{"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\/tr\/case-study\/teachers-perspective\/case-study-1-teacher\/","title":{"rendered":"DURUM \u00c7ALI\u015eMASI 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

 <\/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” background_position=”top_left” background_repeat=”repeat” background_size=”initial”]\n

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\u00dclke<\/strong>\u00a0<\/strong><\/td>\nItalya<\/td>\n<\/tr>\n
Tarih \/ S\u00fcre<\/strong><\/td>\nMay\u0131s\u00a0 2017<\/td>\n<\/tr>\n
Ana konu<\/strong><\/td>\n\u00d6\u011fretmen<\/td>\n<\/tr>\n
\u00d6\u011frencilerin ya\u015f aral\u0131\u011f\u0131<\/strong><\/td>\nAged 14-16 years old<\/td>\n<\/tr>\n
Okulun durumu \/ durumu <\/strong><\/td>\nPalermo \u015fehrinde bir devlet okulu<\/td>\n<\/tr>\n
Tema <\/strong><\/td>\nDuygu kutusunun i\u00e7inde rahats\u0131zl\u0131k mesaj\u0131\u00a0<\/strong><\/td>\n<\/tr>\n
Vaka \u00e7al\u0131\u015fmas\u0131n\u0131n a\u00e7\u0131klamas\u0131<\/td>\n\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.<\/p>\n

S\u00fcrekli olarak iki tekni\u011fi uygulam\u0131\u015ft\u0131r : s\u0131cak sandalye ve duygu kutusu.<\/p>\n

Toplant\u0131lar ger\u00e7ekle\u015ftik\u00e7e, tekniklere daha fazla a\u015fina<\/p>\n

Hale gelen \u00f6\u011frenciler etkinliklere dahil olmaya ba\u015flad\u0131.<\/p>\n

Ve \u00f6\u011fretmen, \u00f6\u011frencilerin etkinliklere daha fazla kat\u0131ld\u0131\u011f\u0131n\u0131 fark etmeye ba\u015flad\u0131.<\/p>\n

Uygulaman\u0131n ba\u015flamas\u0131ndan yakla\u015f\u0131k iki ay sonra, bir \u00f6\u011frenci g\u00fc\u00e7l\u00fc bir rahats\u0131zl\u0131k ifade eden bir mesaj yazd\u0131 ve duygular kutusuna koydu. Rahats\u0131zl\u0131k \u00e7ok net ve dramatik bir \u015fekilde a\u00e7\u0131kland\u0131. Profes\u00f6r, t\u00fcm \u00f6\u011frencilerin \u00f6n\u00fcnde bulunan kutunun i\u00e7indeki mesajlar\u0131 her zamanki gibi okumama karar verdi, ancak birka\u00e7 g\u00fcn bekledi. Bu s\u00fcre zarf\u0131nda dava hakk\u0131nda s\u0131n\u0131f konseyi ile konu\u015fmaya karar verdi, ancak maalesef yeterli deste\u011fi bulamad\u0131.<\/p>\n

Bu nedenle, ders i\u00e7indeki t\u00fcm mesajlar\u0131 okuyarak konuyu s\u0131n\u0131f i\u00e7inde t\u00fcm mesajlar\u0131 okuyarak y\u00fcr\u00fctmeye karar verdi.<\/p>\n

Bu oldu\u011funda \u00f6\u011fretmen, o \u00f6\u011frencinin ifade etti\u011fi rahats\u0131zl\u0131\u011f\u0131n \u201cayna gibi\u201d oldu\u011funu fark etti, ayr\u0131ca s\u0131n\u0131f\u0131n geri kalan\u0131 da genel rahats\u0131zl\u0131k ve d\u0131\u015f deste\u011fe ihtiya\u00e7 duymaya ba\u015flad\u0131.<\/p>\n

\u00d6\u011fretmen periyodik olarak d\u00fczenlenen s\u0131n\u0131fta a\u00e7\u0131k \u00e7at\u0131\u015fma anlar\u0131 yaratmaya karar verdi.<\/p>\n

B\u00f6ylece s\u0131n\u0131f, \u00f6\u011frenciler aras\u0131nda g\u00fcvenin ve \u00f6\u011fretmene duyulan g\u00fcvenin artmas\u0131 i\u00e7in bir yol ba\u015flatt\u0131. G\u00fc\u00e7l\u00fc rahats\u0131zl\u0131\u011f\u0131 ilk kez dile getiren \u00f6\u011frenci ortaya \u00e7\u0131kmad\u0131, ancak s\u0131n\u0131f arkada\u015flar\u0131yla olan ili\u015fkileri geli\u015fmeye ba\u015flad\u0131.<\/p>\n

E\u015fler aras\u0131 bir destek bi\u00e7imi etkinle\u015ftirilmi\u015ftir. DoE teknikleri, \u00f6\u011frencilerin ili\u015fkilerini geli\u015ftirmelerine izin vermi\u015ftir.<\/p>\n

\u00d6\u011frenciler aras\u0131nda ve \u00f6\u011frenciler ve \u00f6\u011fretmenler aras\u0131nda fark\u0131ndal\u0131k yaratma s\u00fcre\u00e7lerini tetiklemi\u015f ve s\u0131n\u0131f i\u00e7inde destekleyici s\u00fcre\u00e7leri aktif hale getirmi\u015ftir.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]","protected":false},"excerpt":{"rendered":"

\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.<\/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":"\nDURUM \u00c7ALI\u015eMASI 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=\"tr_TR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"DURUM \u00c7ALI\u015eMASI 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'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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