Teachers participating in the program at the entrance of our school.
As we mentioned in a previous entry, our center participates in a regional program called "Muévete". It has been a great opportunity to open the doors of our school to other teachers in the region and to show our projects. In the case of the Erasmus Project we have organized the experience in two sessions that we explain below.
In the first session we made a presentation of the project in which we talked about the origin, participating organizations, priorities, themes, objectives and activities carried out so far. Next you can visualize and read the presentation we made.
We explain that in our project different types of activities are carried out to accommodate all the students of the centre: specific, cultural, virtual, dissemination... Among them we emphasized those referred to "good practices" as they would be the basis for session number 2, of observation in the classroom. The practice is titled "Answering is not always the best solution" and pursues the following objectives:
The practice has been implemented in several courses. The students read the case studies and had to empathize with the protagonists to try to give the most effective solutions. To do this, we distributed the students into four groups. To each one, at random, we assigned a color to differentiate the four communicative styles:
- To learn to manage communicative interactions with safety and self-protection criteria.
- To use consequential thinking before making decisions.
- To study cases of students who go through complicated situations derived from the misuse of electronic devices.
- To assess what response is best before verbal attacks on the network.
- To work collaboratively through web 2.0 tools such as Padlet.
The practice has been implemented in several courses. The students read the case studies and had to empathize with the protagonists to try to give the most effective solutions. To do this, we distributed the students into four groups. To each one, at random, we assigned a color to differentiate the four communicative styles:
- Red: Aggressive responses.
- Green: Assertive answers.
- Orange: Passive or avoidance responses.
- Blue: Answers that defer the situation.
The web tool we used was a Padlet board, configured to give a collaborative response to the activity. The students had to read the answers and judge the suitability to solve the situation. They did this with a voting system included in the board that allowed them to put stars. We agreed that one star meant "poor suitability to resolve the situation"; five stars "very effective communication that resolves the situation". All agreed that the best way to solve a conflict on the net is through an assertive type of response:
"What you're doing offends and angers me, but no matter how many times you call me a mute, you're going to get what you want. I've decided to use WhatsApp responsibly and if you don't respect my decision I'm willing to go to an adult and tell them what you're doing with me".
The least accepted responses were aggressive, passive and avoidant.
Students 5º A responding to case nº 1
Students from 5th B in the observation session.
6th grade students working on one of the cases.
All concluded that an assertive response is one that has the following characteristics:
- There are no insults.
- It is a polite and respectful response, given from calm and quiet.
- It is a response that respects our wishes and therefore offers alternatives to the interlocutor or justifies why we do not do a certain action that we do not want or agree with.
- It is a response that may include a third person who can act as a mediator to resolve the situation.
Together we think of phrases that we can use in our daily conversations that will help us to be more assertive. These are the following:
- I feel bad because...
- Please...
- What you're doing to me...
- I feel bad the way you're talking about me, please, would you stop?
- Could you talk to me differently?
The final product will be the realization of interactive posters with the conclusions obtained and the cybermentors will record a radio program where they will explain everything they have learned with this good practice.
The final products will be displayed in this or other publications.
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