fmaya te\u015fvik edilemeyebilir.<\/li>\n<\/ul>\n<p>Yukar\u0131daki engellerden ka\u00e7\u0131nmak \u00f6nemli olmakla birlikte, di\u011fer ki\u015finin s\u00f6ylediklerini ve onu dinledi\u011fimizi g\u00f6sterdi\u011fimizi g\u00f6steren ara\u00e7larda vard\u0131r. Bunlar :<\/p>\n<ul>\n<li>Yans\u0131tma (\u201cbir \u015feyi zaman\u0131nda bitiremedi\u011finizde s\u0131k\u0131nt\u0131 \u00e7ekti\u011finizi g\u00f6r\u00fcyorum.\u201d): Yans\u0131tma kulland\u0131\u011f\u0131m\u0131zda, di\u011fer insandan g\u00f6rd\u00fc\u011f\u00fcm\u00fcz\/ duydu\u011fumuz \u015feyleri kelimelere d\u00f6kmeye \u00e7al\u0131\u015f\u0131r\u0131z.<\/li>\n<\/ul>\n<p>Yorumlamay\u0131z, ama anlad\u0131\u011f\u0131m\u0131z\u0131 a\u00e7\u0131klar\u0131z. G\u00f6zlemimizde tam olmasak bile bu\u00a0 ger\u00e7ekten \u00f6nemli de\u011fildir, di\u011fer ki\u015fi \u00a0bizi d\u00fczeltebilir ve payla\u015fmaya devam edebilir.<\/p>\n<ul>\n<li>A\u00e7\u0131k sorular (\u201cPlanlar\u0131n de\u011fi\u015fmesi hakk\u0131nda ne hissettiniz?\u201d): E\u011fer daha fazla bilgi edinmek istiyorsak, sorular\u0131m\u0131z\u0131 a\u00e7\u0131k bir \u015fekilde ifade etmeliyiz, b\u00f6ylece \u00f6teki ki\u015fi duygular\u0131n\u0131 payla\u015fabilir. E\u011fer sormazsak sadece evet veya hay\u0131r ile cevap verebilir ve b\u00f6ylece ayr\u0131nt\u0131ya girmez.<\/li>\n<li>Yeniden ifade etmek (\u201cYani oyun s\u0131ras\u0131nda s\u0131k\u0131ld\u0131\u011f\u0131n\u0131 s\u00f6yl\u00fcyorsun.\u201d): \u00d6tekinin yorumlar\u0131n\u0131 yeniden d\u00fc\u015f\u00fcnmek, onu iyi anlad\u0131\u011f\u0131m\u0131zdan emin olmak ve di\u011fer insan\u0131n duygular\u0131n\u0131 tarif etmesi i\u00e7in bir \u015fans vermektir.<\/li>\n<li>Kendi kendini ke\u015ffetme (\u201cBirisi benim fikirlerimi dinlemedi\u011finde de k\u0131zar\u0131m.\u201d): Duygular\u0131 tart\u0131\u015fmay\u0131 kolayla\u015ft\u0131rmak i\u00e7in biraz kendimizi payla\u015fabiliriz. Odaklanmam\u0131za (kendi hikayesini anlatmakla oldu\u011fu gibi) kayd\u0131rmamak \u00f6nemlidir, fakat onunla s\u0131k s\u0131k ayn\u0131 \u015fekilde hissetti\u011fimizi g\u00f6stermemiz gerekir.<\/li>\n<li>\u00d6zetleme: Bir tart\u0131\u015fma s\u0131ras\u0131nda duydu\u011fumuz \u015feylerin \u00f6zetlenmesi, insanlar\u0131n neler olup bitti\u011fini daha fazla fark etmelerine ve bu durumdan daha fazla uzakla\u015fabilmelerine yard\u0131mc\u0131 olabilir.<\/li>\n<li>Bilgilendirme: Sorunlu bir konu hakk\u0131nda somut bilgi payla\u015farak di\u011fer ki\u015filere yard\u0131mc\u0131 olabilirsek. Bu genellikle durumu daha kolay \u00e7\u00f6zer.<\/li>\n<\/ul>\n<p>\u00d6\u011frencilerden olu\u015fan gruplarla \u00e7al\u0131\u015f\u0131rken, baz\u0131 temel kurallar koymal\u0131y\u0131z, hepsini takip etmeli ve ayn\u0131 zamanda bu kurallara kendimizde uymal\u0131y\u0131z ve bir rol model olu\u015fturmal\u0131y\u0131z.Ba\u015flang\u0131\u00e7ta bunlar\u00a0 bize zor gelecektir. E\u011fer bu ileti\u015fim yoluna al\u0131\u015f\u0131k de\u011filsek &#8211; \u00f6zellikle e\u011fitimciler olarak,\u00a0\u00a0 \u00f6\u011fretici rol\u00fcm\u00fcz kar\u0131\u015f\u0131r. Amac\u0131m\u0131z duygusal tepkilerle u\u011fra\u015fmak oldu\u011fu i\u00e7in bu zorlu bir i\u015ftir &#8211; ama\u00a0 oyun s\u0131ras\u0131nda ve sonras\u0131nda tart\u0131\u015fmay\u0131 kolayla\u015ft\u0131rmak konusunda ger\u00e7ekten bilin\u00e7li olmam\u0131z\u0131n sebebi de budur.<\/p>\n<p>\u00d6\u011frencilerin duygular\u0131n\u0131, kimseyi incitmeden deneyimlemelerini isteriz.<\/p>\n[\/et_pb_toggle][et_pb_toggle title=&#8221;Zor durumlar ortaya \u00e7\u0131kt\u0131\u011f\u0131nda ne yap\u0131lmal\u0131?&#8221; _builder_version=&#8221;3.6&#8243; title_level=&#8221;h1&#8243; open_toggle_text_color=&#8221;#7db5d1&#8243; open_toggle_background_color=&#8221;rgba(0,0,0,0)&#8221; closed_toggle_text_color=&#8221;#7db5d1&#8243; closed_toggle_background_color=&#8221;rgba(0,0,0,0)&#8221; border_color_all=&#8221;rgba(0,0,0,0)&#8221; title_text_color=&#8221;#000000&#8243; title_font_size=&#8221;45px&#8221; border_color_bottom=&#8221;#7db5d1&#8243; border_width_bottom=&#8221;3px&#8221; icon_color=&#8221;#7db5d1&#8243;]\n<p>\u00d6\u011fretmenlerin \u00e7o\u011fu, zorlukla idare edebilecekleri durumlar yaratabilece\u011finden dolay\u0131 \u00e7ocuklar\u0131n duygular\u0131 hakk\u0131nda konu\u015fmas\u0131ndan korkarlar. \u00d6\u011fretmenler genellikle normal olan ki\u015fisel ama zor hik\u00e2yelerini payla\u015fan, a\u011flayan \u00f6\u011frencilerle,\u00a0 kendilerinin g\u00fc\u00e7s\u00fcz olduklar\u0131n\u0131 hissederler.<\/p>\n<p>Yetkinliklerimizin s\u0131n\u0131rlar\u0131n\u0131 g\u00f6rmek \u00f6nemlidir &#8211; baz\u0131lar\u0131m\u0131z i\u00e7in \u00e7at\u0131\u015fmalara yard\u0131m etmek tamamd\u0131r ama ba\u015fkalar\u0131 i\u00e7in zordur. Duygular hakk\u0131nda konu\u015furken, evet, zor durumlar ortaya \u00e7\u0131kabilir ancak bu nadiren olur. \u00c7o\u011fu durumda, \u00f6\u011frencilerin di\u011ferleriyle ya da \u00f6\u011fretmenle payla\u015ft\u0131klar\u0131n\u0131 birbirinden farkl\u0131d\u0131r bu dengeyi kurarlar. \u00c7ok karma\u015f\u0131k ve zor bir \u015fey payla\u015f\u0131yorlarsa, yard\u0131m isterler, \u00e7\u00fcnk\u00fc asl\u0131nda \u00a0buna ihtiya\u00e7 duyuyorlard\u0131r. B\u00f6yle bir durumda Duygular\u0131n yoklamas\u0131 uygulamas\u0131nda \u00a0&#8216;1&#8217; vererek, kutuya zorlu konular getirin &#8211; bunlar \u00f6nemli yard\u0131m \u00e7\u0131\u011fl\u0131klar\u0131d\u0131r.<\/p>\n<p>B\u00f6yle bir durumda en \u00f6nemli olan \u015fey pani\u011fe kap\u0131lmamakt\u0131r. Daha \u00f6nce s\u00f6z\u00fc edilen aktif dinleme tekniklerini kullan\u0131rsak (\u201ctart\u0131\u015fmalar\u0131n kolayla\u015ft\u0131r\u0131lmas\u0131\u201d): sessizlik ve dinleme, aynalama, g\u00f6zlem vb.,bu onlara asla zarar vermez. \u00d6\u011frenciler kendileri i\u00e7in stresli ve acil bir konu hakk\u0131nda konu\u015fmak isterlerse, onlar\u0131 dinlemek \u00e7ok \u00f6nemlidir. Bu onlar\u0131n g\u00fcvenlilik duygusunu artt\u0131r\u0131r ve duygular\u0131 i\u00e7in bir \u201cmuhafaza \u201c sa\u011flarken, kendileriyle yeniden ba\u011flant\u0131 kurmalar\u0131na ve duygular\u0131na hakim olmalar\u0131na yard\u0131mc\u0131 olur (L\u00fctfen ileti\u015fimsel engelleri unutmay\u0131n\u0131z! Bu durumda kendi hik\u00e2yelerinizi \u00f6nermek veya payla\u015fmak, zararl\u0131 bile olabilir).<\/p>\n<p>E\u011fer anlatt\u0131klar\u0131 \u00f6yk\u00fc, sorun \u00e7ok yo\u011fun duygular i\u00e7eriyorsa , ya da \u00e7ocu\u011fun ihmal edildi\u011fi, suistimal edildi\u011fi, depresyon ge\u00e7irdi\u011fi ya da herhangi bir ciddi zihinsel sorunu oldu\u011funa dair herhangi bir i\u015faret g\u00f6r\u00fcrseniz, bir uzmana ba\u015fvurun.<\/p>\n<p>\u00c7o\u011fu okulda psikologlar (rehberlik \u00f6\u011fretmenleri)atanm\u0131\u015ft\u0131r, ancak yoksa bile, \u00f6\u011fretmenlerin ba\u015fvurabilece\u011fi b\u00f6lgesel \u00e7ocuk refah\u0131 merkezleri vard\u0131r. K\u00f6t\u00fcye kullan\u0131m belirtileri g\u00f6r\u00fcyorsan\u0131z (dayak gibi) veya ciddi bir ihmalkarl\u0131k (\u00f6rne\u011fin a\u00e7l\u0131ktan \u00f6lme, k\u00f6t\u00fc ki\u015fisel hijyen) g\u00f6r\u00fcrseniz, m\u00fcd\u00fcr\u00fc derhal bilgilendirin ve gereken ad\u0131mlar\u0131 at\u0131n.<\/p>\n<p>Ne yapaca\u011f\u0131n\u0131z\u0131 tam olarak bilmiyorsan\u0131z, \u00fclkenizdeki \u00c7ocuk Yard\u0131m Hatt\u0131n\u0131 da arayabilirsiniz. Her AB \u00fclkesi i\u00e7in uyumla\u015ft\u0131r\u0131lm\u0131\u015f say\u0131 116-111&#8217;dir, ancak \u00fclkenizde ikinci bir kontrol yapmal\u0131s\u0131n\u0131z. Orada ne yapaca\u011f\u0131n\u0131z, kime d\u00f6nece\u011finiz konusunda tavsiye alabilirsiniz. (T\u00fcrkiye i\u00e7in <strong>183 Alo Kad\u0131n \u00c7ocuk ve Sosyal Hizmet Dan\u0131\u015fma Hatt\u0131)<\/strong><\/p>\n[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=&#8221;1&#8243; fullwidth=&#8221;on&#8221; specialty=&#8221;off&#8221; _builder_version=&#8221;3.6&#8243; background_color=&#8221;#7db6d2&#8243; prev_background_color=&#8221;#ffffff&#8221; global_module=&#8221;888&#8243;][et_pb_fullwidth_menu global_parent=&#8221;888&#8243; _builder_version=&#8221;3.6&#8243; menu_id=&#8221;10&#8243; submenu_direction=&#8221;downwards&#8221; fullwidth_menu=&#8221;on&#8221; background_color=&#8221;#7db6d2&#8243; background_layout=&#8221;dark&#8221; text_orientation=&#8221;center&#8221; background_position=&#8221;top_left&#8221; background_repeat=&#8221;repeat&#8221; background_size=&#8221;initial&#8221; \/][\/et_pb_section]","protected":false},"excerpt":{"rendered":"<p>&nbsp; &nbsp; Bu b\u00f6l\u00fcm, \u00f6\u011fretmenlerin Duygular\u0131n Didakti\u011fi\u2019ni okulda uygulamadan \u00f6nce sahip olabilece\u011fi s\u0131k\u00e7a sorulan sorular\u0131 toplamaktad\u0131r. Duygu Didaktisi&#8217;nin en \u00a0\u00f6nemli yakla\u015f\u0131m\u0131, okullar\u0131n g\u00fcnl\u00fck ya\u015fam\u0131na dahil edilmesini sa\u011flamakt\u0131r. Duygu e\u011fitimini m\u00fcfredat\u0131na \u00a0entegre eden \u00a0baz\u0131 okullar vard\u0131r ve\u00a0 onlar uygulama yapmak i\u00e7in \u00a0\u00f6zel zaman dilimlerine \u00a0veya derslere sahiptir. (reform pedagoji okullar\u0131nda), ancak \u00e7o\u011fu okulda bu \u201cl\u00fcks\u201d yoktur. [&hellip;]<\/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":"<!-- This site is optimized with the Yoast SEO plugin v22.5 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>S\u0131k\u00e7a Sorular Sorular - 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\/faq\/\" \/>\n<meta property=\"og:locale\" content=\"tr_TR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"S\u0131k\u00e7a Sorular Sorular - EUMOSCHOOL\" \/>\n<meta property=\"og:description\" content=\"&nbsp; &nbsp; Bu b\u00f6l\u00fcm, \u00f6\u011fretmenlerin Duygular\u0131n Didakti\u011fi\u2019ni okulda uygulamadan \u00f6nce sahip olabilece\u011fi s\u0131k\u00e7a sorulan sorular\u0131 toplamaktad\u0131r. Duygu Didaktisi&#039;nin en \u00a0\u00f6nemli yakla\u015f\u0131m\u0131, okullar\u0131n g\u00fcnl\u00fck ya\u015fam\u0131na dahil edilmesini sa\u011flamakt\u0131r. Duygu e\u011fitimini m\u00fcfredat\u0131na \u00a0entegre eden \u00a0baz\u0131 okullar vard\u0131r ve\u00a0 onlar uygulama yapmak i\u00e7in \u00a0\u00f6zel zaman dilimlerine \u00a0veya derslere sahiptir. (reform pedagoji okullar\u0131nda), ancak \u00e7o\u011fu okulda bu \u201cl\u00fcks\u201d yoktur. 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