Etwinning "Stop, think, reflect...then Act" μεταξύ των χωρών Ιταλία, Πορτογαλία, Ελλάδα, Σλοβενία, Μάλτα, Πολωνία, Γαλλία, Βουλγαρία.Σκοπός αυτού του προγράμματος ήταν να βοηθήσεις τους μαθητές να σκεφθούν, να δράσουν και να εκφράσουν τα συναισθήματά τους. Για το σκοπό αυτό οι μαθητές υιοθέτησαν θετική συμπεριφορά και έγινε προσπάθεια μέσω του πρότζεκτ για την επίλυση συγκρούσεων, θυμού, άγχους και για τη δημιουργία ευεξίας.
Etwinning "Stop, think, reflect...then Act" between Italy, Portugal, Greece, Slovenia, Malta, Poland, France, Bulgaria.The focus of this project was to help students to think, reflect and to express their feelings. For that reason students adopted positive behavior to improve their wellbeing. Also the aim of the project was to empower them when facing conflict, anger and stress.
Εδώ είναι το κοινό μας λογότυπο
This is our common Logo
Μέσω της επαφής τους με τη φύση οι μαθητές εξέφρασαν τις απόψεις τους και ηρέμησαν. Μετά την επίσκεψη στο αρχαίο θέατρο του Θορικού και στο Λαύριο οι μαθητές εμπνεύστηκαν από τη φύση μέσω της τέχνης και εκφράστηκαν.
Nature was a way for students to express their ideas and relax. After visiting Ancient Theater of Thoricos and Lavrion students inspired by nature they created art and expressed themselves.
Εδώ μπορείτε να δείτε:
Here you can see: https://blogs.sch.gr/vasidogani/episkepsi-sto-thoriko/
Eδώ μπορείτε να δείτε τις δημιουργικές ιδέες των μαθητών με την καθηγήτρια κ. Κ.Ψωμακέλλη.
Here you can also see the creative ideas of students by the teacher K.Psomakelli:
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- Behavior Intervention Plan:
- Description of Behavior:
- The student exhibits difficulties in managing personal well-being and resolving conflicts with peers in a constructive manner. This includes struggles with self-regulation, expressing emotions appropriately, and dealing with disagreements effectively.
- Summary Statement (Function of Behavior):
- The behaviors seem to serve the function of seeking attention, avoiding tasks or situations, or fulfilling unmet emotional needs.
- Interventions Used and Results:
- Previous interventions such as check-ins with a counselor, social skills training, and mindfulness techniques have been partially effective. However, a more structured and individualized approach is required.
- Interventions Used and Results:
- Previous interventions such as check-ins with a counselor, social skills training, and mindfulness techniques have been partially effective. However, a more structured and individualized approach is required.
- Behavioral Goals:
- Improve self-regulation skills.
- Enhance conflict resolution abilities.
- Increase emotional awareness and expression.
Plan for Teaching and Supporting New Behavior:
Provide regular check-ins with a designated staff member to discuss emotions and well-being.- Teach specific self-regulation strategies such as deep breathing exercises and progressive muscle relaxation.
- Conduct role-playing scenarios to practice conflict resolution skills.
- Offer opportunities for the student to express emotions through writing, art, or verbal communication.
- Implement a reward system for demonstrating positive behaviors.
- Crisis Intervention Plan:
- In case of a crisis situation, immediately involve a counselor or trusted staff member to provide support and ensure the safety of the student and others.
- Description of Success (Criteria and Consequences):
- Success will be determined by the student's ability to regulate emotions, handle conflicts constructively, and engage in positive interactions with peers. Positive consequences such as praise, privileges, and increased responsibilities will be given for progress. Conversely, lack of progress may result in additional support or interventions.
- Fidelity Measurement:
- The plan's fidelity will be measured through regular observations, feedback from staff members and the student, as well as tracking behavioral data to assess improvements over time.
- Follow-Up Activities:
- Regular review meetings with relevant staff members, parents/guardians, and the student to assess progress, make necessary adjustments, and provide ongoing support. Additional interventions or modifications will be implemented as needed to ensure the student's well-being and successful conflict resolution skills development.
- The student exhibits difficulties in managing personal well-being and resolving conflicts with peers in a constructive manner. This includes struggles with self-regulation, expressing emotions appropriately, and dealing with disagreements effectively.
- Summary Statement (Function of Behavior):
- The behaviors seem to serve the function of seeking attention, avoiding tasks or situations, or fulfilling unmet emotional needs.
- Interventions Used and Results:
- A more structured and individualized approach is required.
- Though cards provide regular check-ins with a designated staff member to discuss emotions and well-being.
- Teach specific self-regulation strategies such as deep breathing exercises and progressive muscle relaxation. Conduct role-playing scenarios to practice conflict resolution skills. Offer opportunities for the student to express emotions through writing, art, or verbal communication. Implement a reward system for demonstrating positive behaviors.
- Success will be determined by the student's ability to regulate emotions, handle conflicts constructively, and engage in positive interactions with peers. Positive consequences such as praise, privileges, and increased responsibilities will be given for progress. Conversely, lack of progress may result in additional support or interventions.