Innovator: Sonja Antunovikj, https://www.linkedin.com/in/sonja-antunovik-479760263/
Organisation: Primary school-Aleksandar Turundzev, Bitola
Setting of the practice: hybrid
Description of the practice:
In this practice the challenge of developing socioemotional skills of the students, is to increase knowledge about emotional reactions and actions that follow,thus avoiding imbalance and unwanted consequences such as bullying and impulsive attitudes,so present in the schools today.
The expected results of this practice to the educational process is to make the participants to be aware of the ways of expressing emotions and the ways of controlling them.Also to make them respect different points of view and opinions and use the best parts of them.There are three main innovations in this practice:
-Self-management (Managing behavior and emotions to achieve certain goals)
-Mindfulness (Recognizing one’s emotions and values as well as strength and challenges)
-Social awareness (Showing understanding and empathy for others)
In the first part, self-management is presented to the participants with the method of showing the contrast between different stages of feelings of anger using words/symbols/pictures ,then situations which cause those feelings and the ways of managing the feelings.After that a list of ways of managing the feelings of anger is made.In the next activity by a quiz a distinction between the situations which are not under “our”control is made.In small groups the participants make a card of positive thinking and then present it to the others.The activity”Circle of control”follows and the participants individually search for situations and strategies for facing and overcoming the situations which are not under our control.
In the second part of the practice the method of socioemotional interaction is presented.First there is a discussion which leads to the conclusion that each of us has different perspective for the same thing and be right about it.In groups, every individual makes his/her own figure by a string and afterwards the participants discuss about the figures.The conclusion is that respecting other people’s opinions is very important,and at the same time we value our own opinion as well.Each individual is focused to his/her strongest sides which can be useful for accomplishing the task.
The third part of the practice is connected to socioemotional management.After the short introduction,the method of role playing follows.The teacher/trainer by role playing of the short conversation demonstrates the skills of active listening.The participants are divided in pairs.Each individual of the pairs,is going to be once in a role of active listener and once in a role of a speaker,thus demonstrating the elements of active listening.At the end the participants fulfill a questionnaire (Testing the listening skills)in order to improve active listening skills.
At the end the participants will be able to make an eye contact with the person(s) they are talking to,to take a proper posture while talking,to ask questions which express interest about the topic,to summarize the topic.
The transferability of this practise begins through interactive practices in the school environment.With the prepared pedagogical team the students can learn through methodologies that place them as protagonists and solvers.Although this practice can be applicable mostly in the social sciences,all three innovations can be used independently,in different subjects,whenever there is a need for emphasizing socioemotional aspect of the studied material.
By socializing with other students,they begin to face situations and with the appropriate assistance of the teachers and assistants, the participants begin to expand their vision of the world.
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