Embed Size (px)
Citation preview
1
ΠΡΟΓΡΑΜΜΑΤΑ ΑΓΩΓΗΣ ΥΓΕΙΑΣ
Ο γίγαντας που έσπειρε αγκάθια στην αυλή
του σχολείου
Σχολική παραβατικότητα – αντισχολική
συµπεριφορά. Προληπτικές και παρεµβατικές
πρακτικές για την αντιµετώπισή της
12ο ∆ηµοτικό Σχολείο Ηλιούπολης
Κρέτση Γεωργία – Καθηγήτρια Αγγλικών
2
Το παρόν σχέδιο εργασίας αποτελεί µέρος του εκπαιδευτικού προγράµµατος µε
τίτλο «Ο γίγαντας που έσπειρε αγκάθια στην αυλή του σχολείου» (Α,Β,Γ τάξεις )
και «Σχολική παραβατικότητα – Αντισχολική συµπεριφορά. Προληπτικές και
παρεµβατικέs πρακτικές για την αντιµετώπισή της» (∆,Ε,ΣΤ τάξεις) που
εκπονήθηκε από τους εκπαιδευτικούς του 12ου ∆ηµοτικού Σχολείου Ηλιούπολης το
σχολικό έτος 2012-2013 στο πλαίσιο του προγράµµατος Αγωγής Υγείας.
Οι µαθητές των τάξεων Γ2 και Ε1 στο πλαίσιο του µαθήµατος των Αγγλικών
συµµετείχαν µε δραστηριότητες που ανταποκρίνονται στους ευρύτερους στόχους
του προγράµµατος και σχεδιάστηκαν µε βάση το γνωστικό επίπεδο των µαθητών
στην Αγγλική γλώσσα.
Στο πρόγραµµα επίσης συµµετείχαν (στο µάθηµα των Αγγλικών) µε 2
δραστηριότητες και οι µαθητές της ΣΤ τάξης (ΣΤ2,ΣΤ3).
3
Table of Contents
3rd Grade
Objectives
Activities assigned to the students
Appendix
5th Grade
Objectives
Activities assigned to the students
A story
Appendix
6th Grade
Activity- Song
4
3rd Grade
Duration: 5 teaching hours
Number of students: 22
Language level: A1
Objectives
i. To create a friendly and supportive atmosphere in class and provide a
safe learning environment so as the students feel comfortable to express
their own thoughts and feelings in simple English freely and without
shyness or hesitation.
ii. To help students understand the meaning of the word «feelings» such as
love, happiness, anger etc.
iii. To present vocabulary related to feelings.
iv. To recognize and identify feelings as well as nonverbal ways by which
people show their feelings (facial expressions, gestures, body
movements).
v. To make students understand how to use «feeling words» such as happy,
sad, angry in order to express themselves, to talk about their reactions
or response to things that happen to them. All of course in simple words
as they’re not using their mother tongue here.
vi. To involve them in group and pair work.
vii. When pupils find themselves in a difficult situation such as a conflict or
an incident of anger and bad behaviour, to be able to manage their anger
and resolve the conflict in an appropriate and peaceful way.
5
Activities assigned to the students
Activity 1
Students are given a photocopy with the circle of emotions drawn on it and are
asked to colour the positive (pleasant) emotions using a colour they think it
matches best. They are also asked to do the same with the negative emotions.
Then they have to choose an emotion they like most and present it to their
classmates (one-by-one or in pairs) without words using gestures, facial
expressions etc.
See Appendix I
Activity 2
Students are asked to write down in which cases they feel happy, sad, angry or
calm (using very simple English). They write about the things or the situations
that make them feel happy, sad, angry or calm and are encouraged to reflect
their views freely.
Then they are formed in groups of 4 and each group is given a piece of
cardboard with the name of a feeling written on it. Each pupil has to draw a
face with the characteristics of this feeling shown on it and write their name
underneath.
See Appendix II
Activity 3
Students are asked to draw 4 persons they love (their mother, father, brother,
friend or classmate) and explain in simple words the reasons they love them. A
conversation follows where pupils say what love means to them, how they sense
this emotion and reveal it to the others.
See Appendix III
6
Activity 4
Students formed in groups are given a photocopy with an incident that took
place at school between 2 close friends. The two friends had quarreled and they
didn’t talk to each other anymore. Students have to guess what had happened
and how the two friends can love each other again.
Through this activity children can learn how to react and manage their fury
during a conflict or some other hard situation.
See Appendix IV
Activity 5
Students read two short stories about violence in schools written by
schoolchildren for children and not only. The stories are: ‘Τα µπαλόνια της
φιλίας’ and ‘Η Mόνα σε καινούργιο σχολείο’. A discussion follows about disunity,
isolation of pupils in school and unfriendly behaviour. Every pupil conveys his
ideas and thoughts on those issues using simple language and their mother
tongue where necessary.
See Appendix V
Activity 6
Students draw balloons and write some slogans on them about friendship and
love. They call them «our balloons of friendship»and put them up on the wall of
their classroom.
See Appendix VI
7
Appendix I
The circle of emotions
JOY
ΧΑΡΑ
LOVE
ΑΓΑΠΗ
PEACE
ΕΙΡΗΝΗ
FEAR
ΦΟΒΟΣ
SADNESS
ΛΥΠΗ
HATE
ΜΙΣΟΣ
ANGER
ΘΥΜΟΣ
CURIOSITY
ΠΕΡΙΕΡΓEΙΑ
Colour the pleasant (positive) emotions using a colour you think it matches
best.
Then colour the sad (negative) emotions using another colour that also you
think it matches best
Choose an emotion you like and present it to your classmates without words
(using gestures, facial expressions etc)
8
Students’ work
9
Appendix II
My feelings
I feel sad when …. I feel angry when …
I feel happy when …. I feel calm when ….
10
Students’ work
11
12
13
Appendix III
LOVE
Draw 4 persons you love and write in the bubbles the reasons you love
them.
14
Students’ work
15
Appendix IV
An incident at school
Jason and Dinos are very good friends.
Today they quarreled at school and they are feeling sad all day.
Think what happened and how the two friends can love each other again.
The problem:
The solution:
16
Students’ work
17
Appendix V
18
Appendix VI
19
20
5th Grade
Duration: 8 teaching hours
Number of students: 20
Language level: A2
Objectives:
i. To promote an atmosphere of respect and civility in the classroom. Explaining
the importance of saying things like «please», «thank you», «may I?» to one
another may seem like a minor detail, but the more the students are respectful
of one another in little ways, the more likely they are to show the same respect
when handling larger issues.
ii. To make students aware of the phenomenon of violence and bullying in school
(and elsewhere) and make them feel comfortable to express their feelings and
thoughts.
iii. To reinforce students’ solidarity, empathy and understanding. Sharing their
feelings in class allows them to see how their actions affect others and that
words can be just as hurtful as physically harming someone.
iv. To foster psychological safety and focus on self-esteem building and positive
peer relationships.
v. To encourage students to accept the fact that some people are different but all
the people are equal.
vi. To make students realize the negative consequences of bullying and identify
tactics and symptoms related to it.
vii. To make them think of the characteristics of the victim, the victimizer and the
observer and the role of the observers in particular in a bullying incident.
viii. To help students learn how to handle themselves effectively in a bullying
situation and where to go for assistance when finding themselves in such a
situation. To emphasize to students that if they observe or fear violence they
should report it to a teacher or the headmaster immediately without being
afraid that this is a kind of «squealing».
ix. Finally, to create a supportive, encouraging and friendly environment that
lessens school violence and promotes friendship and love among students.
21
Activities assigned to the students
Activity 1
Students are given a photocopy with some short scenarios written on it and are
asked to write down which of those scenarios are examples of a daily conflict or
of a bullying incident in school. They have to justify their answers and in this
activity they work individually.
See Appendix I
Activity 2
The teacher gives the students a photocopy with a story about a new pupil in
school named Sonia and the problems she faces in her effort to find friends
and be accepted by the other students. Questions on the story are also given
and the students have to answer them and report their thoughts on the
situation.
See Appendix II
Activity 3
Through this activity students learn empathy. Students in pairs or small groups
of 3-4 (if there are observers, too) perform short skits. One says something
hurtful to the other. The students think of themselves as actors here and not
as classmates. The student who receives the hurtful comment should then react
in the way he / she thinks is the most appropriate one. If he does so
inappropriately, the class brainstorm about what he could have done to manage
his feelings in a peaceful way.
See Appendix III
22
Activity 4
Students are asked to write about a time when they were really angry in school
whether their anger was directed at a fellow student, a friend or something
else. They are asked to share with the class how they handled their anger at
that time. They can also write about something that happened to their friend or
a relative or about an incident where they were just witnesses. Then the
teacher asks them to remember –think-imagine how the victim, the victimizer
or the observers (if there were any) might have felt or reacted.
See Appendix IV
Activity 5
In this activity pupils work in pairs. Each pair is given a piece of colourful
cardboard and is asked to draw a foot on it, to cut it, write a piece of advice on
it for the victim of a bullying incident about the ways he can handle this
problem.
Then the students place all the ‘steps for handling the problem of bullying’ on a
big cardboard and put it up on the wall of the classroom.
See Appendix V
Activity 6
Team work: Students work on the alphabet of anger and violence. They find out
relevant words (using a dictionary, searching the net etc.) beginning with the
letters of the English alphabet. They write down as many as they can find or
think of.
See Appendix VI
Activity 7
Students draw a flower and they write short sentences about what friendship
means to them on its petals. They also create a short poem about it. They put
them up on the wall of their classroom.
See Appendix VII
23
Activity 8
As a last activity, students of the 5th Grade (both E1 & E2) work together and
they create a story. They also draw and colour some pictures (scenes of the
story) which they embody in it. The outcome is really wonderful!
Read the story in Appendix VIII
6th Grade
Activity
Students of the 6th grade prepare some slogans about violence and friendship
which they write on the leaves of the ‘tree of friendship’. This tree was drawn
and painted by the teacher of Art on a wall in the entrance of the school (See
Appendix IX). They also compose a song about friendship and love with the help
of the teacher of Music. ( See Appendix X ).
24
Appendix I
SCENARIOS
Say which of these short scenarios are examples of a daily conflict or of a
bullying incident in school.
a. Nick and John are playing basketball. Nick is throwing the ball but
unfortunately it hits Thomas, who is watching the game, on the head.
b. Jimmy follows Marinos during the break and asks for his pocket money.
He threatens him and calls him bad names.
c. Little Mary finds an insect in her bag and starts crying. Two of her
classmates have put it there as a joke not realizing she’s very afraid of
insects.
d. Georgia sits behind Antonia in the classroom. She likes teasing her and
she often throws little pieces of rubber and other things on her back.
e. Angela and Samantha are not fond of each other. One day Samantha
flung Helen’s favourite ruler out of the classroom window and threatened
her that if she tells it the teacher she will beat her up.
25
Students’work
26
Appendix II
A STORY
Read the story about a school girl named Sonia. Then answer the following
questions.
The story
Sonia is a new pupil in the class who still doesn’t have any friends. She is very
shy and not very talkative .She’s very much eager to make friends but the other
students don’t seem to understand it. They often talk behind her back and they
laugh at her .During the breaks she’s always alone and no one wants to play with
her .This makes her feel miserable and at home her mother keeps her asking
why she looks so unhappy the last days. She answers that everything is OK. as
she prefers not to talk to her parents or her teacher yet. She wants to find a
solution to the problem by herself.
Questions
How does Sonia feel?
What does she think of herself?
Why do you think the other pupils make fun of her?
Has she got friends at school who can help her?
Has her behaviour changed?
Does she ask for help from her parents or her teachers?
How do you think she can deal with this problem?
27
Students’ work
28
Appendix III
Students acting in the classroom
29
Appendix IV
30
Appendix V
31
32
Appendix VI
33
Appendix VII
34
35
Appendix VIII
A story written in English by the 5th Grade students of our
school
Teachers: Kretsi Georgia – Faki Kleanthi
36
Tony is an eleven year old boy who lives in Athens with his parents and his
younger sister. Every morning he goes to school in his father’s car. He is a quite
good student and he really loves P.E.
When he plays football with his classmates he gives instructions to his team all
the time because he hates being a loser, as he says.
That’s exactly what he did the other day when his class played against 6th
Grade. He shouted again and again but Andrew ignored him and soon after the
opponents scored a goal. So when the match finished he felt furious.
37
‘What’s the matter with you? Why didn’t you do as I told you?’ he shouted at
Andrew.
‘Because I didn’t want to. I don’t take orders from you’ his classmate replied.
‘Well, you should because you are an idiot!’ Tony answered and kicked him as
hard as he could. Then he turned around and left Andrew crying. Of course his
teacher scolded him but he didn’t really care.
Neither did he care when he pushed Helen as he was trying to get out of the
classroom first when the bell rang. She fell down and hit her arm but he said it
was her fault as she was standing in his way. Once again his teacher tried to
make him understand that he should respect his classmates but he still believed
he was right.
38
As for Peter, his thin, short classmate, he should blame himself for what
happened during the break. Tony was hungry because he had left his sandwich
at home. Then he saw Peter holding that delicious piece of cheese pie so he
asked him or rather ordered him to give it to him. Peter refused so he decided
to teach him a lesson. He took the cheese pie and threw it on the floor. This
time he ended up in the headmaster’s office where he spent the rest of the
break, even though he couldn’t understand the reason why. He just wanted to
eat something and Peter didn’t want to share his food, so it wasn’t his fault!
39
Anyway, this Monday morning Tony is very excited. He can’t wait to go to school
and tell everybody about his fantastic trip at the zoo. He feels so proud and
brave! He touched a really big snake and he fed a monkey! As soon as he gets to
school, he looks for John and Paul. When he sees them, he calls them. They
don’t seem to hear him so he gets closer.
‘You won’t believe what I’ll tell you’ he starts but they don’t even look at him.
Instead, they talk to each other. He feels surprised and he turns to Helen and
Irene. The girls give him an unfriendly look and go away. Tony is really confused
now. Later, when they go into the classroom, he discovers he hasn’t got a pencil,
so he asks George if he can lend him one. ‘No I can’t! In fact, I don’t want you to
talk to me at all’.
‘Why not?’
‘Because of the way you treat us’ answers Kate who sits next to George.
‘What are you talking about?’ Tony raises his voice.
‘None of us will talk to you again if you don’t stop behaving like that!’ they reply.
‘Fine! I don’t need any of you!’ Tony cries out and remains silent for the rest of
the lesson.
40
At break time, he watches his classmates play and have fun. He feels so angry!
He can’t understand them. He is not the one to blame, or is he? He feels jealous
as he sees them having fun.
Ok, maybe he was a bit responsible but he will never apologize to them. He’ll
just stay there on his own. He is still alone when they have their last break, but
now he feels sorry. He has hurt a lot of children and they are right to hate him,
but what can he do now? How can he make things right? He is too scared to
make the first move but he knows no one can spend his whole life without
friends. It is awful and he wants to cry. He hides his face because he doesn’t
want anyone to see his tears.
Then he hears a familiar voice saying to him:
‘Come on, don’t be sad, play with us!’ As he wipes his tears he sees all his
classmates around him.
‘You mean you want me to be your friend again? Aren’t you still mad with me?’
41
‘No we aren’t. We just wanted you to understand that what you did was wrong,
and we think you know now’ Peter said.
‘Yes, I know I was wrong and I promise not to do anything to hurt you again.’
Andrew interrupts him and pulls him by his arm.
‘Come on, let’s play football. We don’t have much time left!’
As the children are running, Tony feels free and happy. Having friends is the
most precious thing in the world and he is determined to be the best friend
ever!
42
Appendix IX
43
44
Appendix X
SONG
Don’t laugh at me
Don’t call me names
I’m one of you
We’re all the same.
Come play with me
Don’t turn your back
I need you here
Just show me love.
Anger does not help
Violence does not count
Don’t make me cry
That’s all I shout.
Let’s all be friends
Let’s make a start
Let’s sing out loud
Let’s make the world smile!
45
